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How Babies Learn Language During the first year of a child’s life, parents and careers are concerned with its physical development very carefully. It is interesting just how easily children learn language. Children who are just three or four years old, who cannot yet tie their shoelaces, are able to speak in full sentences without any specific language training. The current view of child language development is that it is an instinct—something as natural as eating or sleeping. According to experts in this area, this language instinct is innate—something each of us is born with. But this prevailing view has not always enjoyed widespread acceptance. In the middle of last century, experts of the time, including a renowned professor at Harvard University in the United States, regarded child language development as the process of learning through mere repetition. Language “habits” developed as young children were they used incorrect forms of language correctly and ignored or punished when they used incorrect forms of language. Over time, a child, according to this theory, would learn language much like a dog might learn to behave properly through training. Yet even though the modern view holds that language is instinctive, experts like Assistant Professor Lise Eliot are convinced that the interaction a child has with its parents and caregivers is crucial to its developments. The language of the parents and caregivers is so important that the child will learn to speak in a manner very similar to the model speakers it hears.Given that the models parents provide are so important, it is interesting to consider the role of “baby talk” in the child’s language development. Baby talk is the language produced by an adult speaker who is trying to exaggerate certain aspects of the language to capture the attention of a young baby. Dr Roberta Golinkoff believes that babies benefit from baby talk. Experiment show that immediately after birth babies respond more to infant-directed talk than they do to adult-directed talk. When using baby talk, people exaggerate their facial expressions, which helps the baby to begin to understand what is being communicated. She also notes that the exaggerated nature and repetition of baby talk helps infants to learn the difference between sounds. Since babies have a great deal of information to process, baby talk helps. Although there is concern that baby talk may persist too long, Dr Golinkoff says that it stops being used as the child gets older, that is, when the child is better able to communicate with the parents. Professor Jusczyk has made a particular study of babies’ ability to recognize sounds, and says they recognize the sound of their own names as early as four and a half months. Babies know the meaning of Mummy and Daddy by about six months, which is earlier than was previously believed. By about nine months, babies begin recognizing frequent patterns in language. A baby will listen longer to the sounds that occur frequently, so it is good to frequently call the infant by its name. An experiment at Johns Hopkins University in USA, in which researchers went to the homes of 16 nine-month-olds, confirms this view. The researchers arranged their visits for ten days out of a two-week period. During each visit the researcher played an audio tape that included the same three stories. The stories included odd words such as “python” or “hornbill”, words that were unlikely to be encountered in the babies’ everyday experience. After a couple of weeks during which nothing was done, the babies were brought to the research lab, where they listened to two recorded lists of words. The first list included words heard in the story. The second included similar words, but not the exact ones that were used in the stories. Jusczyk found the babies listened longer to the words that had appeared in the stories, which indicated that the babies had extracted individual words from the story. When a control group of 16 nine-month-olds, who had not heard the stories, listened to the two groups of words, they showed no preference for either list. This does not mean that the babies actually understand the meanings of the words, just the sound patterns. It supports the idea that people are born to speak, and have the capacity to learn language from the day they are born. This ability is enhanced if they are involved in conversation. And, significantly, Dr Eliot reminds parents that babies and toddlers need to feel they are communicating. Do the following statements agree with the views of the writer in the passage “How babies learn language”? YES if the statement agrees with the information NO if the statement dose not agree with the information NOT GIVEN if there is no information about this in the passage 1．From the time of their birth humans seem to have an ability to learn language. 2．According to experts in the 1950s and 1960s, language learning is very similar to the training of animals. 3．Repetition in language learning is important, according to Dr Eliot. 4．Dr Golinkoff is concerned that “baby talk” is spoken too much by some parents. 5．The first word a child learns to recognize is usually “Mummy” or “Daddy”.
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更多 “问答题How Babies Learn Language During the first year of a child’s life, parents and careers are concerned with its physical development very carefully. It is interesting just how easily children learn language. Children who are just three or four years old, who cannot yet tie their shoelaces, are able to speak in full sentences without any specific language training. The current view of child language development is that it is an instinct—something as natural as eating or sleeping. According to experts in this area, this language instinct is innate—something each of us is born with. But this prevailing view has not always enjoyed widespread acceptance. In the middle of last century, experts of the time, including a renowned professor at Harvard University in the United States, regarded child language development as the process of learning through mere repetition. Language “habits” developed as young children were they used incorrect forms of language correctly and ignored or punished when they used incorrect forms of language. Over time, a child, according to this theory, would learn language much like a dog might learn to behave properly through training. Yet even though the modern view holds that language is instinctive, experts like Assistant Professor Lise Eliot are convinced that the interaction a child has with its parents and caregivers is crucial to its developments. The language of the parents and caregivers is so important that the child will learn to speak in a manner very similar to the model speakers it hears.Given that the models parents provide are so important, it is interesting to consider the role of “baby talk” in the child’s language development. Baby talk is the language produced by an adult speaker who is trying to exaggerate certain aspects of the language to capture the attention of a young baby. Dr Roberta Golinkoff believes that babies benefit from baby talk. Experiment show that immediately after birth babies respond more to infant-directed talk than they do to adult-directed talk. When using baby talk, people exaggerate their facial expressions, which helps the baby to begin to understand what is being communicated. She also notes that the exaggerated nature and repetition of baby talk helps infants to learn the difference between sounds. Since babies have a great deal of information to process, baby talk helps. Although there is concern that baby talk may persist too long, Dr Golinkoff says that it stops being used as the child gets older, that is, when the child is better able to communicate with the parents. Professor Jusczyk has made a particular study of babies’ ability to recognize sounds, and says they recognize the sound of their own names as early as four and a half months. Babies know the meaning of