托福閱讀TPO30原文+答案解析+譯文
托福TPO是托福備考小伙伴們最重要的參考資料，并且這個(gè)是在備考時(shí)候一定要認(rèn)真多多練習(xí)，托福TPO是非常重要的希望大家一定要重視起來，小編為廣大的托?？忌砹送懈ｉ喿xTPO30原文+答案解析+譯文，下面就來跟小編一起來看下面精彩內(nèi)容吧!
托福閱讀TPO30原文
Role of Play in Development
Play is easier to define with examples than with concepts. In any case, in animals it consists of leaping, running, climbing, throwing, wrestling, and other movements, either along, with objects, or with other animals. Depending on the species, play may be primarily for social interaction, exercise, or exploration. One of the problems in providing a clear definition of play is that it involves the same behaviors that take place in other circumstance--dominance, predation, competition, and real fighting. Thus, whether play occurs or not depends on the intention of the animals, and the intentions are not always clear from behaviors alone.
Play appears to be a developmental characteristic of animals with fairly sophisticated nervous systems, mainly birds and mammals. Play has been studied most extensively in primates and canids (dogs). Exactly why animals play is still a matter debated in the research literature, and the reasons may not be the same for every species that plays. Determining the functions of play is difficult because the functions may be long-term, with beneficial effects not showing up until the animal's adulthood.
Play is not without considerable costs to the individual animal. Play is usually very active, involving movement in space and, at times, noisemaking. Therefore, it results in the loss of fuel or energy that might better be used for growth or for building up fat stores in a young animal. Another potential cost of this activity is greater exposure to predators since play is attention-getting behavior. Great activities also increase the risk of injury in slipping or falling.
The benefits of play must outweigh costs, or play would not have evolved, according to Darwin' s theory. Some of the potential benefits relate directly to the healthy development of the brain and nervous system. In one research study, two groups of young rats were raised under different conditions. One group developed in an "enriched" environment, which allowed the rats to interact with other rats, play with toys, and receive maze training. The other group lived in an "impoverished" environment in individual cages in a dimly lit room with little stimulation. At the end of the experiments, the results showed that the actual weight of the brains of the impoverished rats was less than that of those raised in the enriched environment (though they were fed the same diets). Other studies have shown that greater stimulation not only affects the size of the brain but also increase the number of connections between the nerve cells. Thus, active play may provide necessary stimulation to the growth of synaptic connections in the brain, especially the cerebellum, which is responsible for motor functioning and movements.
Play also stimulates the development of the muscle tissues themselves and may provide the opportunities to practice those movements needed for survival. Prey species, like young deer or goats, for example, typically play by performing sudden flight movements and turns, whereas predator species, such as cats, practice stalking, pouncing, and biting.
Play allows a young animal to explore its environment and practice skill in comparative safety since the surrounding adults generally do not expect the young to deal with threats or predators. Play can also provide practice in social behaviors needed for courtship and mating. Learning appropriate social behaviors is especially important for species that live in groups, like young monkeys that needed to learn to control selfishness and aggression and to understand the give-and-take involved in social groups. They need to learn how to be dominant and submissive because each monkey might have to play either role in the future. Most of these things are learned in the long developmental periods that primates have, during which they engage in countless play experiences with their peers.
There is a danger, of course, that play may be misinterpreted or not recognized as play by others, potentially leading to aggression. This is especially true when play consists of practicing normal aggressive or predator behaviors. Thus, many species have evolved clear signals to delineate playfulness. Dogs, for example, will wag their tails, get down their front legs, and stick their behinds in the air to indicate "what follows is just for play."
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Paragraph 1: Play is easier to define with examples than with concepts. In any case, in animals it consists of leaping, running, climbing, throwing, wrestling, and other movements, either along, with objects, or with other animals. Depending on the species, play may be primarily for social interaction, exercise, or exploration. One of the problems in providing a clear definition of play is that it involves the same behaviors that take place in other circumstance--dominance, predation, competition, and real fighting. Thus, whether play occurs or not depends on the intention of the animals, and the intentions are not always clear from behaviors alone.
1.According to paragraph 1, why is play difficult to define?
O Play must be defined with concepts, not examples.
