Recording Three

录音三

Smartphones distract attention and reduce learning because of their potential to offer activities more inviting than study.

智能手机会分散人的注意力，干扰学习，因为它比学习更吸引人。

But what about background sound alone?

但如果只有背景音呢？

A group of American researchers compared students comprehension of verbal material when reading in the presence of background speech, instrumental music or general noise.

一组美国研究人员比较了学生在听背景人声、器乐或常规噪音的情况下阅读语言材料时的理解程度。

General noise is neutral, such as that from the sound of an air conditioner or fan.

常规噪音是中性的，例如来自空调或风扇的声音。

Students' scores were most depressed in the presence of background speech.

在有背景人声的情况下，学生的成绩最差。

Comprehension was slightly better with the presence of music than with speech.

在有音乐的情况下，理解能力稍微好一些。

However, when they were asked to identify melodies rather than understand text, background music interfered more.

然而，当他们被要求识别旋律而不是理解文本时，背景音乐的干扰更大。

When the background speech was in a language unfamiliar to participants, there was little if any hindrance of reading comprehension.

当背景人声使用学生不熟悉的语言时，阅读理解几乎不受影响。

British researchers compared the effects of background speech, vocal music, instrumental music, general background noise and silence on short-term memory.

英国研究人员比较了背景人声、声乐、器乐、常规背景噪音和无声环境对短期记忆的影响。

Background speech had the biggest negative effect.

背景人声的负面影响最大。

Vocal music was slightly more disruptive than instrumental.

声乐比器乐干扰性更强。

In general, background noise and silence were least disruptive.

总体而言，背景噪音和无声环境的干扰最小。

It seems the degree of interference from background noise depends on the overlap between the processing required on the task and the processing required to screen out the background noise.

背景噪声的干扰程度似乎取决于任务处理过程和背景噪声屏蔽过程相互重叠的程度 。

The studies suggest that when people read and when they try to remember any verbal material, background speech will inhibit their ability.

研究表明，当学生阅读和记忆语言材料时，背景人声会对他们产生影响。

Instrumental music will have at worst a slight effect.

器乐最多会造成较为轻微的影响。

When students write essays, however, other research has found it is best to reduce all background noise as much as possible.

然而，其他研究发现，当学生写文章时，最好是尽可能地减少所有背景噪音。

Not everyone reacts in the same way to distractions.

不同人对干扰的反应并不相同。

Other studies suggest some aspects of personality may make a difference.

其他研究表明，性格的某些方面可能会对此有影响。

The researchers subjected shy quiet people and confident outgoing ones to higher arousal or lower arousal background music, general noise or silence while asking them to remember words.

研究人员让害羞安静的人和自信外向的人听高唤醒水平或低唤醒水平的背景音乐，常规噪音或处于安静环境，同时要求他们背单词。

Everyone performed best in the silent condition.

所有人都是在安静的状态下表现得最好。

But less sociable people were more negatively affected by each of the distractions.

但是，社交能力较差的人更容易受到这些干扰的负面影响。

So when children are reading and trying to incorporate new material, parents could consider allowing some background music, particularly if it is instrumental and their child is the outgoing type.

因此，孩子在阅读并试图吸收新材料时，父母可以考虑播放一些背景音乐，特别是器乐，尤其是孩子比较外向的情况下。

Questions 22 to 25 are based on the recording you have just heard.

请根据你听到的录音回答问题22至问题25。

Q22: What did some American researchers find about students' reading comprehension in the presence of background noise?

问题22：一些美国研究人员对学生在背景噪音环境下的阅读理解有何发现？

Q23: What do we learn from the British researchers about the degree of interference from background noise?

问题23：关于背景噪音的干扰程度，英国研究人员得出了什么结论？

Q24:What is best for students to do when writing essays according to some research?

问题24：根据一些研究，学生在写作文时什么环境最好？

Q25:How do people of different personalities react to distractions according to other studies?

问题25：根据其他研究，不同性格的人对干扰的反应如何？