Mummy and Daddy by about six months, which is earlier than was previously believed. By about nine months, babies begin recognizing frequent patterns in language. A baby will listen longer to the sounds that occur frequently, so it is good to frequently call the infant by its name. An experiment at Johns Hopkins University in USA, in which researchers went to the homes of 16 nine-month-olds, confirms this view. The researchers arranged their visits for ten days out of a two-week period. During each visit the researcher played an audio tape that included the same three stories. The stories included odd words such as “python” or “hornbill”, words that were unlikely to be encountered in the babies’ everyday experience. After a couple of weeks during which nothing was done, the babies were brought to the research lab, where they listened to two recorded lists of words. The first list included words heard in the story. The second included similar words, but not the exact ones that were used in the stories. Jusczyk found the babies listened longer to the words that had appeared in the stories, which indicated that the babies had extracted individual words from the story. When a control group of 16 nine-month-olds, who had not heard the stories, listened to the two groups of words, they showed no preference for either list. This does not mean that the babies actually understand the meanings of the words, just the sound patterns. It supports the idea that people are born to speak, and have the capacity to learn language from the day they are born. This ability is enhanced if they are involved in conversation. And, significantly, Dr Eliot reminds parents that babies and toddlers need to feel they are communicating. Do the following statements agree with the views of the writer in the passage “How babies learn language”? YES if the statement agrees with the information NO if the statement dose not agree with the information NOT GIVEN if there is no information about this in the passage 1．From the time of their birth humans seem to have an ability to learn language. 2．According to experts in the 1950s and 1960s, language learning is very similar to the training of animals. 3．Repetition in language learning is important, according to Dr Eliot. 4．Dr Golinkoff is concerned that “baby talk” is spoken too much by some parents. 5．The first word a child learns to recognize is usually “Mummy” or “Daddy”.” 相关考题
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回答下列各题 Adults are getting smarter about how smart babies are. Not long ago, researchers learned that4-day-old could understand 26______and subtraction. Now, British research psychologist Graham Schaferhas discovered that infants can learn words for uncommon things long before they can speak. He foundthat 9-month-old infants could be taught, through repeated show-and-tell, to 27______the names of objectsthat were foreign to them, a result that 28______in some ways the received wisdom that, apart from learningto29______ things common to their dally lives, children dont begin to build vocabulary until well into theirsecond year. "Its no 30______that children learn words, but the words they tend to know are words linkedto 31______situations in the home," explains Schafer. "This is the first demonstration that we can choosewhat words the children will learn and that they can respond to them with an unfamiliar voice 32______in anunfamiliar setting. " Figuring out how humans acquire language may 33______why some children learn to read and writelater than others, Schafer says, and could lead to better treatments for developmental problems. Whatsmore, the study of language 34______offers direct insight into how humans learn. "Language is a test casefor human cognitive development," says Schafer. But parents eager to teach their infants should takenote : even without being taught new words, a control group 35______the other infants within a few months."This is not about advancing development," he says. "Its just about what children can do at an earlierage than what educators have often thought. 第(26)题__________
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—My children are always arguing. —________.
A: Just ignore them.B: That's all fight.C: Are you sureD: How old are the boys
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Parents can have a great impact on the development of their children's creativity in art. But first，they have to know how. They may find the following advice interesting and instructive.Encourage free drawing rather than coloring books. Coloring books stop the possibility of self-expression. A child may just enjoy colorful pictures and never learn how to express himself. As an art teacher says，“Children have a very powerful instinct to draw freely and roughly. Such practice makes them learn language easily. ”In fact，a child expresses himself in rough drawing. This is the beginning of literacy and creativity. Also，parents should not teach their kids“how”to draw and they should not make their kids draw realistic pictures to entertain themselves. Experience tells us that such teaching from the parents will discourage children，making them think they can't do it the “right”way.Competition and rewards should also be avoided in the process of artistic creation. A child's natural instinct to create will disappear if he or she thinks about prize while drawing.Parents should be role models for their kids. They should not say things like，“I can't draw a straight line. ”Instead，they should learn to say，“I love to create. ”This teaches children that the process of creation is more important than the product. If children see their parents drawing，cooking or building creatively，they will do the same.Buy a notebook for your child to use every day. This can be a journal for making up stories，writing ideas and drawing pictures. Even the youngest child can use it to draw freely and roughly，expressing himself.Take your child to places that promote ideas and creativity. Art museums，science centers，libraries and children's museums all are great places to see other people's creativity. That will inspire children to make their own creations and inventions.Give children choices and free time. Some of the best ideas come from daydreaming and imagining.In short，parents should allow their kids to have the freedom to invent for themselves. That means not always teaching and commanding.To develop their artistic creativity，children should be encouraged to______.A．draw freely and roughlyB．learn to draw realistic picturesC．know how to draw before they startD．learn to draw good pictures to get prizes
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读A、B两篇材料,根据材料内容选择最佳答案。A Learning How to Learn$22Children who read this book show great interest in study.Many pictures will help them understand it easily and quickly. Basic Study Guidebook $36Read this book and learn:What the three barriers (障碍) to study are and what to do about themWhat to do if you are tired of a subjectChildren read it to improve the ability to study. How to Use a Dictionary Picture Book for Children $35Read this book and learn:How to look up words in a dictionaryWhat the different marks in a dictionary meanHow to use a dictionary to pronounce words correctlyBuy this book and help children unlock their education.What’s more, you’ll just pay 60% for it before May 10, 2009.第 1 题 （ ）“__________” can tell you what to do if you are tired of a subject.A．Study Skills for LifeB．Learning How to LearnC．Basic Study GuidebookD．How to Use a Dictionary Picture Book for Children
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第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.Snedeker,Geren and Shafto based their study on children who________.A:were finding it difficult to learn EnglishB:were learning English at a later age than US childrenC:had come from a number of language backgroundsD:had taken English lessons in China