O Play behavior often looks like nonplay behavior
O Play often occurs in the presence of animals that are not playing
O Play occurs independently of an animal’s intentions
Paragraph 2: Play appears to be a developmental characteristic of animals with fairly sophisticated nervous systems, mainly birds and mammals. Play has been studied most extensively in primates and canids (dogs). Exactly why animals play is still a matter debated in the research literature, and the reasons may not be the same for every species that plays. Determining the functions of play is difficult because the functions may be long-term, with beneficial effects not showing up until the animal's adulthood.
2.According to paragraph 2, which of the following presents a particular challenge to researchers who study play behavior in animals
O The delay between activities and the benefits the animal derives from them.
O The difficulty in determining which animal species play and which do not.
O The fact that for most animals, there is no clear transition from youth to full adulthood.
O The lack of research on the play behavior of animals other than canids and primates.
Paragraph 3: Play is not without considerable costs to the individual animal. Play is usually very active, involving movement in space and, at times, noisemaking. Therefore, it results in the loss of fuel or energy that might better be used for growth or for building up fat stores in a young animal. Another potential cost of this activity is greater exposure to predators since play is attention-getting behavior. Great activities also increase the risk of injury in slipping or falling.
3.The word “considerable” in the passage is closest in the meaning to
O Initial
O Practical
O Eventually
O Significant
4.According to paragraph 3, each of the following is a cost to animals that engage in play EXCEPT
O exposure to predators
O a buildup of fat stores
O a loss of fuel that could be used for growth
O risk of injury from slipping or falling
Paragraph 4: The benefits of play must outweigh costs, or play would not have evolved, according to Darwin' s theory. Some of the potential benefits relate directly to the healthy development of the brain and nervous system. In one research study, two groups of young rats were raised under different conditions. One group developed in an "enriched" environment, which allowed the rats to interact with other rats, play with toys, and receive maze training. The other group lived in an "impoverished" environment in individual cages in a dimly lit room with little stimulation. At the end of the experiments, the results showed that the actual weight of the brains of the impoverished rats was less than that of those raised in the enriched environment (though they were fed the same diets). Other studies have shown that greater stimulation not only affects the size of the brain but also increase the number of connections between the nerve cells. Thus, active play may provide necessary stimulation to the growth of synaptic connections in the brain, especially the cerebellum, which is responsible for motor functioning and movements.
5.Why does the author include the comment “though they were fed the same diets”?
O To show why rats living in impoverished environments need less food than those living in enriched environments
O To eliminate the possibility that differences in diet were responsibly for observed differences in brain weight
O To emphasize the point that rats were fed only the amount of food needed to keep them alive
O To suggest that rats fed the same diet have smaller brains than those fed a varied food
6.Paragraph 4 supports which of the following statements about an animal’s brain.
O The heavier the brain, the richer the environment in which the animal was raised.
O The younger the animal, the harder it is to develop new connections between nerve cells.
O The larger the animal, the harder it is to develop new connections between nerve cells.
O The larger the animal’s cerebellum, the larger will be the animal’s nerve cells.
Paragraph 5: Play also stimulates the development of the muscle tissues themselves and may provide the opportunities to practice those movements needed for survival. Prey species, like young deer or goats, for example, typically play by performing sudden flight movements and turns, whereas predator species, such as cats, practice stalking, pouncing, and biting.
7.According to paragraph 5, why might play behavior of prey species be different from those of predator species?
O Unlike predator species, prey species use play to prevent inappropriate social behaviors, such as biting.
O Some prey species are physically incapable of certain types of predator movements.
O The survival of each species type is linked to particular sets of muscular movements.
O Predator species have more opportunities to practice play behaviors than prey species.
Paragraph 6: Play allows a young animal to explore its environment and practice skill in comparative safety since the surrounding adults generally do not expect the young to deal with threats or predators. Play can also provide practice in social behaviors needed for courtship and mating. Learning appropriate social behaviors is especially important for species that live in groups, like young monkeys that needed to learn to control selfishness and aggression and to understand the give-and-take involved in social groups. They need to learn how to be dominant and submissive because each monkey might have to play either role in the future. Most of these things are learned in the long developmental periods that primates have, during which they engage in countless play experiences with their peers.
8.The word “comparative” in the passage is closest in meaning to
O relative
O temporary
O sufficient
O complete
9. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.
O Only monkeys that have learned to control their selfish and aggressive behaviors can be involved in social groups.
