【雅思閱讀翻譯】C4T1P3——視覺符號與盲人（劍橋雅思8，test4，聽力部分section1的一句翻譯）

【雅思閱讀翻譯】C4T1P3——視覺符號與盲人（劍橋雅思8，test4，聽力部分section1的一句翻譯）相關內容，小編在這里做了整理，希望能對大家有所幫助，關于【雅思閱讀翻譯】C4T1P3——視覺符號與盲人（劍橋雅思8，test4，聽力部分section1的一句翻譯）信息，一起來了解一下吧！

本文目錄一覽：

• 1、【雅思閱讀翻譯】C4T1P3——視覺符號與盲人
• 2、劍橋雅思8，test4，聽力部分section1的一句翻譯
• 3、求劍橋雅思第6冊測試4的閱讀第2篇22、23.、25、26題解析

【雅思閱讀翻譯】C4T1P3——視覺符號與盲人

You should spend about 20 minutes on Questions 27–40 which are based on Reading Passage 3 below.

From a number of recent studies, it has become clear that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space. But pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig. 1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend-setting nineteenth-century cartoonist, used virtually no motion lines in his popular figures until about 1877.

最近的一系列研究表明，盲人可以理解用輪廓線和透視圖表示的物體排列及空中的其他表面。但是圖片表達的意思更勝于文字表述。當我研究的一位盲人女性自發(fā)地劃出一個正在滾動的車輪時，這個現(xiàn)象極大地吸引了我的注意。為了展示車輪的運動，她在圓的中心畫了一條曲線。我被嚇了一跳。表示運動的線，例如她剛畫的這條，是插圖史上最近才有的發(fā)明。事實上，正如藝術學者David Kunzle所說，引領了19世紀潮流的卡通畫家Wilhelm Busch直到1877年之前都沒有在他最流行的人物形象中使用動態(tài)線條。

When I asked several other blind study subjects to draw a spinning wheel, one particularly clever rendition appeared repeatedly: several subjects showed the wheel’s?spokes as curved lines. When asked about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule would argue that this device somehow indicated motion very well. But was it a better indicator than, say, broken or wavy lines – or any other kind of line, for that matter? The answer was not clear. So I decided to test whether various lines of motion were apt ways of showing movement or if they were merely idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and the sighted interpreted lines of motion.

當我要求其他接受研究的盲人畫一個滾動的輪子時，一種很聰明的畫法反復出現(xiàn)了：一些盲人把車輪的輻條畫成了曲線。當被問到這些曲線時，他們都說這是一種表示運動的比喻手法。多數(shù)人規(guī)則，會認為，這種方式可以很好地表示運動。但是對于這種現(xiàn)象。會不會有種更好的表示方法，例如虛線和波浪線，或其他形式的線呢？答案還不明確。所以我決定測試各種表示運動的線條分別適合表示哪種運動，或者也許它們只是一些特殊符號。而且，我想要發(fā)現(xiàn)盲人和普通人眼中表示運動的線條有沒有什么區(qū)別。

To search out these answers, I created raised-line drawings of five different wheels, depicting spokes with lines that curved, bent, waved, dashed and extended beyond the perimeter of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: wobbling, spinning fast, spinning steadily, jerking or braking. My control group consisted of eighteen sighted undergraduates from the University of Toronto.

為了找出答案，我用凸起的線條畫出了五個輪子，分別把輻條畫成了曲線、折線、波浪線、虛線和伸出車輪的線。接著，我請18位盲人志愿者觸摸輪子，并請他們把每個輪子對應在以下運動中：搖晃、迅速轉動、穩(wěn)定轉動、顛簸或剎車。我的對照組由18多倫多大學的普通大學生組成。

All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel’s perimeter signified that the wheel had its brakes on and that dashed spokes indicated the wheel was spinning quickly.

除了其中一人，所有的盲人都把不同的運動與輪子相對應了。大部分人猜測曲線輻條表示輪子在平穩(wěn)轉動，波浪輻條表示車輪在搖晃，折線車輪表示車子受到顛簸。受試者猜測，輻條伸出車輪邊緣表示輪子處于剎車狀態(tài)，而虛線表示輪子在快速轉動。

In addition, the favored description for the sighted was the favored description for the blind in every instance. What is more, the consensus among the sighted was barely higher than that among the blind. Because motion devices are unfamiliar to the blind, the task I gave them involved some problem solving. Evidently, however, the blind not only figured out meanings for each line of motion, but as a group they generally came up with the same meaning at least as frequently as did sighted subjects.