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One-third of Parents Lack Facts about Child DevelopmentOne-third of parents of babies have a surprisingly low knowledge of child development,in-cluding basic concepts about what their children should know or how they should act,a new study finds.For instance,the study found that many parents don't know that 1 -year-olds can't tell the difference between right and wrong,and often don't cooperate or share when playing with other children.The results are surprising because the parents who took part in the survey had young chil- dren,said lead author Dr. Heather Paradis,a pediatric fellow at the University of Rochester Med-ical Center in New York.“They were watching or had just watched their kids go through this de-velopment,and they were probably the most knowledgeable of anybody.”Paradis and her colleagues examined the results of a survey of parents—98 .6 percent of whom were mothers—of more than 10,000 9-month-old babies. As part of the survey,the parents were asked 1 1 questions designed to test their knowledge of a baby's development.The researchers also examined what the parents said about their interactions with their chil- dren,and watched videotapes of how the parents taught new things to their kids.One-third of those surveyed incorrectly answered four or more of the questions.Even when the researchers ad-justed the statistics to account for such factors as education levels and income,those parents were still less likely to enjoy“healthy interactions”with their children.A lack of proper understanding of a child's development can cause assorted problems,Para-dis said. For example,she said,a mother might expect an 18-month-old child to sit still for a doctor's appointment,even though children that age are normally curious and like to wander around.“A mom could misinterpret a child's normal curiosity as intentionally being defiant,and could respond with harsh discipline,withdrawal of affection and repetition of that pattern over time,”Paradis said.“That could hinder the child's potential for full growth and development.”The findings were to be presented Sunday at the Pediatric Academic Societies' meeting in Honolulu.One solution,Paradis said,is for pediatricians to take a more active role in educating new parents.“By improving knowledge of child development among all parents,not just those who are at highest risk,there's an opportunity to enhance parent-child interaction,”she said.“It can ul-timately lead to better parenting.” Babies of one year old have no sense of right or wrong.A:.RightB:wrongC:Not mentioned
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第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.When the writer says"critical period",he means a period when________.A:studies produce useful resultsB:adults need to be taught like childrenC:language learning takes place effectivelyD:immigrants want to learn another language
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One-third of Parents Lack Facts about Child DevelopmentOne-third of parents of babies have a surprisingly low knowledge of child development,in-cluding basic concepts about what their children should know or how they should act,a new study finds.For instance,the study found that many parents don't know that 1 -year-olds can't tell the difference between right and wrong,and often don't cooperate or share when playing with other children.The results are surprising because the parents who took part in the survey had young chil- dren,said lead author Dr. Heather Paradis,a pediatric fellow at the University of Rochester Med-ical Center in New York.“They were watching or had just watched their kids go through this de-velopment,and they were probably the most knowledgeable of anybody.”Paradis and her colleagues examined the results of a survey of parents—98 .6 percent of whom were mothers—of more than 10,000 9-month-old babies. As part of the survey,the parents were asked 1 1 questions designed to test their knowledge of a baby's development.The researchers also examined what the parents said about their interactions with their chil- dren,and watched videotapes of how the parents taught new things to their kids.One-third of those surveyed incorrectly answered four or more of the questions.Even when the researchers ad-justed the statistics to account for such factors as education levels and income,those parents were still less likely to enjoy“healthy interactions”with their children.A lack of proper understanding of a child's development can cause assorted problems,Para-dis said. For example,she said,a mother might expect an 18-month-old child to sit still for a doctor's appointment,even though children that age are normally curious and like to wander around.“A mom could misinterpret a child's normal curiosity as intentionally being defiant,and could respond with harsh discipline,withdrawal of affection and repetition of that pattern over time,”Paradis said.“That could hinder the child's potential for full growth and development.”The findings were to be presented Sunday at the Pediatric Academic Societies' meeting in Honolulu.One solution,Paradis said,is for pediatricians to take a more active role in educating new parents.“By improving knowledge of child development among all parents,not just those who are at highest risk,there's an opportunity to enhance parent-child interaction,”she said.“It can ul-timately lead to better parenting.”The parents surveyed were asked 1 1 questions on child development.A: RightB:wrongC:Not mentioned
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One-third of Parents Lack Facts about Child DevelopmentOne-third of parents of babies have a surprisingly low knowledge of child development,in-cluding basic concepts about what their children should know or how they should act,a new study finds.For instance,the study found that many parents don't know that 1 -year-olds can't tell the difference between right and wrong,and often don't cooperate or share when playing with other children.The results are surprising because the parents who took part in the survey had young chil- dren,said lead author Dr. Heather Paradis,a pediatric fellow at the University of Rochester Med-ical Center in New York.“They were watching or had just watched their kids go through this de-velopment,and they were probably the most knowledgeable of anybody.”Paradis and her colleagues examined the results of a survey of parents—98 .6 percent of whom were mothers—of more than 10,000 9-month-old babies. As part of the survey,the parents were asked 1 1 questions designed to test their knowledge of a baby's development.The researchers also examined what the parents said about their interactions with their chil- dren,and watched videotapes of how the parents taught new things to their kids.One-third of those surveyed incorrectly answered four or more of the questions.Even when the researchers ad-justed the statistics to account for such factors as education levels and income,those parents were still less likely to enjoy“healthy interactions”with their children.A lack of proper understanding of a child's development can cause assorted problems,Para-dis said. For example,she said,a mother might expect an 18-month-old child to sit still for a doctor's appointment,even though children that age are normally curious and like to wander around.“A mom could misinterpret a child's normal curiosity as intentionally being defiant,and could respond with harsh discipline,withdrawal of affection and repetition of that pattern over time,”Paradis said.“That could hinder the child's potential for full growth and development.”The findings were to be presented Sunday at the Pediatric Academic Societies' meeting in Honolulu.One solution,Paradis said,is for pediatricians to take a more active role in educating new parents.“By improving knowledge of child development among all parents,not just those who are at highest risk,there's an opportunity to enhance parent-child interaction,”she said.“It can ul-timately lead to better parenting.” Most American families are nuclear rather than extended ones.A:.RightB:wrongC:Not mentioned
