威海学为贵【威海学为贵：「托福听力」你的注意力够集中吗？】

威海学为贵教育专注出国留学英语培训，荣获雅思白金级合作伙伴，提供雅思、托福、SAT、GMAT、GRE、四六级、成人英语等出国留学语言培训。独创一整套英语教学体系英语真经（GETS），授课老师均为权威泰斗级名师。

我们有时会觉得自己的注意力不够集中

导致我们会有度日如年的错觉

但是有时候也注意力相当集中

感叹时光如梭

今天来分享一个关于注意力的调查研究吧

主讲老师

↓↓↓↓↓↓

Karon老师

阅读、听力名师

英语专业8级

阅读单项8分

擅长多种阅读技巧

帮助学生快速提分

*本次干货使用守则：

1.先做一遍题，一定要答题之后再看答案哦~

2.看解析和疑难点分析改过答案之后，对照听力原文再听一遍听力。

听力材料

托福听力：TPO15 Lecture1来自威海学为贵教育00:0005:01

听力题目✕✕

6. What is the lecture mainly about?

A. Methods people used to eliminate distractions.

B. The area of the brain responsible for blocking distractions

C. The usefulness of questionnaires in assessing distractibility.

D. Research about how the brain deals with distractions.

7. According to the professor, what are two weaknesses of the Cognitive Failures Questionnaire?

Click on 2 answers.

A. It relies on subjective reporting.

B. It assesses a limited number of situations.

C. It does not assess visual distractions

D. It does not account for factors other than distractibility.

8. What hypotheses about distraction and brain were Lavie’s experiments involving star fields designed to investigate?

Click on two answers.

A. Whether the capacity of the brain to process irrelevant information varies from person to person.

B. Whether the brain perceives information that is irrelevant to the performance of a task.

C. Whether the brain deals with distractions by categorizing irrelevant information as low priority.

D. Whether the visual cortex is activated during the sensation of movement.

9. What did Lavie’s scans of subjects’ visual cortexes reveal?

A. Area V5 became less active when tasks became more difficult.

B. The presence of the star field did not affect activity in area V5.

C. Area V5 became more active as more information appeared on the screen.

D. Stimulating area V5 interfered with subjects’ ability to perceive motion.

10. Why does the professor mention a highway?

A. To compare two experiments designed to study distraction.

B. To give an example of when area V5 might be activated.

C. To describe a limitation in the brain’s processing capacity.

D. To make a point about the effect of distractions on driving.

11. What is professor’s opinion of Lavie’s work?

A. She thinks it resolves most of the major questions about distraction.

B. She feels it is of limited use because of flaws in the study designs.

C. She believes it has changed the direction of research on distraction.

D. She thinks its findings can be applied only to visual distraction.

✕✕听力原文✕✕

Narrator: Listen to part of a lecture in a psychology class

Professor: For decades, psychologists have been looking at our ability to perform tasks while other things are going on, how we are able to keep from being distracted and what the conditions for good concentration are. As long ago as 1982, researchers came up with something called the CFQ-the Cognitive Failures Questionnaire. This questionnaire asks people to rate themselves according to how often they get distracted in different situations, like hum… forgetting to save a computer file because they had something else on their mind or missing a speed limit sign on the road. John?

John: I've lost my share of computer files, but not because I ’m easily distracted. I just forget to save them.

Professor: And that's part of the problem with the CFQ. It doesn’t take other factors into account enough, like forgetfulness. Plus you really can’t say you are getting objective scientific results from a subjective questionnaire where people report on themselves. So it’s no surprise that someone attempted to design an objective way to measure distraction. It’s a simple computer game designed by a psychologist named, Nilli Lavie. In Lavie’s game, people watch as the letters N and X appear and disappear in a certain area on the computer screen. Every time they see an N, they press one key, and every time they see an X they press another, except other letters also start appearing in the surrounding area of the screen with increasing frequency which creates a distraction and makes the task more difficult. Lavie observed that people’s reaction time slowed as these distractions increased.

Student 2: Well that’s not too surprising, isn’t it?

Professor: No, it's not. It's the next part of the experiment that was surprising. When the difficulty really increased, when the screen filled up with letters, people got better at spotting the Xs and Ns. Why do you think that happened?

John: Well, maybe when we are really concentrating, we just don't perceive irrelevant information. Maybe we just don't take it in, you know?

