2013年自考英語(二)課文譯文:控制你的注意力

    控制你的注意力

    CONCENTRATION IS CENTERING YOU R ATTENTION

　　Psychologically defined, concentration is the process of centering one's attention over a period of time. In practical application, however, concentration is not as simple to deal successfully with as the definition may imply. For this reason, it is helpful to keep the following points in mind.

　　聚精會(huì)神就是集中你的注意力

　　從心理學(xué)上講，聚精會(huì)神就是在一段時(shí)間內(nèi)集中注意力。然而，在實(shí)際應(yīng)用中，聚精會(huì)神并不像它的定義解釋的那樣容易對(duì)付。因此，將下列幾點(diǎn)銘記在心十分有益。

　　Your attention span varies Even with the greatest effort, oar span of attention fluctuates. You can demonstrate for yourself this fluctuation of attention. In a quiet room, place a watch so that it can just scarcely be heard. Listen carefully and notice how the ticking increases in apparent intensity, fades to a point where it cannot be heard, and then increases again. This phenomenon reveals how our span of attention fluctuates, for the intensity of the ticking i s actually constant.

　　注意力的波動(dòng) 即使盡最大努力，注意力的持續(xù)時(shí)間也是有變化的。你可以自己演示一下這種變化，在一個(gè)安靜的房間放置一塊手表剛好能聽到它的聲音。仔細(xì)聽，同時(shí)注意手表的滴答聲是如何明顯增強(qiáng)、減弱、消失、然后再次增加的。這種現(xiàn)象顯示出我們注意力持續(xù)的時(shí)間是如何波動(dòng)的，因?yàn)槭直淼牡未鹇曇恢睕]有改變。

　　You pay attention to one thing at m time Evidence to date indicates that you attend to one idea at a time. It is possible for your attention to shift so rapidly that it seems that you attend to several concepts at once. But apparently this is only an illusion. In high concentration the shift from the focus of attention is of short duration and relatively infrequent.

　　在同一時(shí)刻你只能注意一件事情 迄今為止的資料表明，在同一時(shí)刻你只能有一個(gè)念頭。你的注意力有可能迅速轉(zhuǎn)移以至于你似乎可以同時(shí)注意到幾個(gè)概念。但顯然這僅是一種錯(cuò)覺。當(dāng)思想高度集中時(shí)，注意力轉(zhuǎn)移的時(shí)間很短且不太經(jīng)常。

　　An illustration of periods of high, moderate, and low attention High attention has long periods of attending and short distraction periods. In low attention the periods of attending are short and the distraction periods long. In moderate attention there is a mixture of the extremes. Thus it is easy to see that it is highly unlikely that the student who has most of his attention centered on fancying at large will be able to recall even the major points of a lecture. Lack of concentration is a symptom, not the cause, of difficulty. When a student says "I can't concentrate", what he is really saying is, "I can't attend to the task at hand because my distractors are too strong."

　　關(guān)于高、中、低度注意力的解釋 注意力高度集中時(shí)，注意力持續(xù)時(shí)間長(zhǎng)而精神不集中的時(shí)間短。注意力低度集中時(shí)，注意力的持續(xù)時(shí)間短而精神不集中的時(shí)間長(zhǎng)。注意力中度集中時(shí)兼有兩者的特點(diǎn)。因此，顯而易見，把自己的注意力集中在胡思亂想上的學(xué)生甚至不可能回憶出講課的要點(diǎn)。 注意力不集中是困難的表面現(xiàn)象而不是起因。當(dāng)一個(gè)學(xué)生說：“我不能集中注意力”時(shí)，他的真正含義是：我不能把注意力集中在身邊的工作上，因?yàn)槲易约旱母蓴_太強(qiáng)。”

　　DISTRACTORS ARE OF TWO SORTS --PSYCHOLOGICAL AND PHYSICAL

　　A distractor is anything which causes attention to vary from a central focal point. In the study situation distractors may be thought of as either psychological or physical in nature. Both types of distractors must be understood before the student can attempt to remedy his lack of concentration.

　　干擾有兩種：心理干擾和物質(zhì)干擾

　　干擾是指任何引起注意力從關(guān)心焦點(diǎn)轉(zhuǎn)移出去的東西。在學(xué)習(xí)環(huán)境中，本質(zhì)上講，干擾可以是心理的，也可以是物質(zhì)的。在嘗試著糾正注意力不集中的毛病之前，必須了解這兩種干擾。

　　Emotions are the most powerful distractors The angry man forgets the pain of injury the fearful man finds it difficult to enjoy pleasure and the tense or anxious person may react violently to the smallest of matters. In the student's life there are many psychological pressures and tensions which block effective productivity. The fears about making the grade, the doubts of the friendliness of a friend’s behaviour and the pressures of limited finances -- these are only a few of the emotional forces which affect the student. Emotional reaction varies greatly from person to person. Some persons gain goal and direction from their tensions and actually do better because of them. Others fall apart under pressure, while a fewpeople do well despite the pressure.