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One-third of Parents Lack Facts about Child DevelopmentOne-third of parents of babies have a surprisingly low knowledge of child development,in-cluding basic concepts about what their children should know or how they should act,a new study finds.For instance,the study found that many parents don't know that 1 -year-olds can't tell the difference between right and wrong,and often don't cooperate or share when playing with other children.The results are surprising because the parents who took part in the survey had young chil- dren,said lead author Dr. Heather Paradis,a pediatric fellow at the University of Rochester Med-ical Center in New York.“They were watching or had just watched their kids go through this de-velopment,and they were probably the most knowledgeable of anybody.”Paradis and her colleagues examined the results of a survey of parents—98 .6 percent of whom were mothers—of more than 10,000 9-month-old babies. As part of the survey,the parents were asked 1 1 questions designed to test their knowledge of a baby's development.The researchers also examined what the parents said about their interactions with their chil- dren,and watched videotapes of how the parents taught new things to their kids.One-third of those surveyed incorrectly answered four or more of the questions.Even when the researchers ad-justed the statistics to account for such factors as education levels and income,those parents were still less likely to enjoy“healthy interactions”with their children.A lack of proper understanding of a child's development can cause assorted problems,Para-dis said. For example,she said,a mother might expect an 18-month-old child to sit still for a doctor's appointment,even though children that age are normally curious and like to wander around.“A mom could misinterpret a child's normal curiosity as intentionally being defiant,and could respond with harsh discipline,withdrawal of affection and repetition of that pattern over time,”Paradis said.“That could hinder the child's potential for full growth and development.”The findings were to be presented Sunday at the Pediatric Academic Societies' meeting in Honolulu.One solution,Paradis said,is for pediatricians to take a more active role in educating new parents.“By improving knowledge of child development among all parents,not just those who are at highest risk,there's an opportunity to enhance parent-child interaction,”she said.“It can ul-timately lead to better parenting.” Children of one and a half years old like to sit still.A: RightB:wrongC:Not mentioned
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One-third of Parents Lack Facts about Child DevelopmentOne-third of parents of babies have a surprisingly low knowledge of child development,in-cluding basic concepts about what their children should know or how they should act,a new study finds.For instance,the study found that many parents don't know that 1 -year-olds can't tell the difference between right and wrong,and often don't cooperate or share when playing with other children.The results are surprising because the parents who took part in the survey had young chil- dren,said lead author Dr. Heather Paradis,a pediatric fellow at the University of Rochester Med-ical Center in New York.“They were watching or had just watched their kids go through this de-velopment,and they were probably the most knowledgeable of anybody.”Paradis and her colleagues examined the results of a survey of parents—98 .6 percent of whom were mothers—of more than 10,000 9-month-old babies. As part of the survey,the parents were asked 1 1 questions designed to test their knowledge of a baby's development.The researchers also examined what the parents said about their interactions with their chil- dren,and watched videotapes of how the parents taught new things to their kids.One-third of those surveyed incorrectly answered four or more of the questions.Even when the researchers ad-justed the statistics to account for such factors as education levels and income,those parents were still less likely to enjoy“healthy interactions”with their children.A lack of proper understanding of a child's development can cause assorted problems,Para-dis said. For example,she said,a mother might expect an 18-month-old child to sit still for a doctor's appointment,even though children that age are normally curious and like to wander around.“A mom could misinterpret a child's normal curiosity as intentionally being defiant,and could respond with harsh discipline,withdrawal of affection and repetition of that pattern over time,”Paradis said.“That could hinder the child's potential for full growth and development.”The findings were to be presented Sunday at the Pediatric Academic Societies' meeting in Honolulu.One solution,Paradis said,is for pediatricians to take a more active role in educating new parents.“By improving knowledge of child development among all parents,not just those who are at highest risk,there's an opportunity to enhance parent-child interaction,”she said.“It can ul-timately lead to better parenting.” Parent-child interaction can in no way be improved.A:.RightB:wrongC:Not mentioned
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One-third of Parents Lack Facts about Child DevelopmentOne-third of parents of babies have a surprisingly low knowledge of child development,in-cluding basic concepts about what their children should know or how they should act,a new study finds.For instance,the study found that many parents don't know that 1 -year-olds can't tell the difference between right and wrong,and often don't cooperate or share when playing with other children.The results are surprising because the parents who took part in the survey had young chil- dren,said lead author Dr. Heather Paradis,a pediatric fellow at the University of Rochester Med-ical Center in New York.“They were watching or had just watched their kids go through this de-velopment,and they were probably the most knowledgeable of anybody.”Paradis and her colleagues examined the results of a survey of parents—98 .6 percent of whom were mothers—of more than 10,000 9-month-old babies. As part of the survey,the parents were asked 1 1 questions designed to test their knowledge of a baby's development.The researchers also examined what the parents said about their interactions with their chil- dren,and watched videotapes of how the parents taught new things to their kids.One-third of those surveyed incorrectly answered four or more of the questions.Even when the researchers ad-justed the statistics to account for such factors as education levels and income,those parents were still less likely to enjoy“healthy interactions”with their children.A lack of proper understanding of a child's development can cause assorted problems,Para-dis said. For example,she said,a mother might expect an 18-month-old child to sit still for a doctor's appointment,even though children that age are normally curious and like to wander around.“A mom could misinterpret a child's normal curiosity as intentionally being defiant,and could respond with harsh discipline,withdrawal of affection and repetition of that pattern over time,”Paradis said.“That could hinder the child's potential for full growth and development.”The findings were to be presented Sunday at the Pediatric Academic Societies' meeting in Honolulu.One solution,Paradis said,is for pediatricians to take a more active role in educating new parents.“By improving knowledge of child development among all parents,not just those who are at highest risk,there's an opportunity to enhance parent-child interaction,”she said.“It can ul-timately lead to better parenting.” A majority of parents of babies know little about child development.A:.RightB:wrongC:Not mentioned
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第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.What does the Harvard finding show?A:Not all toddlers use babytalk.B:Some children need more conversation than others.C:Language learning takes place in ordered steps.D:Not all brains work in the same way.
