21世纪大学英语读写教程第四册+Unit6Word下载.docx
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21世纪大学英语读写教程第四册+Unit6Word下载.docx
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IQ"
C)bothEQandIQ
D)neitherEQnorIQ
2.WhichofthefollowingisNOTanexampleofEmotionalIntelligence?
A)Understandingyourownfeelings.
B)Understandingthefeelingsofothers.
C)Beingabletohandleemotionseffectively.
D)Beingsmarterthanothersinyourclass.
3.WhichofthefollowingstatementsbestdescribestherelationshipbetweenEQandIQ?
A)Peopletendtohavemoreofonethantheother.
B)Peopletendtohavethesameamountofeach.
C)Theyworktogethertomakeyousuccessful.
D)Theydependonsuchfactorsassocialclassandhowluckyyouare.
4.Whatisthemainpurposeofthispassage?
A)Tointroduceanewconcept,EQ,andexplainitssignificance.
B)ToexplainwhyEQismoreimportantinlifethanIQ.
C)Todiscussdifferentdefinitionsofsuccess.
D)Tocriticizetraditionalnotionsofintelligence.
TheEQFactor
NancyGibbs
Itturnsoutthatascientistcanseethefuturebywatchingfour-year-oldsinteractwithamarshmallow.Theresearcherinvitesthechildren,onebyone,intoaplainroomandbeginsthegentletorment.Youcanhavethismarshmallowrightnow,hesays.ButifyouwaitwhileIrunanerrand,youcanhavetwomarshmallowswhenIgetback.Andthenheleaves.
Somechildrengrabforthetreattheminutehe'
soutthedoor.Somelastafewminutesbeforetheygivein.Butothersaredeterminedtowait.Theycovertheireyes;
theyputtheirheadsdown;
theysingtothemselves;
theytrytoplaygamesorevenfallasleep.Whentheresearcherreturns,hegivesthesechildrentheirhard-earnedmarshmallows.Andthen,sciencewaitsforthemtogrowup.
Bythetimethechildrenreachhighschool,somethingremarkablehashappened.Asurveyofthechildren'
sparentsandteachersfoundthatthosewhoasfour-year-oldshadenoughself-controltoholdoutforthesecondmarshmallowgenerallygrewuptobebetteradjusted,morepopular,adventurous,confidentanddependableteenagers.Thechildrenwhogaveintotemptationearlyonweremorelikelytobelonely,easilyfrustratedandstubborn.Theycouldnotendurestressandshiedawayfromchallenges.AndwhensomeofthestudentsinthetwogroupstooktheScholasticAptitudeTest,thekidswhohadheldoutlongerscoredanaverageof210pointshigher.
WhenwethinkofbrillianceweseeEinstein,deep-eyed,woollyhaired,athinkingmachinewithskinandmismatchedsocks.Highachievers,weimagine,werewiredforgreatnessfrombirth.Butthenyouhavetowonderwhy,overtime,naturaltalentseemstoigniteinsomepeopleanddiminothers.Thisiswherethemarshmallowscomein.Itseemsthattheabilitytodelaygratificationisamasterskill,atriumphofthereasoningbrainovertheimpulsiveone.Itisasign,inshort,ofemotionalintelligence.Anditdoesn'
tshowuponanIQtest.
Formostofthiscentury,scientistshaveworshippedthehardwareofthebrainandthesoftwareofthemind;
themessypowersoftheheartwerelefttothepoets.Butcognitivetheorycouldsimplynotexplainthequestionswewonderaboutmost:
whysomepeoplejustseemtohaveagiftforlivingwell;
whythesmartestkidintheclasswillprobablynotenduptherichest;
whywelikesomepeoplevirtuallyonsightanddistrustothers;
whysomepeopleremainupbeatinthefaceoftroublesthatwouldsinkalessresilientsoul.Whatqualitiesofthemindorspirit,inshort,determinewhosucceeds?
Thephrase"
emotionalintelligence"
wascoinedbyYalepsychologistPeterSaloveyandtheUniversityofNewHampshire'
sJohnMayerfiveyearsagotodescribequalitieslikeunderstandingone'
sownfeelings,empathyforthefeelingsofothersand"
theregulationofemotioninawaythatenhancesliving."
Theirnotionisabouttoboundintothenationalconversation,handilyshortenedtoEQ,thankstoanewbook,EmotionalIntelligencebyDanielGoleman.Goleman,aHarvardpsychologyPh.D.andaNewYorkTimessciencewriterwithagiftformakingeventhemostdifficultscientifictheoriesdigestibletolayreaders,hasbroughttogetheradecade'
sworthofbehavioralresearchintohowthemindprocessesfeelings.Hisgoal,heannouncesonthecover,istoredefinewhatitmeanstobesmart.Histhesis:
whenitcomestopredictingpeople'
ssuccess,brainpowerasmeasuredbyIQandstandardizedachievementtestsmayactuallymatterlessthanthequalitiesofmindoncethoughtofas"
character"
beforethewordbegantosoundold-fashioned.