O Selfish and aggressive animals like monkeys live in groups in order to practice appropriate social behaviors.
O Monkeys and other social animals need to learn behaviors appropriate for their social groups.
O Some monkeys are naturally too selfish and aggressive to understand the give-and-take of social groups, so they learn such important behaviors while young.
10. What can be inferred from paragraph 6 about the role of adults in play activities of the young?
O Adults help their young learn to become dominant within the social group.
O Young animals learn how to play from the adults within their social group.
O Adults allow the young to engage in play behaviors within a protected, sage environment.
O The long developmental period of some animals allows adults more time to teach their young how to deal with the threats of predators.
Paragraph 7: There is a danger, of course, that play may be misinterpreted or not recognized as play by others, potentially leading to aggression. ■This is especially true when play consists of practicing normal aggressive or predator behaviors. ■Thus, many species have evolved clear signals to delineate playfulness. ■Dogs, for example, will wag their tails, get down their front legs, and stick their behinds in the air to indicate "what follows is just for play." ■
11. The word “potentially” in the passage is closest in meaning to
O undoubtedly
O possibly
O unfortunately
O quickly
12. According to paragraph 7, how do some animals ensure that other animals understand that they are just playing?
O By playing only with animals who are not predator
O By avoiding any aspects of the play behavior that are dangerous
O By practicing nonaggressive and non-predatory behaviors
O By using a set of signals that occurs only in play
13. Look at the four squares [■] that indicate where the following sentence can be added to the passage.
With messages such as those, even dogs that are strangers to each other can be playing within a few minutes.
Where would the sentence best fit?
14.Directions: an introductory sentence for a brief summary of the passage is provided below. Complete the summary be selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.
Play appears to be a developmental characteristic of animals with fairly sophisticated nervous systems, mainly birds and mammals.
Answer Choices
O Although play often resembles aggression, flight, or other purposeful activities, researchers do not degree on the reasons for and functions of play
O Although many animals develop physically from play, too many young animals become victims of their natural predators while playing.
O Animals such as rats, dogs, deer, goats and monkeys learn how to be both dominant and submissive during play activities so that they will fit in better with their adult social groups.