　　感情是最大的干擾物 生氣的人忘記傷痛，害怕的人沒有快樂，緊張或焦慮不安的人會(huì)對(duì)雞毛蒜皮的事大動(dòng)肝火。在學(xué)生生活中，許多心理壓力和緊張阻礙著學(xué)生學(xué)習(xí)效率的發(fā)揮。對(duì)成績(jī)的擔(dān)憂，對(duì)朋友友誼的懷疑以及經(jīng)濟(jì)的拮據(jù)――這些僅僅是影響學(xué)生的幾個(gè)感情因素。 人與人之間的情感反映差別很大。一些人在緊張中獲得目標(biāo)和方向并做得更出色。有些人盡管有壓力也會(huì)把事情做好，而其他人在壓力下徹底崩潰。

　　Physical distractors are always present and rarely understood Our environment is much more important to how we feel and react than we often think. Particularly is this true of the effect of physical distractors on mental tasks. One research report has shown that comprehension and retention of reading were decreased when students listened to lively music. However, rate of reading was not affected, so that many students were not aware that they were affected by the background distractor. Another study found that the ability to recall accurately was affected by distracting conditions. Most of the evidence indicates that noise affects adversely higher mental task output. Still, the effect of distractors is seldom fully appreciated by students.

　　物質(zhì)干擾一直存在但幾乎不被理解

　　我們的環(huán)境對(duì)我們?nèi)绾胃杏X和如何適應(yīng)是非常重要的。這種重要性要大大超過我們平常的認(rèn)識(shí)。對(duì)腦力勞動(dòng)任務(wù)的物質(zhì)干擾的效果而言，尤為如此。一項(xiàng)調(diào)查報(bào)告顯示：當(dāng)學(xué)生們聽節(jié)奏明快的音樂時(shí)，他們的閱讀理解能力和記憶力在下降，但閱讀速度卻沒有受影響，以致于許多學(xué)生對(duì)背景的干擾一無所知。另一研究表明：準(zhǔn)確回憶的能力受到了干擾條件的影響。大多數(shù)材料證明：噪音對(duì)腦力勞動(dòng)產(chǎn)生負(fù)面作用。然而，學(xué)生們對(duì)干擾的影響卻很少有全面的認(rèn)識(shí)。

　　ROUTINE AND REASONING TASKS ARE AFFECTED DIFFERENTLY BY DISTRACTORS

　　Many routine tasks can be performed with distraction in the background with little or no adverse effect on output. Most students have found this fact to be true from their own experience. They may have had high school homework which was drill or merely copying assignments. It was possible to do such work with the latest recordings or the television set playing in the background. In time such students began to feel certain that they could do all work -- routine or problem-solving -- in the sate manner. The evidence indicates the contrary conclusion.

　　干擾對(duì)日常工作和推理的影響程度不同

　　人們可以在有干擾的情況下完成許多日常工作，而且工作效率幾乎沒有或者說根本沒有受到負(fù)面的影響。大多數(shù)學(xué)生會(huì)從他們的親身經(jīng)歷中發(fā)現(xiàn)這個(gè)事實(shí)。他們有家庭作業(yè)，如句型訓(xùn)練或僅僅是抄寫型的作業(yè)。他們很有可能一邊放著最新的唱片或者開著電視，一邊做這些作業(yè)。這些學(xué)生很有可能慢慢開始相信他們能以同樣的方法做所有的工作――日常工作或解決問題的工作。但有關(guān)證據(jù)卻得到相反的結(jié)論。

　　EXCEPTIONS MAY MISLEAD YOU

　　Typically when students are faced with the evidence on distractors the argument is given that their cousin, friend, or classmate can study in "Grand Central Station.” And he makes "all A's" too! There is evidence, of course, that motivation plays an important role in overcoming the effects of distractors and that there are considerable differences in individual spans of attention. Either of these factors could account for some individuals being able to do well using inefficient methods. The fact that some exceptional people do well under adverse conditions scarcely justifies your assuming that you are exceptional in the same manner. Your chances of success are higher if you avoid the distractors which are known to hinder the typical student.

　　例外會(huì)誤導(dǎo)你

　　典型的情況是當(dāng)有關(guān)干擾的證據(jù)擺在學(xué)生面前時(shí)，他們會(huì)提出證據(jù)反駁：他們的表兄弟、朋友或同學(xué)能在紐約的“中央火車站”學(xué)習(xí)并取得了“全優(yōu)”!當(dāng)然也有證據(jù)表明：人們的動(dòng)機(jī)在克服干擾影響方面起著重要作用，而且人與人在個(gè)人的持續(xù)注意時(shí)間上也有相當(dāng)大的差異。以上兩個(gè)因素的任何一個(gè)都可以解釋為什么一些人能夠用低效率的方法來做好工作。事實(shí)上，一些特殊人物的確能在不利的條件下做好事情，但這不能說明你也和他們一樣特殊。如果你能夠避開眾所周知的妨礙一個(gè)平常學(xué)生學(xué)習(xí)的干擾，那么你成功的機(jī)會(huì)就會(huì)更大。

?2013年7月各省市自考成績(jī)查詢?nèi)肟趨R總

?各地10月自考時(shí)間

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