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第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.What is the writer's main purpose in Paragraph 2?A:To reject the view that adopted children need two languages.B:To argue that culture affects the way children learn a language.C:To give reasons why adopted children were used in the study.D:To justify a particular approach to language learning.
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One-third of Parents Lack Facts about Child DevelopmentOne-third of parents of babies have a surprisingly low knowledge of child development,in-cluding basic concepts about what their children should know or how they should act,a new study finds.For instance,the study found that many parents don't know that 1 -year-olds can't tell the difference between right and wrong,and often don't cooperate or share when playing with other children.The results are surprising because the parents who took part in the survey had young chil- dren,said lead author Dr. Heather Paradis,a pediatric fellow at the University of Rochester Med-ical Center in New York.“They were watching or had just watched their kids go through this de-velopment,and they were probably the most knowledgeable of anybody.”Paradis and her colleagues examined the results of a survey of parents—98 .6 percent of whom were mothers—of more than 10,000 9-month-old babies. As part of the survey,the parents were asked 1 1 questions designed to test their knowledge of a baby's development.The researchers also examined what the parents said about their interactions with their chil- dren,and watched videotapes of how the parents taught new things to their kids.One-third of those surveyed incorrectly answered four or more of the questions.Even when the researchers ad-justed the statistics to account for such factors as education levels and income,those parents were still less likely to enjoy“healthy interactions”with their children.A lack of proper understanding of a child's development can cause assorted problems,Para-dis said. For example,she said,a mother might expect an 18-month-old child to sit still for a doctor's appointment,even though children that age are normally curious and like to wander around.“A mom could misinterpret a child's normal curiosity as intentionally being defiant,and could respond with harsh discipline,withdrawal of affection and repetition of that pattern over time,”Paradis said.“That could hinder the child's potential for full growth and development.”The findings were to be presented Sunday at the Pediatric Academic Societies' meeting in Honolulu.One solution,Paradis said,is for pediatricians to take a more active role in educating new parents.“By improving knowledge of child development among all parents,not just those who are at highest risk,there's an opportunity to enhance parent-child interaction,”she said.“It can ul-timately lead to better parenting.”Most mothers with young children prefer to stay at home.A: RightB:wrongC:Not mentioned
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第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.What aspect of the adopted children's language development differed from that of US-born children?A:The rate at which they acquired language.B:Their first words.C:The way they learnt English.D:The point at which they started producing sentences.
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One-third of Parents Lack Facts about Child DevelopmentOne-third of parents of babies have a surprisingly low knowledge of child development,in-cluding basic concepts about what their children should know or how they should act,a new study finds.For instance,the study found that many parents don't know that 1 -year-olds can't tell the difference between right and wrong,and often don't cooperate or share when playing with other children.The results are surprising because the parents who took part in the survey had young chil-dren,said lead author Dr. Heather Paradis,a pediatric fellow at the University of Rochester Med- ical Center in New York.“They were watching or had just watched their kids go through this de-velopment,and they were probably the most knowledgeable of anybody.”Paradis and her colleagues examined the results of a survey of parents—98 .6 percent of whom were mothers—of more than 10,000 9-month-old babies.As part of the survey,the parents were asked 11 questions designed to test their knowledge of a baby's development.The researchers also examined what the parents said about their interactions with their chil- dren,and watched videotapes of how the parents taught new things to their kids.One-third of those surveyed incorrectly answered four or more of the questions .Even when the researchers ad-justed the statistics to account for such factors as education levels and income,those parents were still less likely to enjoy“healthy interactions”with their children.A lack of proper understanding of a child's development can cause assorted problems,Para- dis said. For example,she said,a mother might expect an 18-month-old child to sit still for a doctor's appointment,even though children that age are normally curious and like to wander around.“A mom could misinterpret a child's normal curiosity as intentionally being defiant,and could respond with harsh discipline,withdrawal of affection and repetition of that pattern over time,”Paradis said.“That could hinder the child's potential for full growth and development.” The findings were to be presented Sunday at the Pediatric Academic Societies' meeting in Honolulu.One solution,Paradis said,is for pediatricians to take a more active role in educating new parents.“By improving knowledge of child development among all parents,not just those who are at highest risk,there's an opportunity to enhance parent-child interaction,”she said.“It can ul-timately lead to better parenting.” Most mothers with young children prefer to stay at home.A: RightB:wrongC:Not mentioned
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One-third of Parents Lack Facts about Child DevelopmentOne-third of parents of babies have a surprisingly low knowledge of child development,in-cluding basic concepts about what their children should know or how they should act,a new study finds.For instance,the study found that many parents don't know that 1 -year-olds can't tell the difference between right and wrong,and often don't cooperate or share when playing with other children.The results are surprising because the parents who took part in the survey had young chil-dren,said lead author Dr. Heather Paradis,a pediatric fellow at the University of Rochester Med- ical Center in New York.