O The function of play is still debated in the research literature primarily because each animal species uses so few of the many available types of play behavior.
O Energy expenditure and security risks are some of the costs to animals of play behavior, but the costs are not so great that they outweigh the long-term benefits of play to the species.
O As experiments and observations have shown, animals that play at some stages of their development obtain neurological, muscular, or social benefits from the play behaviors.
托福閱讀TPO30原文參考答案：
1.○2 2.○1 3.○4 4.○2 5.○2 6.○1 7.○3 8.○1 9.○3 10.○3 11.○2 12.○4 13.○4
14. Although play often resembles …
Energy expenditure and …
As experiments and …
托福閱讀TPO30原文答案解析：
第一題，B，細(xì)節(jié)題。根據(jù)difficult to define定位到：One of the problems in providing a clear definition of play is that it involves the same behaviors that take place in other circumstance---dominance, predation, competition, and real fighting. 定義玩耍的一個(gè)問題就是玩耍包含很多發(fā)生在其他環(huán)境中的相似的行為——統(tǒng)治、捕食、競(jìng)爭(zhēng)和真實(shí)的搏斗。
句子中的same behavior應(yīng)該理解為相似的行為，因?yàn)楹竺婷黠@是非play的時(shí)候，所以不可能是完全相同的play behavior。那么這句話表明，難于定義其實(shí)就是其他行為也會(huì)和玩耍的行為一樣。所以對(duì)應(yīng)的答案就是B。
第二題，A，細(xì)節(jié)題。根據(jù)challenge to researchers定位到：Exactly why animals play is still a matter debated in the research literature, and the reasons may not be the same for every species that plays. still a matter debated表明這個(gè)話題仍舊需要研究，也就是challenge。動(dòng)物玩耍的準(zhǔn)確原因仍舊是在學(xué)術(shù)文章中被爭(zhēng)論的，并且每一個(gè)物種玩耍的原因可能都不同。但是沒有選項(xiàng)與這句話對(duì)應(yīng)，所以看下一句：Determining the functions of play is difficult because the functions may be long-term, with beneficial effects not showing up until the animal’s adulthood. 決定玩耍的功能很困難，因?yàn)檫@些功能可能是長(zhǎng)期的，伴隨著的有益效果可能直到動(dòng)物成年才會(huì)展現(xiàn)出來。根據(jù)這句話就指出，因?yàn)閯?dòng)作發(fā)生后很久才能看到增益，所以研究起來比較難，也就對(duì)應(yīng)著A選項(xiàng)。
第三題，D，詞匯題。considerable的意思是“相當(dāng)?shù)?，顯著的”，所以和D選項(xiàng)相同。
第四題，B，選非題。根據(jù)cost定位到段落第一句話：Play is not without considerable costs to the individual animal. 玩耍對(duì)于個(gè)體來說并不是沒有顯著的代價(jià)。這句話明顯是一個(gè)段首的主旨句，所以推斷本段可能都在論述cost，那么這個(gè)時(shí)候根據(jù)選項(xiàng)來回文章定位會(huì)更快。
A選項(xiàng)，根據(jù)predator定位到：Another potential cost of this activity is greater exposure to predators since play is attention-getting behavior. 這個(gè)活動(dòng)的另一個(gè)潛在代價(jià)就是更可能被暴露在天敵之下，因?yàn)橥嫠Ｊ呛芪⒁饬Φ囊环N行為。根據(jù)這句話A選項(xiàng)與原文相同，不選;B選項(xiàng)，根據(jù)fat stores定位到：Therefore, it results in the loss of fuel or energy that might better be used for growth or for building up fat stores in a young animal. 所以，它導(dǎo)致能量的丟失，這些能量應(yīng)該更好地被用于生長(zhǎng)或積累脂肪儲(chǔ)存。這句話明顯表明，能量丟失，也就是脂肪積累會(huì)減少，所以B選項(xiàng)直接相反，也就作為這道題的答案;C選項(xiàng)，定位句與B選項(xiàng)相同，可以得出能量丟失，所以C與原文相同，不選;D選項(xiàng)，根據(jù)injury、slipping、falling定位到：Great activities also increase the risk of injury in slipping or falling. 活動(dòng)多同樣會(huì)提高滑倒或摔倒所帶來的危險(xiǎn);與D選項(xiàng)完全相同，所以D不選。
