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1、考研翻译必背词汇1990年英译汉试题People have wondered for a long time how their personalities,and behaviors are formed.It is not easy to explain why one person is intelligent and another is not,or why one iscooperative and another is competitive.Social scientists are,of course,extremely interested in these types o
2、f questions.(61)Theywant to explain why we possess certain characteristics and exhibit certain behaviors.Thereare no clear answers yet,but two distinct schools of thought on the matter have developed.Asone might expect,the two approaches are very different from each other.The controversy isoften con
3、veniently referred to as“nature vs.nurture”.(62)Those who support the nature“side of the conflict believe that our personalities andbehavior pattems are largely determined by biological factors.(63)That our environment haslittle,if anything,to do with our abilities,characteristics and behavior is ce
4、ntral to this theory.Taken to an extreme,this theory maintains that our behavior is predetermined to such a greatdegree that we are almost completely governed by our instincts.Those who support the 46nurture theory,that is,they advocate education,are often calledbehaviorists.They claim that our envi
5、ronment is more important than our biologically basedinstincts in determining how we will act.A behaviorist,B.F.Skinner,sees humans as beingswhose behavior is almost completely shaped by their surroundings.The behaviorists maintainthat,like machines,humans respond to environmental stimuli as the bas
6、is of their behavior.Let us examine the different explanations about one human characteristic,intelligence,offered by the two theories.Supporters of the“nature”theory insist that we are born with acertain capacity for learning that is biologically determined.Needless to say,they dontbelieve that fac
7、tors in the environment have much influence on what is basically apredetermined characteristic.On the other hand,behaviorists argue that our intelligence levelsare the product of our experiences.(64)Behaviorists suggest that the child who is raised in anenvironment where there are many stimuli which
8、 develop his or her capacity for appropriateresponses will experience greater intellectual development.The social and political implications of these two theories are profound.In the UnitedStates,blacks often score below whites on standardized intelligence tests.This leads some“nature”proponents to
9、conclude that blacks are biologically inferior to whites.(65)Behaviorists,in contrast,say that differences in scores are due to the fact that blacks areoften deprived of many of the educational and other environmental advantages that whitesenjoy.Most people think neither of these theories can yet fu
10、lly explain human behavior.1991年英译汉试题The fact is that the energy crisis,which has suddenly been officially announced,has beenwith us for a long time now,and will be with us for an even longer time.Whether Arab oilflows freely or not,it is clear to everyone that world industry cannot be allowed to de
11、pend onso fragile a base.(71)The supply of oil can be shut off unexpectedly at any time,and in anycase,the oil wells will all run dry in thirty years or so at the present rate of use.(72)New sources of energy must be found,and this will take time,but it is notlikely toresult in any situation that wi
12、ll ever restore that sense of cheap and plentiful energy we havehad in the times past.For an indefinite period from here on,mankind is going to advancecautiously,and consider itself lucky that it can advance at all.To make the situation worse,there is as yet no sign that any slowing of the worldspop
13、ulation is in sight.Although the birthrate has dropped in some nations,including theUnited States,the population of the world seems sure to pass six billion and perhaps evenseven billion as the twenty-first century opens.(73)The food supply will not increase nearly enough to match this,which means t
14、hat wnare heading into a crisis in the matter of producing and marketing food.Taking all this into account,what might we reasonably estimate supermarkets to be likein the year2001?To begin with,the world food supply is going to becomesteadily tighter over the next thirtyyearseven here in the United
15、States.By2001,the population of the United States will be atleast two hundred fifty million and possibly two hundred seventy million,and the nation willfind it difficult to expand food production to fill the additional mouths.(74)This will beparticularly true since energy pinch will make it difficul
16、t to continue agriculture in the highenergy American fashion that makes it possible to combine few farmers with high yields.It seems almost certain that by2001the United States will no longer be a great foodexporting nation and that,if necessity forces exports,it will be at the price of belt tighten
17、ingat home.In fact,as food items will end to decline in quality and decrease in variety,there is verylikely to be increasing use of flavouring additives.(75)Until such time as mankind has thesense to lower its population to the point where the planet can provide a comfortable supportfor all,people w