“They were watching or had just watched their kids go through this de-velopment,and they were probably the most knowledgeable of anybody.”Paradis and her colleagues examined the results of a survey of parents—98 .6 percent of whom were mothers—of more than 10,000 9-month-old babies.As part of the survey,the parents were asked 11 questions designed to test their knowledge of a baby's development.The researchers also examined what the parents said about their interactions with their chil- dren,and watched videotapes of how the parents taught new things to their kids.One-third of those surveyed incorrectly answered four or more of the questions .Even when the researchers ad-justed the statistics to account for such factors as education levels and income,those parents were still less likely to enjoy“healthy interactions”with their children.A lack of proper understanding of a child's development can cause assorted problems,Para- dis said. For example,she said,a mother might expect an 18-month-old child to sit still for a doctor's appointment,even though children that age are normally curious and like to wander around.“A mom could misinterpret a child's normal curiosity as intentionally being defiant,and could respond with harsh discipline,withdrawal of affection and repetition of that pattern over time,”Paradis said.“That could hinder the child's potential for full growth and development.” The findings were to be presented Sunday at the Pediatric Academic Societies' meeting in Honolulu.One solution,Paradis said,is for pediatricians to take a more active role in educating new parents.“By improving knowledge of child development among all parents,not just those who are at highest risk,there's an opportunity to enhance parent-child interaction,”she said.“It can ul-timately lead to better parenting.” Babies of one year old have no sense of right or wrong.A: RightB:wrongC:Not mentioned
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One-third of Parents Lack Facts about Child DevelopmentOne-third of parents of babies have a surprisingly low knowledge of child development,in-cluding basic concepts about what their children should know or how they should act,a new study finds.For instance,the study found that many parents don't know that 1 -year-olds can't tell the difference between right and wrong,and often don't cooperate or share when playing with other children.The results are surprising because the parents who took part in the survey had young chil-dren,said lead author Dr. Heather Paradis,a pediatric fellow at the University of Rochester Med- ical Center in New York.“They were watching or had just watched their kids go through this de-velopment,and they were probably the most knowledgeable of anybody.”Paradis and her colleagues examined the results of a survey of parents—98 .6 percent of whom were mothers—of more than 10,000 9-month-old babies.As part of the survey,the parents were asked 11 questions designed to test their knowledge of a baby's development.The researchers also examined what the parents said about their interactions with their chil- dren,and watched videotapes of how the parents taught new things to their kids.One-third of those surveyed incorrectly answered four or more of the questions .Even when the researchers ad-justed the statistics to account for such factors as education levels and income,those parents were still less likely to enjoy“healthy interactions”with their children.A lack of proper understanding of a child's development can cause assorted problems,Para- dis said. For example,she said,a mother might expect an 18-month-old child to sit still for a doctor's appointment,even though children that age are normally curious and like to wander around.“A mom could misinterpret a child's normal curiosity as intentionally being defiant,and could respond with harsh discipline,withdrawal of affection and repetition of that pattern over time,”Paradis said.“That could hinder the child's potential for full growth and development.” The findings were to be presented Sunday at the Pediatric Academic Societies' meeting in Honolulu.One solution,Paradis said,is for pediatricians to take a more active role in educating new parents.“By improving knowledge of child development among all parents,not just those who are at highest risk,there's an opportunity to enhance parent-child interaction,”she said.“It can ul-timately lead to better parenting.”A majority of parents of babies know little about child development.A: RightB:wrongC:Not mentioned
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One-third of Parents Lack Facts about Child DevelopmentOne-third of parents of babies have a surprisingly low knowledge of child development,in-cluding basic concepts about what their children should know or how they should act,a new study finds.For instance,the study found that many parents don't know that 1 -year-olds can't tell the difference between right and wrong,and often don't cooperate or share when playing with other children.The results are surprising because the parents who took part in the survey had young chil-dren,said lead author Dr. Heather Paradis,a pediatric fellow at the University of Rochester Med- ical Center in New York.“They were watching or had just watched their kids go through this de-velopment,and they were probably the most knowledgeable of anybody.”Paradis and her colleagues examined the results of a survey of parents—98 .6 percent of whom were mothers—of more than 10,000 9-month-old babies.As part of the survey,the parents were asked 11 questions designed to test their knowledge of a baby's development.The researchers also examined what the parents said about their interactions with their chil- dren,and watched videotapes of how the parents taught new things to their kids.One-third of those surveyed incorrectly answered four or more of the questions .Even when the researchers ad-justed the statistics to account for such factors as education levels and income,those parents were still less likely to enjoy“healthy interactions”with their children.A lack of proper understanding of a child's development can cause assorted problems,Para- dis said. For example,she said,a mother might expect an 18-month-old child to sit still for a doctor's appointment,even though children that age are normally curious and like to wander around.“A mom could misinterpret a child's normal curiosity as intentionally being defiant,and could respond with harsh discipline,withdrawal of affection and repetition of that pattern over time,”Paradis said.“That could hinder the child's potential for full growth and development.” The findings were to be presented Sunday at the Pediatric Academic Societies' meeting in Honolulu.One solution,Paradis said,is for pediatricians to take a more active role in educating new parents.“By improving knowledge of child development among all parents,not just those who are at highest risk,there's an opportunity to enhance parent-child interaction,”she said.“It can ul-timately lead to better parenting.” Most American families are nuclear rather than extended ones.A: RightB:wrongC:Not mentioned