第五題，B，修辭目的題。先找到這句話：At the end of the experiments, the results showed that the actual weight of the brains of the impoverished rats was less than that of those raised in the enriched environment (though they were fed the same diets). 在這個(gè)實(shí)驗(yàn)的最后，結(jié)果展示出處于匱乏的環(huán)境的老鼠的大腦真實(shí)重量要比那些在豐富多彩的環(huán)境中的老鼠的大腦要小(雖然兩者被喂養(yǎng)了相同的食物)。這句話表明，文章中提到了一個(gè)實(shí)驗(yàn)，這個(gè)實(shí)驗(yàn)最后的結(jié)論在這句話中表述了出來。句子的最后括號(hào)中的內(nèi)容，也就是題目問的句子，一般是起到補(bǔ)充說明的作用。這個(gè)實(shí)驗(yàn)得出的結(jié)論就是這些老鼠大腦重量不同是因?yàn)樗鼈兯幍沫h(huán)境不同，而不會(huì)是因?yàn)槭澄锪康牟煌驗(yàn)樗鼈兌急唤o了同樣量的食物。那么給出括號(hào)內(nèi)的內(nèi)容就是為了說明這些老鼠大腦重量的不同不會(huì)是因?yàn)槭澄锪康牟煌?，也就是消除了由食物量不同而?dǎo)致大腦重量不同的可能性。所以，答案就是B。
第六題，A，細(xì)節(jié)題。本題最快捷的做法就是根據(jù)上一題所在的句子得出結(jié)論：At the end of the experiments, the results showed that the actual weight of the brains of the impoverished rats was less than that of those raised in the enriched environment (though they were fed the same diets). 在這個(gè)實(shí)驗(yàn)的最后，結(jié)果展示出處于匱乏的環(huán)境的老鼠的大腦真實(shí)重量要比那些在豐富多彩的環(huán)境中的老鼠的大腦要小(雖然兩者被喂養(yǎng)了相同的食物)。根據(jù)這句話直接可以得出，環(huán)境更豐富，大腦更沉。也就對(duì)應(yīng)A選項(xiàng)。
第七題，C，細(xì)節(jié)題。根據(jù)prey species和predator species定位到：Prey species, like young deer or goats, for example, typically play by performing sudden flight movements and turns, whereas predator species, such as cats, practice stalking, pouncing, and biting. 被捕食者，比如小鹿或山羊，很典型的通過突然的飛躍和轉(zhuǎn)彎來玩耍，然而捕食者，比如說貓科動(dòng)物，會(huì)練習(xí)潛行、撲和咬。這句話是很具體的例子，并沒有明確的指出兩者的不同，所以往前看：Play also stimulates the development of the muscle tissues themselves and may provide the opportunity to practice those movements needed for survival. 玩耍同樣促進(jìn)了肌肉組織自身的發(fā)育，并且可能提供了機(jī)會(huì)去練習(xí)那些生存所必須的運(yùn)動(dòng)方式。兩句話連起來，捕食者與被捕食者的不同，其實(shí)就是生存方式和技能是不同的，導(dǎo)致玩耍的方式不同。被捕食者需要練習(xí)的都是如何逃脫，而捕食者所進(jìn)行的都是如何能夠捕獲食物。所以，答案就是C。
第八題，A，詞匯題。comparative 相對(duì)的，相當(dāng)?shù)模源鸢甘茿。
第九題，C，句子簡(jiǎn)化題。句子主干就是：Learning appropriate social behaviors is especially important in species that live in groups，后面的內(nèi)容都是舉例的次要成分。答案必須包含這部分信息。只有C選項(xiàng)意思與該主干信息一致，主干說“學(xué)_x很重要”，C選項(xiàng)說“需要去學(xué)_x”，主干說“在群居動(dòng)物中很重要”，C選項(xiàng)說“群居動(dòng)物需要去”，所以兩句話是完全的同意替換。
第十題，C，推斷題。根據(jù)adult定位：Play allows a young animal to explore its environment and practice skills in comparative safety since the surrounding adults generally do not expect the young to deal with threats or predators. 玩耍使得小動(dòng)物去探索它的環(huán)境，并且在相對(duì)安全下練習(xí)技能，因?yàn)橹車某赡陝?dòng)物通常不希望幼崽面對(duì)危險(xiǎn)或天敵。根據(jù)這句話，成年動(dòng)物在玩耍中扮演的角色就是提供保護(hù)，也就對(duì)應(yīng)的是C選項(xiàng)。
第十一題，B，詞匯題。potentially 潛在地，可能地，所以答案是B。
第十二題，D，細(xì)節(jié)題。根據(jù)題目，本段第一句話就開始論述有時(shí)候會(huì)產(chǎn)生不理解玩耍行為：There is a danger, of course, that play may be misinterpreted or not recognized as play by others, potentially leading to aggression. 當(dāng)然有一種危險(xiǎn)就是玩?？赡鼙徽`解或者沒有被其他動(dòng)物識(shí)別出來，可能就會(huì)導(dǎo)致攻擊行為。為了找到確保理解的方法，我們往下尋找：Thus, many species have evolved clear signals to delineate playfulness. 所以，很多動(dòng)物進(jìn)化出了明確表述玩耍的信號(hào)。所以對(duì)應(yīng)的答案就是D。