18、ill have to accept more“unnatural food”.1992年英译汉试题“InteHigence at best is an assumptive construct-the meaning of the word has neverbeen clear.(71)There is more agreement on the kinds of behavior referred to by the term thanthere is on how to interpret or classify them.But it is generally agreed that
19、 a person of highintelligence is one who can grasp ideas readily,make distinctions,reason logically,and makeuse of verbal and mathematical symbols in solving problems.An intelligence test is a roughmeasure of a childs capacity for learning the kinds of things required in school.It does notmeasure ch
20、aracter,social adjustment,physical endurance,manual skills,or artistic abilities.It is not supposed to-it was not designed for such purposes.(72)To criticise it for suchfailure is roughly comparable to criticising a thermometer for not measuring wind velocity.The other thing we have to notice is tha
21、t the assessment of the intelligence of any subjectis essentially a comparative affair.(73)Now since the assessment of intelligence is a comparative matter we must be surethat the scale with which we are comparing our subjects provides a valid or fair”comDarison.It is here that some of the difficult
22、ies which interest us begin.Any test performedinvolves at least three factors:the intention to do ones best,the knowledge required forunderstanding what you have to do,and the intellectual ability to do it.(74)The first two mustbe equal for all who are being compared,if any comparison in terms of in
23、telligence is to bemade.In school populations in our culture these assumptions can be made fair andreasonable,and the value of intelligence testing has been proved thoroughly.Its value lies,of course,in its providing a satisfactory basis for prediction.No one is in the least interestedin the marks a
24、 little child gets on his test;what we are interested in is whether we canconclude from his mark on the test that the child will do better or worse than other children ofhis age at tasks which we think require“general intelligence”.(75)On the whole such aconclusion can be drawn with a certain degree
25、 of confidence,but only if the child can beassumed to have had the same attitude towards the test as the others with whom he is beingcompared,and only if he was not punished by lack of relevant information which theypossessed.1993年英译汉试题(71)The method of scientific investigation is nothing but the ex
26、pression of the necessarymode of working of the human mind;it is simply the mode by which all phenomena arereasoned about and given precise and exact explanation.There is no more difference,butthere is just the same kind of difference,between the mental operations of a man of scienceand those of an
27、ordinary person,as there is between the operations and methods of a baker orof a butcher weighing out his goods in common scales,and the operations of a chemist inperforming a difficult and complex analysis by means of his balance and finely gradedweights.(72)It is not that the scales in the one cas
28、e,and the balance in the other,differ inthe principles of their construction or manner of working;but that the latter is much finerapparatus and of course much more accurate in its measurement than ihe former.You will understand this better,perhaps,if I give you some familiar examples.(73)Youhave al
29、l heard it repeated that men of science work by means of induction(归纳法)anddeduction,that by the help of these operations,they,in a sort of sense,manage to extract fromNature certain natural laws,and that out of these,by some special skill of their own,theybuild up their theories.(74)And it is imagin
30、ed by many that the operations of the commonmind can be by no means compared with these processes,and that they have to be acquired bya sort of special training.To hear all these large words,you would think that the mind of aman of science must be constituted differently from that of his fellow men;
31、but if you will notbe frightened by terms,you will discover that you are quite wrong,and that all these terribleapparatus are being used by yourselves every day and every hour of your lives.There is a well-known incident in one of Molieres plays,where the author makes thehero express unbounded delig
32、ht on being told that he had been talking prose(散文)during thewhole of his life.In the same way,I trust that you will take comfort,and be delighted withyourselves,on the discovery that you have been acting on the principles of inductive anddeductive philosophy during the same period.(75)Probably ther
33、e is not one here who has notin the course of the day had occasion to set in motion a complex train of reasoning,of thevery same kind,though differing in degree,as that which a scientific man goes through intracing the causes of natural phenomena.1994年英译汉试题According to the new school of scientists,t
