TOEFL Listening: ETS-TOEFL听力机经 - 8FP39DSBG4JSX010Q$

ConversationThe research essay: Narrator: Listen to a conversation between a student and his psychology professor. Student: Thank for meeting with me professor Davis. And you know, your class is great. It even got me thinking of changing my major to psychology. Professor: I think you'd be a good fit. You always full of insightful questions. And actually, I didn't see you at the informational meeting for the psychology club. I think it's something you'd enjoy. Student: Yeah, I wanted to go. But I had a study group for another class. The club sounds great, lectures from people in the fields, volunteering opportunities. Think it's really useful. Professor: Yes, it's a valuable experience, and fun. When I was a student, I liked some other fields. Psychology such a broad field. What club like these offered, the events, lectures, internship opportunities, they helped me find a focus when I was in school. And that's why I offered to be the club advisor. You know, we are meeting tonight. A few students will be talking about their summer internships. Student: Oh, I'd love to go, especially if I decide to major in psych. But I have another study group tonight for our class actually. We are going over the nerves pass way through the brain. And we are gonna talk about the research essay. Professor: Good idea. The first paper is always a little daunting. Student: Yeah, especially since, well, that's why I am here actually. We've covered so much, linke the background on brain anatomy, the case study, the article on decision making, on problem solving. So I am wondering how to approach this. Professor: Well, look to the central task, a case study, an analysis of a particular psychological process. Use that as a basis to organize what you've learned about the biological basis of behavior. I want to see that you can connect all the information we've covered in class. Use it to draw conclusions about that psychological process. Student: But, I mean, Couldn't different people count the different conclusions? Professor: Yeah, but if your analysis make sense and in corporate to what we learned in class you will get credit. I know it's tough. But do you remember what we were saying in class about experts and novices? Student: Uhh, well, experts recognize patterns in information right? Where novices might just see random details. So experts can solve problems faster. Professor: Yeah. And to be able to do that, experts have to go through a lot of trials and errors to own their skills. Student: Emm, they couldn't see those patterns without all of these experience of connecting the information. Professor: You said it. So consider it as an exercise. Student: It's like in that article you had us read. About that experiment, uhh about the physics problem in Neuton's Law of Motion? Professor: Right. The difference in how experts and novices approach the problem. Student: Yeah, it was interesting to see that novices try to solve it by recalling equations, like plugging numbers and do equations, formulas etc. Where as experts they would first think about the major principles like, like Neuton's Laws, and how and why those laws applied to the physics problem.