第十三題，句子插入題。根據(jù)句子中提到的those這個(gè)代詞，所以前面也要提到某些messages。
所以第三個(gè)位置前面提到的signals就是messages的同義改寫。但是第三個(gè)位置后面具體提到dogs的例子，而插入的句子也在說狗，如果放在第三個(gè)位置，先提到插入的句子，之后再for example，前后會(huì)比較突兀，所以這個(gè)插入句子必須再往后放，才能構(gòu)成連接關(guān)系。
最后一句話：Dogs, for example, will wag their tails, get down on their front legs, and stick their behinds in the air to indicate “what follows is just for play.” 比如說狗，會(huì)搖尾巴，前腿跪下，并且撅起屁股來表明“接下來發(fā)生的事情僅僅為了玩耍而已”。句子放在第四個(gè)位置，those messages指代的就是狗的這些動(dòng)作信號(hào)。插入的句子放在這里就補(bǔ)全了這個(gè)例子的信息。
第十四題，AEF，小結(jié)題。A選項(xiàng)，第一段中提到：In any case, in animals it consists of leaping, running, climbing, throwing, wrestling, and other movements, either alone, with objects, or with other animals. 在很多情況中，在動(dòng)物中的玩耍包括跳躍、奔跑、攀爬、扔?xùn)|西、搏斗、還有其他的動(dòng)作，可能是動(dòng)物自己玩耍、與某件物品玩耍、或者與其他動(dòng)物玩耍。One of the problems in providing a clear definition of play is that it involves the same behaviors that take place in other circumstances – dominance, predation, competition, and real fighting. 定義玩耍的一個(gè)問題就是玩耍包含很多發(fā)生在其他環(huán)境中的相似的行為——統(tǒng)治、捕食、競(jìng)爭(zhēng)和真實(shí)的搏斗。這兩個(gè)句子的信息與A選項(xiàng)的前半部分對(duì)應(yīng)。第二段提到：Exactly why animals play is still a matter debated in the research literature, and the reasons may not be the same for every species that plays. 動(dòng)物玩耍的準(zhǔn)確原因仍舊在學(xué)術(shù)領(lǐng)域被爭(zhēng)論，并且原因在每個(gè)玩耍的動(dòng)物中可能不相同。這個(gè)句子對(duì)應(yīng)A選項(xiàng)的后半部分。所以A正確;B選項(xiàng)，原文第三段提到了玩?？赡軙?huì)使動(dòng)物們付出一些代價(jià)，其中一項(xiàng)代價(jià)就是動(dòng)物可能會(huì)因?yàn)橥嫠r(shí)發(fā)出的吵鬧聲而暴露于天敵前，但這僅是一種可能，沒說很多年幼的動(dòng)物已經(jīng)受到傷害了，并且這個(gè)觀點(diǎn)只是一個(gè)細(xì)節(jié)，是第三段提到的很多代價(jià)中的一個(gè)。所以B錯(cuò)誤;C選項(xiàng)，根據(jù)第六段：Learning appropriate social behaviors is especially important in species that live in groups, like young monkeys that need to learn to control selfishness and aggression and to understand the give-and-take involved in social groups. They need to learn how to be dominant and submissive because each monkey might have to play either role in the future. 兩句話提到猴子需要learn how to be dominant and submissive，但是文章沒有提到其他的動(dòng)物是否需要學(xué)習(xí)這些東西。所以C是錯(cuò)誤的;D選項(xiàng)，原文第二段提到：Exactly why animals play is still a matter debated in the research literature, and the reasons may not be the same for every species that plays. Determining the functions of play is difficult because the functions may be long-term, with beneficial effects not showing up until the animal’s adulthood.這兩話表明玩耍的原因和功能被爭(zhēng)論，因?yàn)槊總€(gè)物種玩耍的原因不同，并且玩耍的功能可能會(huì)在很長(zhǎng)時(shí)間以后才能顯現(xiàn)出來，而并不是選項(xiàng)中說的是因?yàn)榉N類太少。所以D不對(duì)。