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One-third of Parents Lack Facts about Child DevelopmentOne-third of parents of babies have a surprisingly low knowledge of child development,in-cluding basic concepts about what their children should know or how they should act,a new study finds.For instance,the study found that many parents don't know that 1 -year-olds can't tell the difference between right and wrong,and often don't cooperate or share when playing with other children.The results are surprising because the parents who took part in the survey had young chil-dren,said lead author Dr. Heather Paradis,a pediatric fellow at the University of Rochester Med- ical Center in New York.“They were watching or had just watched their kids go through this de-velopment,and they were probably the most knowledgeable of anybody.”Paradis and her colleagues examined the results of a survey of parents—98 .6 percent of whom were mothers—of more than 10,000 9-month-old babies.As part of the survey,the parents were asked 11 questions designed to test their knowledge of a baby's development.The researchers also examined what the parents said about their interactions with their chil- dren,and watched videotapes of how the parents taught new things to their kids.One-third of those surveyed incorrectly answered four or more of the questions .Even when the researchers ad-justed the statistics to account for such factors as education levels and income,those parents were still less likely to enjoy“healthy interactions”with their children.A lack of proper understanding of a child's development can cause assorted problems,Para- dis said. For example,she said,a mother might expect an 18-month-old child to sit still for a doctor's appointment,even though children that age are normally curious and like to wander around.“A mom could misinterpret a child's normal curiosity as intentionally being defiant,and could respond with harsh discipline,withdrawal of affection and repetition of that pattern over time,”Paradis said.“That could hinder the child's potential for full growth and development.” The findings were to be presented Sunday at the Pediatric Academic Societies' meeting in Honolulu.One solution,Paradis said,is for pediatricians to take a more active role in educating new parents.“By improving knowledge of child development among all parents,not just those who are at highest risk,there's an opportunity to enhance parent-child interaction,”she said.“It can ul-timately lead to better parenting.”The parents surveyed were asked 11 questions on child development.A: RightB:wrongC:Not mentioned
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One-third of Parents Lack Facts about Child DevelopmentOne-third of parents of babies have a surprisingly low knowledge of child development,in-cluding basic concepts about what their children should know or how they should act,a new study finds.For instance,the study found that many parents don't know that 1 -year-olds can't tell the difference between right and wrong,and often don't cooperate or share when playing with other children.The results are surprising because the parents who took part in the survey had young chil-dren,said lead author Dr. Heather Paradis,a pediatric fellow at the University of Rochester Med- ical Center in New York.“They were watching or had just watched their kids go through this de-velopment,and they were probably the most knowledgeable of anybody.”Paradis and her colleagues examined the results of a survey of parents—98 .6 percent of whom were mothers—of more than 10,000 9-month-old babies.As part of the survey,the parents were asked 11 questions designed to test their knowledge of a baby's development.The researchers also examined what the parents said about their interactions with their chil- dren,and watched videotapes of how the parents taught new things to their kids.One-third of those surveyed incorrectly answered four or more of the questions .Even when the researchers ad-justed the statistics to account for such factors as education levels and income,those parents were still less likely to enjoy“healthy interactions”with their children.A lack of proper understanding of a child's development can cause assorted problems,Para- dis said. For example,she said,a mother might expect an 18-month-old child to sit still for a doctor's appointment,even though children that age are normally curious and like to wander around.“A mom could misinterpret a child's normal curiosity as intentionally being defiant,and could respond with harsh discipline,withdrawal of affection and repetition of that pattern over time,”Paradis said.“That could hinder the child's potential for full growth and development.” The findings were to be presented Sunday at the Pediatric Academic Societies' meeting in Honolulu.One solution,Paradis said,is for pediatricians to take a more active role in educating new parents.“By improving knowledge of child development among all parents,not just those who are at highest risk,there's an opportunity to enhance parent-child interaction,”she said.“It can ul-timately lead to better parenting.”Parent-child interaction can in no way be improved.A: RightB:wrongC:Not mentioned
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One-third of Parents Lack Facts about Child DevelopmentOne-third of parents of babies have a surprisingly low knowledge of child development,in-cluding basic concepts about what their children should know or how they should act,a new study finds.For instance,the study found that many parents don't know that 1 -year-olds can't tell the difference between right and wrong,and often don't cooperate or share when playing with other children.The results are surprising because the parents who took part in the survey had young chil-dren,said lead author Dr. Heather Paradis,a pediatric fellow at the University of Rochester Med- ical Center in New York.“They were watching or had just watched their kids go through this de-velopment,and they were probably the most knowledgeable of anybody.”Paradis and her colleagues examined the results of a survey of parents—98 .6 percent of whom were mothers—of more than 10,000 9-month-old babies.As part of the survey,the parents were asked 11 questions designed to test their knowledge of a baby's development.The researchers also examined what the parents said about their interactions with their chil- dren,and watched videotapes of how the parents taught new things to their kids.One-third of those surveyed incorrectly answered four or more of the questions .Even when the researchers ad-justed the statistics to account for such factors as education levels and income,those parents were still less likely to enjoy“healthy interactions”with their children.A lack of proper understanding of a child's development can cause assorted problems,Para- dis said. For example,she said,a mother might expect an 18-month-old child to sit still for a doctor's appointment,even though children that age are normally curious and like to wander around.“A mom could misinterpret a child's normal curiosity as intentionally being defiant,and could respond with harsh discipline,withdrawal of affection and repetition of that pattern over time,”Paradis said.“That could hinder the child's potential for full growth and development.” The findings were to be presented Sunday at the Pediatric Academic Societies' meeting in Honolulu.One solution,Paradis said,is for pediatricians to take a more active role in educating new parents.“By improving knowledge of child development among all parents,not just those who are at highest risk,there's an opportunity to enhance parent-child interaction,”she said.“It can ul-timately lead to better parenting.” Children of one and a half years old like to sit still.A: RightB:wrongC:Not mentioned
