劍橋雅思閱讀Passage3—Effects of Noise原文翻譯

許多同學(xué)不太清楚劍橋雅思閱讀Passage3—Effects of Noise這篇文章說的什么，下面我為大家?guī)砹嗽姆g，想了解的小伙伴跟我一起學(xué)習(xí)吧。

劍橋雅思閱讀Passage3—Effects of Noise原文翻譯

第1段

In general,it is plausible to suppose that we should prefer peace and quiet to noise.And yet most of us have had the experience of having to adjust to sleeping in the mountains or the countryside because it was initially‘too quiet’,an experience that suggests that humans are capable of adapting to a wide range of noise levels.Research supports this view.For example,Glass and Singer(1972)exposed people to short bursts of very loud noise and then measured their ability to work out problems and their physiological reactions to the noise.The noise was quite disruptive at first,but after about four minutes the subjects were doing just as well on their tasks as control subjects who were not exposed to noise.Their physiological arousal also declined quickly to the same levels as those of the control subjects.

大體而言，認(rèn)為我們應(yīng)該更喜歡安靜與祥和而不是噪音很合理。然而，我們中許多人都有過因為山區(qū)或鄉(xiāng)村太過安靜，而不得不努力適應(yīng)睡眠的情況。這表明，人類能夠適應(yīng)大范圍的噪音水平。研究支持這種觀點。例如，格拉斯和辛格(Glass and Singer，1972)將人們暴露于陣陣短促巨大的噪音中，然后測量他們解決問題的能力以及對噪音的生理反應(yīng)。起初，噪音的干擾非常大。但是大約四分鐘后，這些受試者在任務(wù)上的表現(xiàn)與不受噪音影響的對照受試者一樣好。他們的生理反應(yīng)也迅速下降到與對照組相同的水平。

第2段

But there are limits to adaptation and loud noise becomes more troublesome if the person is required to concentrate on more than one task.For example,high noise levels interfered with the performance of subjects who were required to monitor three dials at a time,a task not unlike that of an aeroplane pilot or an air-traffic controller(Broadbent,1957).Similarly,this article is from Laokaoya website.noise did not affect a subject’s ability to track a moving line with a steering wheel,but it did interfere with the subject’s ability to repeat numbers while tracking(Finkelman and Glass,1970).

但是，適應(yīng)能力有其極限。如果人們需要專心于不止一項工作，嘈雜的聲音就會變得麻煩許多。例如，較高的噪音水平干擾了需要同時監(jiān)視三個撥盤的受試者的表現(xiàn)。這項任務(wù)與飛機駕駛員或空中交通管制員的任務(wù)沒有太大區(qū)別(Broadbent，1957)。同樣，噪音也不會影響受試者使用方向盤跟蹤運動曲線的能力，但是會干擾受試者在跟蹤的同時重復(fù)數(shù)字的能力(Finkelman和Glass，1970)。

第3段

Probably the most significant finding from research on noise is that its predictability is more important than how loud it is.We are much more able to‘tune out’chronic background noise,even if it is quite loud,than to work under circumstances with unexpected intrusions of noise.In the Glass and Singer study,in which subjects were exposed to bursts of noise as they worked on a task,some subjects heard loud bursts and others heard soft bursts.For some subjects,the bursts were spaced exactly one minute apart(predictable noise);others heard the same amount of noise overall,but the bursts occurred at random intervals(unpredictable noise).Subjects reported finding the predictable and unpredictable noise equally annoying,and all subjects performed at about the same level during the noise portion of the experiment.But the different noise conditions had quite different after-effects when the subjects were required to proofread written material under conditions of no noise.As shown in Table 1 the unpredictable noise produced more errors in the later proofreading task than predictable noise;and soft,unpredictable noise actually produced slightly more errors on this task than the loud,predictable noise.