E選項(xiàng)，第三段中提到：Therefore, it results in the loss of fuel or energy that might better be used for growth or for building up fat stores in a young animal. Another potential cost of this activity is greater exposure to predators since play is attention-getting behavior. 所以，它導(dǎo)致能量的丟失，這些能量應(yīng)該更好地被用于生長(zhǎng)或積累脂肪儲(chǔ)存。這個(gè)活動(dòng)的另一個(gè)潛在代價(jià)就是更可能被暴露在天敵之下，因?yàn)橥嫠Ｊ呛芪⒁饬Φ囊环N行為。這兩句話與E的前半部分相同。第四段開頭提到：The benefits of play must outweigh the costs, or play would not have evolved, according to Darwin’s theory. 玩耍的移除必須要超過代價(jià)，否則根據(jù)達(dá)爾文的進(jìn)化論，玩耍就不會(huì)進(jìn)化出來。這句話與E選項(xiàng)的后半部分相同。所以E正確;F選項(xiàng)，該選項(xiàng)提到的內(nèi)容，神經(jīng)學(xué)上的獲益在第四段的實(shí)驗(yàn)中有提及，同時(shí)與第五題和第六題所對(duì)應(yīng)的內(nèi)容相同。第五段最開始就提到玩耍會(huì)促進(jìn)肌肉組織的發(fā)育。第六段與第九題的句子簡(jiǎn)化題提到的內(nèi)容，描述的就是從玩耍中學(xué)到適應(yīng)群體的社交行為。
托福閱讀TPO30原文參考譯文：玩耍在發(fā)育中的角色
比起單獨(dú)定義玩耍的概念，用例子去解釋玩耍要更容易一些。 在任何情況下，在動(dòng)物間玩耍都包括了跳躍，奔跑，攀登，投擲，格斗和另外的一些動(dòng)作，隨之一起的也會(huì)有其他的物品或者動(dòng)物。 根據(jù)物種的不同，玩耍的目的主要包括社會(huì)交往，鍛煉，或者探索。 定義“玩耍”的難點(diǎn)之一是，玩耍過程中常常會(huì)包含一些與其他情況下相似的行為，例如在統(tǒng)治，捕食，競(jìng)爭(zhēng)和搏斗中。因此，判斷其是否在玩耍，要根據(jù)動(dòng)物的目的來確認(rèn)，常常通過行為本身很難分析其目的。
玩耍似乎是那些有著相對(duì)復(fù)雜的神經(jīng)系統(tǒng)的動(dòng)物的一個(gè)發(fā)育，發(fā)展的特征，主要包括了鳥類和哺乳類動(dòng)物。 玩耍的研究主要在靈長(zhǎng)類和犬類之間大范圍進(jìn)行。 動(dòng)物到底為什么要玩耍仍然在文獻(xiàn)研究中存在爭(zhēng)議，并且每種物種玩耍的原因也不盡相同。 確定玩耍的功能很難，因?yàn)樗墓δ苁情L(zhǎng)期的，伴隨著一些直到動(dòng)物成年才會(huì)顯現(xiàn)出來的有利影響。
玩耍對(duì)于動(dòng)物個(gè)體并非沒有一定的損失。玩耍通常是非常活躍的，涉及了一些空間動(dòng)作，有時(shí)也會(huì)發(fā)出聲音。所以，這些都會(huì)導(dǎo)致一些年幼的動(dòng)物的本來可以用來生長(zhǎng)或者儲(chǔ)存脂肪的能量流失。另一個(gè)潛在的損失，這些活動(dòng)是吸引注意的行為，因此通常都會(huì)使動(dòng)物暴露在捕食者的視野內(nèi)。大量的運(yùn)動(dòng)也會(huì)增加摔倒滑倒導(dǎo)致受傷的危險(xiǎn)。
根據(jù)達(dá)爾文理論，玩耍的好處一定能抵消其損失，不然玩耍就不會(huì)一直存在并進(jìn)化。其中一些潛在的好處就是直接關(guān)于動(dòng)物的大腦和神經(jīng)系統(tǒng)的健康發(fā)展。在一個(gè)研究學(xué)習(xí)中，兩組小老鼠被養(yǎng)在不同的環(huán)境中。第一組成長(zhǎng)在一個(gè)比較“富?！钡沫h(huán)境中，這樣的環(huán)境使其可以與其他老鼠接觸，和玩具玩兒，并且接受迷宮訓(xùn)練。另一組生活在“窮困” 的環(huán)境中， 它們被養(yǎng)在獨(dú)立籠子里，只有微弱的光照和極少的刺激。最后，結(jié)果表明生活在單一環(huán)境中的老鼠的大腦重量要比生活在復(fù)雜情況下的老鼠的大腦輕(即使它們被喂養(yǎng)的食物一樣的)。另外一些研究表明，較大的刺激不僅會(huì)影響大腦的大小，而且也會(huì)增加神經(jīng)細(xì)胞間的通道數(shù)量。因此，活躍的玩?？梢詾榇竽X中的突觸連接提供必要的刺激，特別是負(fù)責(zé)運(yùn)動(dòng)機(jī)能的小腦。
玩兒也會(huì)刺激肌肉組織的生長(zhǎng)，并且能提供一些練習(xí)生存技能的機(jī)會(huì)。 被捕食的種群， 比如小鹿或者山羊，比如說，其代表動(dòng)作就是突然快速逃生動(dòng)作和轉(zhuǎn)彎，相反捕食種群，比如貓科動(dòng)物，練習(xí)潛行追蹤，猛撲和撕咬。
玩耍使得年幼的動(dòng)物暴漏在環(huán)境中，并且由于周圍的成年動(dòng)物一般不期望孩子去處理威脅和捕食者，所以它們可以在相對(duì)安全的環(huán)境中練習(xí)技能，玩耍也可以為求愛和交配的社交行為提供練習(xí)。學(xué)習(xí)適當(dāng)?shù)纳缃恍袨樘貏e重要，尤其是對(duì)于群居動(dòng)物，比如猴子，它們需要學(xué)會(huì)控制自己的自私和攻擊性，學(xué)著去懂得妥協(xié)以融入群體。它們要學(xué)習(xí)怎么去統(tǒng)治和順從因?yàn)槊恐缓镒佣紩?huì)在將來扮演某個(gè)角色。 大部分這類事情都在靈長(zhǎng)類的長(zhǎng)期的發(fā)展過程中被學(xué)習(xí)，期間它們有數(shù)不清的玩耍經(jīng)驗(yàn)。
當(dāng)然，也有危險(xiǎn)，就是玩?？赡軙?huì)被別的動(dòng)物誤會(huì)，或者不被當(dāng)做玩耍，潛在地造成進(jìn)攻。這個(gè)情況尤其在扮演包含練習(xí)正常的侵略性或者是捕食者行為。因此，許多物種都尤其明確的信號(hào)去表明玩耍。比如狗，它們用會(huì)搖尾巴，前腿趴下，撅著屁股來表示“以下行為都是逗你玩兒的!”
