2016年12月四级第2套长篇阅读匹配原文翻译及答案

A) I first began to investigate the basis of human motivation-and how people persevere after setbacks-as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change-a state they called learned helplessness.

我最初开始研究人类动机的基础以及人们如何在挫折后坚持，是在20世纪60年代作为耶鲁大学的心理学研究生时。宾夕法尼亚大学的心理学家进行的动物实验表明，在反复失败后，大多数动物会认为情况是无望且超出其控制的。在这样的经历之后，动物常常保持被动，即使它能够改变现状——这种状态被称为习得性无助。

B) People can learn to be helpless, too. Why do some students give up when encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people's beliefs about why they had failed.

人们也可能学会无助。为什么有些学生在遇到困难时放弃，而其他技能并不更高的学生却继续努力和学习？我很快发现，一个答案在于人们对他们失败原因的信念。

C) In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve harm math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.

特别是，将表现不佳归因于能力不足比认为缺乏努力是原因更会抑制动机。当我告诉一群表现出无助行为的学童，是缺乏努力导致了他们在数学上的错误时，他们学会了在问题变得棘手时继续尝试。另一群无助的孩子，只是因为他们在较简单问题上的成功而获得奖励，却没有提高他们解决复杂数学问题的能力。这些实验表明，关注努力可以帮助解决无助并产生成功。

D) Later, I developed a broader theory of what separates the two general classes of learners-helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different "theories" of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that's that. I call this a "fixed mind-set (思维模式)." Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-orient children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏); they offer opportunities to learn. Students with such a growth mind-set were destined (注定) for great academic success and were quite likely to outperform their counterparts.

后来，我发展了一个更广泛的理论，来区分学习者的两大类别——无助型与掌握导向型。我意识到这些不同类型的学生不仅以不同方式解释他们的失败，而且他们对智力持有不同的“理论”。无助者认为智力是一种固定特征：你只有一定的量，仅此而已。我称之为“固定思维模式”。错误会打击他们的自信心，因为他们将错误归因于能力不足，而他们感到无力改变。他们避免挑战，因为挑战更可能带来错误。另一方面，掌握导向的孩子认为智力不是固定的，可以通过教育和努力工作来发展。这样的孩子认为挑战是激励而不是令人生畏；它们提供了学习的机会。拥有这种成长思维模式的学生注定会在学术上取得巨大成功，并很可能超越他们的同龄人。

E) We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students' mind-sets by asking them to agree or disagree with statements such as "Your intelligence is something very basic about you that you can't really change." We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.

我们在一项研究中验证了这些预期，在这项研究中，我和另外两名心理学家在初中过渡期间（这时学业变得更难，评分更严格）监控了373名学生两年，以确定他们的思维模式如何影响他们的数学成绩。在七年级开始时，我们通过让学生同意或不同意诸如“你的智力是你非常基本的属性，你无法真正改变”这样的陈述来评估他们的思维模式。然后我们评估了他们对学习其他方面的信念，并观察他们的成绩发生了什么变化。

F) As predicted, the students with a growth mind-set felt that learning was more important goal than getting good grades. In addition, they held hard work in high regard, They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests.

正如预期的那样，拥有成长思维模式的学生认为学习比取得好成绩更重要。此外，他们高度重视努力工作，他们理解即使天才也必须努力工作。面对挫折，如令人失望的考试成绩，拥有成长思维模式的学生说他们会更努力学习或尝试不同的策略。然而，持有固定思维模式的学生更关注看起来聪明，而不太关心学习。他们对努力持有负面看法，认为必须努力工作是低能力的标志。他们认为有才华或智力的人不需要努力就能做好。将坏成绩归因于自己能力不足，那些固定思维模式的学生说他们将来会减少学习，尽量不再选那门课，并考虑在未来的考试中作弊。

G) Such different outlook had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester-and the gap between the two groups continued to widen during the two years we followed them.

这种不同的观点对表现产生了巨大影响。在初中开始时，拥有成长思维模式的学生的数学成就测试分数与表现出固定思维模式的学生相当。但随着学业变得更难，拥有成长思维模式的学生表现出更大的毅力。结果，他们的数学成绩在第一学期结束时超过了其他学生，并且在我们跟踪的两年中，两组之间的差距继续扩大。

H) A fixed mind-set can also hinder communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.

固定思维模式也可能阻碍工作场所的沟通和进步，并阻止或忽略建设性的批评和建议。研究表明，拥有固定思维模式的管理者比拥有成长思维模式的管理者更不可能寻求或欢迎员工的反馈。

I) How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.

我们如何向孩子传递成长思维模式？一种方式是讲述通过努力工作取得成就的故事。例如，谈论那些或多或少天生就是数学天才的会让学生产生固定思维模式，但那些爱上数学并发展出惊人技能的数学家则会产生成长思维模式。

J) In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine, I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled "You Can Grow Your Brain." They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.

此外，家长和老师可以通过提供关于大脑作为学习机器的明确指导来帮助孩子，我为91名在初中第一年数学成绩下降的学生设计了一个八次的工作坊。其中48名学生只接受了学习技能的指导，而其他学生参加了学习技能课程和学习成长思维模式及其应用的课程的组合。在成长思维模式课程中，学生阅读并讨论了一篇题为《你可以发展你的大脑》的文章。他们被教导大脑就像一块肌肉，使用会使其变得更强壮，学习促使大脑生长新的连接。通过这样的指导，许多学生开始将自己视为自身大脑发展的推动者。尽管老师不知道有两种类型的指导，但报告指出成长思维模式工作坊中27%的孩子有显著动机变化，而对照组中只有9%的学生有变化。

K) Research is converging (汇聚) on the conclusion that great accomplishment and even genius is typically the result of years of passion and dedication and not something that flows naturally from a gift.

研究正在汇聚到一个结论：伟大的成就甚至天才通常是多年激情和奉献的结果，而不是自然从天赋中流淌出来的东西。