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第三篇According to the most recent research on parenting,caretakers tend to use three strategies for disciplining children.Power includes the use of physical punishment such as spanking or the threat of physical punishment,but parents can also demonstrate power by taking away a privilege such as using the car, attending a sporting event,or in the case of a very young child,playing with a favorite toy.In spite of the fact that power strategies,especially severe physical punishment,can cause children to fear or even hate parents,it's surprising that power remains the strategy used most often in disciplining children. It's also worth noting that children who are harshly disciplined in this way tend to be hostile, defiant,and aggressive socially.Second in popularity after power is the withholding of affection.This can take the form of refusal to communicate with a child,threatening to abandon or reject the child,or otherwise treating children as though they were unworthy of love.Interesting enough,children disciplined in this way appear on the surface to be very self-disciplined,even model children who are seldom in trouble,but underneath,these same children are generally very nervous,insecure and dependent others to approve of and guide their evaluation of behavior.Finally,management techniques are employed for discipline.These begin with a set of rules that are clearly expressed at an age-appropriate level. To enforce the rules,parents use a combination of praise and approval with explanation and reasoning,always referring back to the rules.But regardless of the strategy,the behavior that has precipitated punishment should be clearly understood,and the consequences should be consistent. Key to any kind of discipline is a pattern of consistency so that children understand the relationship between the rules,their behavior,and the consequences.Which is the best title for the passage?A:Parent-Child Relationship.B:Strategies to Discipline Children.C:Children's Psychology.D:How to be a Good Parent.
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From childhood to old age, we all use language as a means of broadening our knowledge of ourselves and the world about us. When humans first 1 , they were like newborn children, unable to use this 2 tool. Yet once language developed, the possibilities for human kind’s future 3 and cultural growth increased.
Many linguists believe that evolution is 4 for our ability to produce and use language. They 5 that our highly evolved brain provides us 6 an innate language ability not found in lower 7 . Proponents of this innateness theory say that our 8 for language is inborn, but that language itself develops gradually, 9 a function of the growth of the brain during childhood. Therefore there are critical 10 times for language development.
Current 11 of innateness theory are mixed, however, evidence supporting the existence of some innate abilities is undeniable. 12 , more and more schools are discovering that foreign languages are best taught in 13 grades. Young children often can learn several languages by being 14 to them, while adults have a much harder time learning another language once the 15 of their first language have become firmly fixed.
16 some aspects of language are undeniably innate, language does not develop automatically in a vacuum. Children who have been 17 from other human beings do not possess language. This demonstrates that 18 with other human beings is necessary for proper language development. Some linguists believe that this is even more basic to human language 19 than any innate capacities. These theorists view language as imitative, learned behavior. 20 , children learn language from their parents by imitating them. Parents gradually shape their child's language skills by positively reinforcing precise imitations and negatively reinforcing imprecise ones.
请在7处填上正确答案（）A、organizationsB、organismsC、humansD、children
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From childhood to old age, we all use language as a means of broadening our knowledge of ourselves and the world about us. When humans first 1 , they were like newborn children, unable to use this 2 tool. Yet once language developed, the possibilities for human kind’s future 3 and cultural growth increased.
Many linguists believe that evolution is 4 for our ability to produce and use language. They 5 that our highly evolved brain provides us 6 an innate language ability not found in lower 7 . Proponents of this innateness theory say that our 8 for language is inborn, but that language itself develops gradually, 9 a function of the growth of the brain during childhood. Therefore there are critical 10 times for language development.
Current 11 of innateness theory are mixed, however, evidence supporting the existence of some innate abilities is undeniable. 12 , more and more schools are discovering that foreign languages are best taught in 13 grades. Young children often can learn several languages by being 14 to them, while adults have a much harder time learning another language once the 15 of their first language have become firmly fixed.
16 some aspects of language are undeniably innate, language does not develop automatically in a vacuum. Children who have been 17 from other human beings do not possess language. This demonstrates that 18 with other human beings is necessary for proper language development. Some linguists believe that this is even more basic to human language 19 than any innate capacities. These theorists view language as imitative, learned behavior. 20 , children learn language from their parents by imitating them. Parents gradually shape their child's language skills by positively reinforcing precise imitations and negatively reinforcing imprecise ones.
请在8处填上正确答案（）A、potentialB、performanceC、preferenceD、passion
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问答题Today, thanks to advances in brain research, we know that reading with a child has intellectual, emotional and physical benefits that can enhance the child’s development. The intimacy of sharing books and stories strengthens the emotional bonds between a parent and child, helps a child learn words and concepts, and actually stimulates the growth of a baby’s brain. Scientists have discovered that children whose parents read and talk to them during the first three years of life create a stronger foundation for future reading success.
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