備戰(zhàn)托福閱讀滿分寶典
1.詞匯
從某種意義上來講，詞匯量的大小是TOEFL閱讀理解高分的基礎(chǔ)和關(guān)鍵。如果詞匯量沒有達(dá)到基本要求(五千以上)，縱然你有"葵花寶典"在手，也只能命喪ETS的“毒招”之下。所以，以犧牲詞匯量為代價(jià)的技巧練習(xí)簡(jiǎn)直是一味巨毒無比的“五毒散”。
2.通過練習(xí)使學(xué)生養(yǎng)成高效的閱讀方法--即所謂的閱讀技巧
TOEFL的閱讀量非常大，一般的中國(guó)考生根本無法把文章全部讀完，所謂的“掃讀法”、“跳讀法”和“略讀法”也只能適用于少數(shù)類型的文章，根本不能解決本質(zhì)問題。那么，文章到底應(yīng)該怎么讀法呢?一句話，主動(dòng)地閱讀文章的關(guān)鍵部位。所謂主動(dòng)是指不能象一般的閱讀那樣完全被動(dòng)地接受信息，而應(yīng)該不斷的進(jìn)行思考和預(yù)測(cè);所謂關(guān)鍵部位，主要是每一段的開頭和結(jié)尾部分。由于TOEFL的閱讀理解文章全部選自于正式出版物，文章的邏輯結(jié)構(gòu)非常完整和嚴(yán)謹(jǐn)，而且出現(xiàn)的邏輯模式也是屈指可數(shù)。經(jīng)過系統(tǒng)的訓(xùn)練，考生的預(yù)測(cè)可以做到非常準(zhǔn)確的程度。這樣，通過閱讀文章的幾處關(guān)鍵部位，就能很快地把握整個(gè)文章的結(jié)構(gòu)和內(nèi)在的邏輯關(guān)系，也就解決了問題的70%。
3.解題訓(xùn)練
排除法恐怕是一直以來大多數(shù)學(xué)生在解閱讀理題目時(shí)使用最多的方法。事實(shí)上，這種方法具有致命的缺點(diǎn)：干擾大、費(fèi)時(shí)間。更有效和迅速的辦法是讀完題干之后，就在腦子反映出一個(gè)模糊的或者是不完整的答案，然后直接在選項(xiàng)中尋找接近的答案進(jìn)行判斷。這種能力必須在平時(shí)的訓(xùn)練和講解中逐漸養(yǎng)成和加強(qiáng)，決非什么技巧之類的東西可以替代。
除了上述三方面的訓(xùn)練之外，如果能夠?qū)σ恍┗镜谋尘爸R(shí)加以補(bǔ)充的話，更能確保閱讀理解的準(zhǔn)確率和速度。
所以真正的TOEFL“寶典”并不是去學(xué)習(xí)一些技巧，而是在訓(xùn)練中養(yǎng)成一種無意識(shí)的使用技巧的習(xí)慣，做到“心無技巧”的忘我境界。
托福閱讀TPO30原文+答案解析+譯文相關(guān)文章：