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The Uncertainty of Child Behavior Performance Hypothetically, let’s say you ran a fancy private elementary school. Like othe

admin2013-05-04  79
问题                 The Uncertainty of Child Behavior Performance
    Hypothetically, let’s say you ran a fancy private elementary school. Like other private schools in the region, you’re competing to put out the brightest kids. And one of the ways you engineer this is through your admissions process—you try to select the kids who will get the most out of what your school has to offer. Kids who can handle the intellectual challenge, and who don’t disrupt the class.
    So, if you’re like other private schools, you bring the five-year-old applicants in for some intellectual assessment, and you also set up some games and playrooms for them so that you can watch them for an hour or two—to monitor their behavior. You’re looking for kids who get upset, withdraw, can’t wait for their turn, dominate other kids, can’t sit still, don’t pay attention to the instructions, et cetera.
    Then you admit the kids who looked best. This seems innocuous. It’s common practice. However, according to an ongoing study in Germany, what you might have done will just reject some of the very best kids’ early behavior lies.
    This study, by Gisela Trommsdorff and Antje Von Suchodoletz, is following a group of kids who are making the transition from kindergarten to first grade. At the beginning of kindergarten, the scholars measured these kids’ reasoning ability with a test of their nonverbal intelligence. They also measured their goal-oriented self-control with a variation of Mischel’s marshmallow task and a persistence test. The persistence test, for kids of this age, goes like this:kids are asked to draw a big circle. Then they’re told by a teacher it’s not quite circular enough, it’s not good enough—do they want to try again? The child tries again. Every time, the teacher responds it’s not circular enough. Of course, nobody can draw a perfect circle. What the test measures is how long a child can hang in there, continuing to try, when confronted with negative feedback. Some kids quit quickly, while others keep going through endless trials.
    The scholars also got teachers to fill out behaviour-rating questionnaires about the children. We would expect that kids with higher reasoning ability plus higher persistence and self control would have less behavior problems. However, the scholars saw a very dramatic trend in the other direction: High reasoning ability + High Persistence/ SelfControl = More behavior problems, not less.
    What the scholars believe is that Nonverbal Intelligence disrupts the expected relationship between self-control and behavior.
    Theoretically, self-control and behavior should go hand in hand, and for low-IQ kids, that’s absolutely true. But not for kids who are well above-average in reasoning ability. Why this is the case probably has something to do with the distinction ability. Why this is the case probably has something to do with the distinction between goal-oriented tasks and normal social interactions like playgroups where there is no actual goal to focus upon. Smart kids’behavior in the latter context is probably not a good proxy for their ability to apply themselves in the former context.
    I’m eager to see if Von Suchodoletz’s finding is replicated by other scholars. If so, it doesn’t mean private schools should start admitting the wild ones—that’d be absurd. What it suggests is that behavior is unreliable, even contradictory. Rather than being a window into their future, it’s a kaleidoscope .
Which of the following is CORRECT according to the passage?
选项 A、Teachers know less about the children than scholars.
B、Higher persistence means less behavior problems.
C、Low-IQ kids have no self-control and more behavior problems.
D、The relationship between self-control and behavior is not fixed.
答案D
解析 推理判断题。根据选项提示定位到第五段。该段主要叙述了耐力、自控力与行为的关系，由原文得出的结论“高推理能力加高耐力与自控力等于更多的行为问题”可推知，[D]含义与之相符，为正确答案。[A]说法绝对化，故排除；[B]和[C]含义与原文相悖，均排除。
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