Professor: Yes, and that's one of the hypotheses that was proposed, that the brain simply doesn't admit the unimportant information. The second hypothesis is that, yes, we do perceive everything, but the brain categorizes the information, and whatever is not relevant to what we are concentrating on gets treated as low priority. So Lavie did another experiment, designed to look at the ability to concentrate better in the face of increased difficulty. This time she used brain scanning equipment to monitor activity in a certain part of the brain, the area called V5, which is part of the visual cortex, the part of our brains that processes visual stimuli. V5 is the area of the visual cortex that's responsible for the sensation of movement. Once again, Lavie gave people a computer-based task to do. They have to distinguish between words in upper and lower-case letters or even harder, they had to count the number of syllables in different words. This time the distraction was a moving star field in the background, you know, where looks like you are moving through space, passing stars. Normally area of V5 would be stimulated as those moving stars are perceived and sure enough, Lavie found that during the task area of V5 was active, so people were aware of the moving star field. That means people were not blocking out the distraction.

Student: So doesn't that mean that the first hypothesis you mentioned was wrong, the one that says we don't even perceive irrelevant information when we are concentrating?

Professor: Yes that's right, up to a point, but that’s not all. Lavie also discovered that as she made the task more difficult, V5 became less active, so that means that now people weren’t really noticing the star field at all. That was quite a surprise and it approved that the second hypothesis — that we do perceive everything all the time but the brain categorizes distractions differently, well, that wasn't true either. Lavie thinks the solution lies in the brain’s ability to accept or ignore visual information. She thinks its capacity is limited. It’s like a highway. When there are too many cars, traffic is stopped. No one can get on. So when the brain is loaded to capacity, no new distractions can be perceived. Now that may be the correct conclusion for visual distractions, but more research is needed to tell us how the brain deals with, say, the distractions of solving a math problem when we are hungry or when someone is singing in the next room.

✕✕听力答案+解析✕✕

Q6：D

定位原文：

Professor: As long ago as 1982, researchers came up with something called the CFQ… This questionnaire asks people to rate themselves according to how often they get distracted in different situations…

So it’s no surprise that someone attempted to design an objective way to measure distraction. It’s a simple computer game designed by a psychologist…

that's one of the hypotheses that was proposed, that the brain simply doesn't admit the unimportant information. The second hypothesis is that…

So Lavie did another experiment…

So when the brain is loaded to capacity, no new distractions can be perceived. Now that may be the correct conclusion…

解析：文章主旨题。讲座并没有明确的主旨句，因此需要从全文结构上判断主旨。文章刚开始提到了一个不是特别客观的问卷CFQ，这个问卷让人们自己评价他们是否经常注意力分散，之后又提到了另一个人开发的客观一点的电脑游戏，也是用于测试人们的注意力分散情况的，由此还提出了两个假设，后面又提到一个用到brain scanning equipment（大脑扫描设备）的实验，对之前的假设进行评估，并提出新结论。因此全文是由三个实验调查，两个假设，一个结论串起来的，讲的是关于大脑处理注意力分散的研究。

Q7：AD

定位原文：

Professor: And that's part of the problem with the CFQ. It doesn’t take other factors into account enough, like forgetfulness. Plus you really can’t say you are getting objective scientific results from a subjective questionnaire where people report on themselves.

解析：教授提到了这个调查问卷的两个问题：（1）这个调查问卷没有考虑到别的因素；（2）这是个主观性的调查问卷，很难获得客观的结果。对应AD选项。

Q8：BC

定位原文：

Professor: that's one of the hypotheses that was proposed, that the brain simply doesn't admit the unimportant information. The second hypothesis is that, yes, we do perceive everything, but the brain categorizes the information, and whatever is not relevant to what we are concentrating on gets treated as low priority. So Lavie did another experiment… This time the distraction was a moving star field in the background…

解析：题干中的关键词star field出现在Lavie设计的实验里，作为干扰出现，实验所要验证的是前面出现的两个假设：(1) 人们是不会注意到不重要信息的；(2)人们会察觉到所有东西，但是大脑会将信息分类，不太理会不相关的信息。对应BC选项。

Q9：A

定位原文：

Professor: Lavie also discovered that as she made the task more difficult, V5 became less active

解析：Lavie发现当任务更难时， V5也变得更不活跃。对应A选项。

Q10：C

定位原文：

Professor: She thinks its capacity is limited. It’s like a highway. When there are too many cars, traffic is stopped. No one can get on. So when the brain is loaded to capacity, no new distractions can be perceived.

解析：Lavie认为大脑的容量是有限的，就像高速公路一样，当车太多，交通就堵住了。当大脑超负荷，也就不会注意到新的干扰事物了。这里将大脑和高速公路做了对比，为了强调大脑的容量是有限的。选C。

Q11：D

定位原文：

Professor: Now that may be the correct conclusion for visual distractions, but more research is needed to tell us how the brain deals with, say, the distractions of solving a math problem when we are hungry or when someone is singing in the next room.

解析：教授说这一结论对于视觉干扰来说可能是正确的，但是还是需要更多的实验来告诉我们大脑是怎样处理别的干扰的。也就是说这一结论仅仅适用于视觉干扰这一方面，选D。