34、echnology is an overlooked force inexpanding the horizons of scientific knowledge.(71)Science moves forward,they say,not somuch through theinsights of great men of genius as because of more ordinary things likeimproved techniques and tools.(72)“In short”,a leader of the new school contends,“thescien
35、tiEc revolution,as we call it,was largely the improvement and invention and use of aseries of instruments that expanded the reach of science in innumerable directions.”(73)Overthe years,tools and technology themselves as a source of fundamental innovation have largelybeen ignored by historians and p
36、hilosophers of science.The modern school that hailstechnology argues that such masters as Galileo,Newton,Maxwell,Einstein,and inventorssuch as Edison attached great importance to,and derived great benefit from,craft informationand technological devices of different kinds that were usable in scientif
37、ic experiments.Thecenterpiece of the argument of a technology-yes,genius-no advocate was an analysis ofGalileos role at the start of the scientific revolution.The wisdom of the day was derived fromPtolemy,an astronomer of the second century,whose elaborate system of the sky put Earth atthe center of
38、 all heavenly motions.(74)Galileos greatest glory was that in 1609 he was thefirst person to turn the newly invented telescope on the heavens to prove that the planetsrevolve around the sun rather than around the Earth.But the real hero of the story,accordingto the new school of scientists,was the l
39、ong evolution in the improvement of machinery formaking eyeglasses.Federal policy is necessarily involved in the technology vs.genius dispute.(75)Whetherthe Government should increase the financing of pure science at the expense of technology orvice versa often deDends on the issue of which is seen
40、as the driving force.1995年英译汉试题The standardized educational or psychological tests that are widely used to aid inselecting,classifying,assigning,or promoting students,employees,and military personnelhave been the target of recent attacks in books,magazines,the daily press,and even incongress.(71)The
41、 target is wrong,for in attacking the tests,critics divert attention from thefault that lies with ill-informed or incompetent users.The tests themselves are merely tools,with characteristics that can be measured with reasonable precision under specified conditions.Whether the results will be valuabl
42、e,meaningless,or even misleading depends partly uponthe tool itself but largely upon the user.All informed predictions of future performance are based upon some knowledge of relevantpast performance:school grades research productive,sales records,or whatever is appropriate.(72)How well the predictio
43、ns will be validated by later performance depends upon theamount,reliability,and appropriateness of the information used and on the skill and wisdomwith which it is interpreted.Anyone who keeps careful score knows that the informationavailable is always incomplete and that the predictions are always
44、 subject to error.Standardized tests should be considered in thiscontext.They provide a quick,objectivemethod of getting some kids of information about what a person learned,the skills he hasdeveloped,or the kinds of person he is.The information so obtained has,qualitatively,thesame advantages and s
45、hortcomings as other kinds of information.(73)Whether to use tests,other kinds of information,or both in a particular situation depends,therefore,upon theevidence from experience concerning comparative validity and upon such factors as cost andavailability.(74)In general,the tests work most effectiv
46、ely when the qualities to be measured can bemost precisely defined and least effectively when what is to be measured or predicted can notbe well defined.Properly used,hey provide a rapid means of getting comparable informationabout many people.Sometimes they identify students whose high potential ha
47、s not beenpreviously recognized,but there are many things they do not do.(75)For example,they donot compensate for gross social inequality,and thus do not tell how able an underprivilegedyoungster might have been had he grown up under more favorable circumstances.1996年英译汉试题The differences ic relativ
48、e growth of various areas of scientific research have severalcauses.(71)Some of these causes are completely reasonable results of social needs.Others arereasonable consequences of particular advances in science being to some extentself-accelerating.Some,however,are less reasonable processes of diffe
49、rent growth in whichpreconceptions of the form scientific theory ought to take,by persons in authority,act to alterthe growth pattern of different areas.This is a new problem probably not yet unavoidable;butit is a frightening trend.(72)This trend began during the Second World War,when severalgovemm
50、ents came to the conclusion that the specific demands that a government wants tomake of its scientific establishment cannot generally be foreseen in detail.It can be predicted,however,that from time to time questions will arise which will require specific scientificanswers.It is therefore generally