另外，普通人喜愛的表達與盲人喜愛的表達基本一致。而且普通人之間的共識度并不比盲人高。因為盲人對運動裝置并不熟悉，所以我給他們的任務中也包括解決一些問題。但是，很明顯，盲人不僅搞明白了線條運動的意義，而且作為一個團隊，他們達成共識的普遍頻率也不比普通人低。

We have found that the blind understand other kinds of visual metaphors as well. One blind woman drew a picture of a child inside a heart – choosing that symbol, she said, to show that love surrounded the child. With Chang Hong Liu, a doctoral student from China, I have begun exploring how well blind people understand the symboli* behind shapes such as hearts that do not directly represent their meaning. We gave a list of twenty pairs of words to sighted subjects and asked them to pick from each pair the term that best related to a circle and the term that best related to a square. For example, we asked: What goes with soft? A circle or a square? Which shape goes with hard?

我們發(fā)現(xiàn)，盲人也能理解其他種類的視覺符號。一個盲人女性在一個心形中間畫了一個小孩——她說，選擇這個符號，是為了表示孩子被愛包圍。于是我和一個中國博士生劉長虹開始研究：盲人對于心形這樣不直接表達含義的符號背后的意義，到底理解到了什么樣的程度。我們給了普通人20對單詞，并要求他們在每一對單詞中選擇一個代表圓圈的和一個代表方框的。比方說，我們問：哪個表示柔軟呢？圓圈還是方框？哪個又表示堅硬？

All our subjects deemed the circle soft and the square hard. A full 94% ascribed happy to the circle, instead of sad. But other pairs revealed less agreement: 79% matched fast to slow and weak to strong, respectively. And only 51% linked deep to circle and shallow to square. (See Fig. 2) When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects. One man, who had been blind since birth, scored extremely well. He made only one match differing from the consensus, assigning ‘far’ to square and?‘near’ to circle. In fact, only a *all majority of sighted subjects – 53% – had paired far and near to the opposite partners. Thus, we concluded that the blind interpret abstract shapes as sighted people do.

所有的受試者都認為圓形表示柔軟而方塊表示堅硬。94%的人認為開心與圓形對應，而不是悲傷。也有一些詞組出現(xiàn)了不同的意見：79%的人在快-慢和強-弱對比上意見分別一致。而只有51%的人認為圓形表示深，方形表示淺。當我們用完全一樣的列表測試四個完全看不到的盲人時，我們發(fā)現(xiàn)他們的選擇與普通人的選擇非常相似。有個先天失明的人做得特別好。他只有一次連線與之前的移至答案不同，那就是把“遠”與方聯(lián)系起來，把近和圓聯(lián)系起來。事實上，只有剛剛53%的普通人在遠近上給出了相反的答案。因此，我們可以得出結論：盲人可以像普通人一樣理解抽象圖案的意義。

劍橋雅思8，test4，聽力部分section1的一句翻譯

你不妨試試看/你不妨吃一下?；蛘哒f是，反正也無所謂，你就吃唄。

又比如：
Anyway, you're here; you might as well stay.
反正你已經在這兒了，那就留下來吧。
I'll come with you if you like. I might as well.
如果你想的話，我會和你在一起來。我無所謂。

求劍橋雅思第6冊測試4的閱讀第2篇22、23.、25、26題解析

22題：個人認為原文出處是第5段的（105·1000）。另外，這道判斷題有順序性。
23提：答案應該是N。前文講媽媽讀寫水平高，孩子就死亡率低。原文出處是第
5段最后（at 80 per thousand）,講這些受教育水平低的媽媽通過學后，孩子死亡率降低了。但是和23題中的關鍵詞(lowest)不對應。受教育水平低的媽媽通過學習后她的孩子死亡率降低，但一定不是最低的。因為還有高學歷的媽媽們，發(fā)達國家的嬰兒成活率肯定更高。所以矛盾的地方就是（lowest）。 這種題目在判斷題中屬于最高級，比較級的特殊性+常識性判斷。1，判斷題中出現(xiàn)最高級，比較級時要注意這種比較是否存在，或是否成立。2，我們在做題時常常只專注眼前的題目，而沒法跳出題目回歸現(xiàn)實?。∪绻惴g成中文就不會犯這樣的錯，這就是常識性錯誤。
25題：我和你觀點差不多。結合第7段的兩個whether。和第9段最后一句nicaraguan幫助我們繞過這個a generation這么長的時間！

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