2016年3月26日
Restricted=limited
Culminate=end
Irritating=annoying
Exploit=use fully
enabling=allowing
Pioneering=original
Intitate=start
Renewed=restored
第一篇：
题材划分：生物类文章
主要内容：
鸟类学习鸣叫：需要在出生后几周内学到，可以跟着recording学，但是由于生理构造仍然是只能学习同一个或相似species的声音，最后一段提出两类例外：一个是天生deaf的，一个是会说话的鸟类
解析：整体文章结构清晰，对比清楚，考生只要抓住各段主旨即可。学生如果有这方面的背景知识也可帮助做题。第一篇相对而言比较难进入状态，所以一定要调整好自己的心态。
相似TPO练习推荐：
TPO4- Deer Populations of the Puget Sound
TPO15- A Warm-Blooded Turtle
第二篇
题材划分：农业类文章
主要内容：
新石器时代的农耕。多处同时发生，气温温和，地中海地区适合作物生长，作物太多就开始储存粮食，由打猎改为定居;之后干旱严重，也并没有迁徙，因为存了粮食不方便搬，粮食收货少了就开始直接种种子，科学家怀疑是农业文明开始形成的时期。
解析：
就文章题材而言，是考生相对不是很陌生的话题，词汇地部分也比较简单易懂，不应该存在阅读的障碍，重复之前的旧题。
相似TPO练习推荐：
TPO7- Agriculture, Iron, and the Bantu Peoples
TPO14- Pastoralism in Ancient Inner Eurasia
相关文章：
Agriculture, Iron, and the Bantu Peoples
第三篇
题材划分： 社科类文章
主要内容：
就是TPO17的听力M hypothesis，但是前面部分没有听力那么长，很快就进入了1970年:ocean的证据验证了hypothesis;1980：D hole的证据反对hypothesie;接着总结：两个证据都对，ocean是全球而D hole是地区
解析：
就整体的文章结构来看，考生可通过阅读对应的TS句来了解段落的大意，相对比较容易把握，题目难度也不高，基本上都可以从原文中找到对应的信息点。比较值得注意的是本篇文章跟tpo17的听力原文相似度极高。
相似TPO练习推荐：
TPO13— Methods of Studying Infant Perception
TPO30-Role of Play in Development
相关文章：
Methods of Studying Infant Perception
In the study of perceptual abilities of infants, a number of techniques are used to determine infants' responses to various stimuli. Because they cannot verbalize or fill out questionnaires, indirect techniques of naturalistic observation are used as the primary means of determining what infants can see, hear, feel, and so forth. Each of these methods compares an infant's state prior to the introduction of a stimulus with its state during or immediately following the stimulus. The difference between the two measures provides the researcher with an indication of the level and duration of the response to the stimulus. For example, if a uniformly moving pattern of some sort is passed across the visual field of a neonate (newborn), repetitive following movements of the eye occur. The occurrence of these eye movements provides evidence that the moving pattern is perceived at some level by the newborn. Similarly, changes in the infant's general level of motor activity —turning the head, blinking the eyes, crying, and so forth — have been used by researchers as visual indicators of the infant's perceptual abilities.
Such techniques, however, have limitations. First, the observation may be unreliable in that two or more observers may not agree that the particular response occurred, or to what degree it occurred. Second, responses are difficult to quantify. Often the rapid and diffuse movements of the infant make it difficult to get an accurate record of the number of responses. The third, and most potent, limitation is that it is not possible to be certain that the infant's response was due to the stimulus presented or to a change from no stimulus to a stimulus. The infant may be responding to aspects of the stimulus different than those identified by the investigator. Therefore, when observational assessment is used as a technique for studying infant perceptual abilities, care must be taken not to overgeneralize from the data or to rely on one or two studies as conclusive evidence of a particular perceptual ability of the infant.
Observational assessment techniques have become much more sophisticated, reducing the limitations just presented. Film analysis of the infant's responses, heart and respiration rate monitors, and nonnutritive sucking devices are used as effective tools in understanding infant perception. Film analysis permits researchers to carefully study the infant's responses over and over and in slow motion. Precise measurements can be made of the length and frequency of the infant's attention between two stimuli. Heart and respiration monitors provide the investigator with the number of heartbeats or breaths taken when a new stimulus is presented. Numerical increases are used as quantifiable indicators of heightened interest in the new stimulus. Increases in nonnutritive sucking were first used as an assessment measure by researchers in 1969. They devised an apparatus that connected a baby's pacifier to a counting device. As stimuli were presented, changes in the infant's sucking behavior were recorded. Increases in the number of sucks were used as an indicator of the infant's attention to or preference for a given visual display.
Two additional techniques of studying infant perception have come into vogue. The first is the habituation-dishabituation technique, in which a single stimulus is presented repeatedly to the infant until there is a measurable decline (habituation) in whatever attending behavior is being observed. At that point a new stimulus is presented, and any recovery (dishabituation) in responsiveness is recorded. If the infant fails to dishabituate and continues to show habituation with the new stimulus, it is assumed that the baby is unable to perceive the new stimulus as different. The habituation-dishabituation paradigm has been used most extensively with studies of auditory and olfactory perception in infants. The second technique relies on evoked potentials, which are electrical brain responses that may be related to a particular stimulus because of where they originate. Changes in the electrical pattern of the brain indicate that the stimulus is getting through to the infant's central nervous system and eliciting some form of response.
Each of the preceding techniques provides the researcher with evidence that the infant can detect or discriminate between stimuli. With these sophisticated observational assessment and electro-physiological measures, we know that the neonate of only a few days is far more perceptive than previously suspected. However, these measures are only "indirect" indicators of the infant's perceptual abilities.