噪音研究的最重要發(fā)現(xiàn)可能是其可預(yù)測性比大小更重要。即使是在聲音很大的情況下，我們也能夠屏蔽長期的背景噪音，但我們卻無法在意料之外的噪音干擾下工作。在格拉斯和辛格(Glass and Singer)的研究中，受試者在工作時暴露于噪音之下。一些受試者聽到很大的聲音，而另一些則聽到輕柔的聲音。對于某些受試者，聲音的頻率恰好是一分鐘一次(可預(yù)測的噪音)。其他人聽到的噪音總量相同，但間隔隨機(不可預(yù)測的噪聲)。受試者的報告發(fā)現(xiàn)，可預(yù)測和不可預(yù)測的噪音同樣令人討厭，并且在實驗的噪音部分，所有受試者的表現(xiàn)大致相同。但是，當(dāng)受試者被要求在無噪音的條件下校對書面材料時，不同的噪聲條件具有非常不同的事后效應(yīng)。如表1所示，不可預(yù)測的噪音在后來的校對任務(wù)中比可預(yù)測的噪音產(chǎn)生更多的錯誤。柔和的、無法預(yù)測的噪音實際上比響亮的、可預(yù)測的噪聲在這個任務(wù)上產(chǎn)生的錯誤更多。

第4段

Apparently,unpredictable noise produces more fatigue than predictable noise,but it takes a while for this fatigue to take its toll on performance.

顯然，不可預(yù)測的噪音比可預(yù)測的噪音產(chǎn)生更多的疲勞，但是這種疲勞需要一些時間才會影響人們的表現(xiàn)。

第5段

Predictability is not the only variable that reduces or eliminates the negative effects of noise.Another is control.If the individual knows that he or she can control the noise,this seems to eliminate both its negative effects at the time and its after-effects.This is true even if the individual never actually exercises his or her option to turn the noise off(Glass and Singer,1972).Just the knowledge that one has control is sufficient.

可預(yù)測性不是減少或消除噪音負(fù)面影響的唯一變量。另一個變量是控制。如果一個人知道他或她可以控制噪音，這似乎可以消除當(dāng)時和事后的負(fù)面影響。即使這個人從未真正行使過消除噪音的選擇也同樣如此(Glass and Singer，1972)。僅僅知道他擁有控制權(quán)就足夠了。

第6段

The studies discussed so far exposed people to noise for only short periods and only transient effects were studied.But the major worry about noisy environments is that living day after day with chronic noise may produce serious,lasting effects.One study,suggesting that this worry is a realistic one,compared elementary school pupils who attended schools near Los Angeles’s busiest airport with students who attended schools in quiet neighbourhoods(Cohen et al.,1980).It was found that children from the noisy schools had higher blood pressure and were more easily distracted than those who attended the quiet schools.Moreover,there was no evidence of adaptability to the noise.In fact,the longer the children had attended the noisy schools,the more distractible they became.The effects also seem to be long lasting.A follow-up study showed that children who were moved to less noisy classrooms still showed greater distractibility one year later than students who had always been in the quiet schools(Cohen et al,1981).It should be noted that the two groups of children had been carefully matched by the investigators so that they were comparable in age,ethnicity,race,and social class.

到目前為止討論的研究僅將人們暴露在噪音之中很短的時間，并且只研究了短暫的影響。但是，對于嘈雜環(huán)境的主要擔(dān)憂是，日復(fù)一日地長期生活在噪音之中可能會產(chǎn)生嚴(yán)重而持久的影響。一項研究表明，這種擔(dān)憂十分現(xiàn)實。它比較了在洛杉磯最繁忙的機場旁上小學(xué)的學(xué)生與在安靜環(huán)境下上小學(xué)的學(xué)生(Cohen等人，1980)。研究發(fā)現(xiàn)，與那些安靜學(xué)校的孩子相比，嘈雜學(xué)校孩子的血壓更高，更容易分心。而且沒有證據(jù)表明對噪聲存在適應(yīng)性。實際上，孩子們進(jìn)入嘈雜學(xué)校的時間越長，他們的注意力就變得越分散。其影響似乎也歷久不衰。一項后續(xù)的研究表明，與一直在安靜的學(xué)校里學(xué)習(xí)的學(xué)生相比，被轉(zhuǎn)移到不那么吵鬧的教室里的孩子在一年之后仍然容易注意力渙散(Cohen等，1981)。應(yīng)當(dāng)指出的是，調(diào)查人員對這兩組孩子進(jìn)行了仔細(xì)的匹配，以使他們在年齡，種族，人種和社會階層上都具有可比性。

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