Atfirstglance,therewouldseemtobelittlethat'
snewheretoanyclosereaderoffortunecookies.Theremaybenolessoriginalideathanthenotionthatourheartsholddominionoverourheads."
Iwassoangry,"
wesay,"
Icouldn'
tthinkstraight."
Neitherisitsurprisingthat"
peopleskills"
areuseful,whichamountstosaying,it'
sgoodtobenice."
It'
ssotrueit'
strivial,"
saysDr.PaulMcHugh,directorofpsychiatryatJohnsHopkinsUniversitySchoolofMedicine.Butifitwerethatsimple,thebookwouldnotbequitesointerestingoritsimplicationssocontroversial.
Thisisnoabstractinvestigation.Golemanislookingforantidotestorestore"
civilitytoourstreetsandcaringtoourcommunallife."
Heseespracticalapplicationseverywhereforhowcompaniesshoulddecidewhomtohire,howcouplescanincreasetheoddsthattheirmarriageswilllast,howparentsshouldraisetheirchildrenandhowschoolsshouldteachthem.Whenstreetgangssubstituteforfamiliesandschoolyardinsultsendinstabbings,whenmorethanhalfofmarriagesendindivorce,whenthemajorityofthechildrenmurderedinthiscountryarekilledbyparentsandstepparents,manyofwhomsaytheyweretryingtodisciplinethechildforbehaviorlikeblockingtheTVorcryingtoomuch,itsuggestsademandforremedialemotionaleducation.
Anditisheretheargumentswillbreakout.Goleman'
shighlypopularizedconclusions,saysMcHugh,"
willchillanyveteranscholarofpsychotherapyandanyneuroscientistwhoworriesabouthowhisresearchmaycometobeapplied."
Whilemanyresearchersinthisrelativelynewfieldaregladtoseeemotionalissuesfinallytakenseriously,theyfearthatanotionashandyasEQinvitesmisuse.Golemanadmitsthedangerofsuggestingthatyoucanassignanumericalvaluetoaperson'
scharacteraswellashisintellect;
GolemanneverevenusesthephraseEQinhisbook.Buthedidsomewhatreluctantlyapprovean"
unscientific"
EQtestinUSATodaywithchoiceslike"
IamawareofevensubtlefeelingsasIhavethem,"
and"
Icansensethepulseofagrouporrelationshipandstateunspokenfeelings."
"
Youdon'
twanttotakeanaverageofyouremotionalskill,"
arguesHarvardpsychologyprofessorJeromeKagan,apioneerinchild-developmentresearch."
That'
swhat'
swrongwiththeconceptofintelligenceformentalskillstoo.Somepeoplehandleangerwellbutcan'
thandlefear.Somepeoplecan'
ttakejoy.Soeachemotionhastobevieweddifferently."
EQisnottheoppositeofIQ.Somepeopleareblessedwithalotofboth,somewithlittleofeither.Whatresearchershavebeentryingtounderstandishowtheycomplementeachother;
howone'
sabilitytohandlestress,forinstance,affectstheabilitytoconcentrateandputintelligencetouse.Amongtheingredientsforsuccess,researchersnowgenerallyagreethatIQcountsforabout20%;
therestdependsoneverythingfromclasstolucktotheneuralpathwaysthathavedevelopedinthebrainovermillionsofyearsofhumanevolution.
(1047words)
NewWords
(abbr.)emotionalquotient情商
interact
vi.(with)actorhaveaneffectoneachother相互作用;
相互影响
marshmallow
n.softsweetmadefromsugarandgelatine果汁软糖
torment
n.severephysicalormentalsuffering(肉体或精神上的)折磨,痛苦
vt.causeseveresufferingto折磨;
使痛苦
errand
n.smalljobthatrequiresashortjourney,usu.forsb.else(短程的)差事,差使
hard-earned
a.gainedwithgreatdifficultyoreffort辛苦挣来的
survey
n.investigation调查
adventurous
a.eagerfororfondofadventure渴望冒险的,喜欢冒险的
dependable
a.thatmaybedependedon可信赖的,可靠的
scholastic
a.ofschoolsandeducation学校的;
的;
学业的
aptitude
n.naturalabilityorskill天生的才能或技巧;
天资
brilliance
n.thequalityofbeingbrilliant光辉,辉煌;
壮丽;
(卓越的)才华,才智
woolly
a.羊毛(制)的;
产羊毛的;
像羊毛的
mismatch
vt.match(peopleorthings)wronglyorunsuitably使错配,配合不当
n.shortstockingcoveringtheankleandlowerpartoftheleg短袜
ignite
v.(causeto)catchfire,burn(使)着火,燃烧;
发光
dim
v.(causeto)becomedim(使)变暗淡;
(使)变模糊;
(使)失去光泽
impulsive
a.(ofpeopleandtheirbehavior)markedbysuddenactionthatisundertakenwithoutcarefulthought(指人或人的行为)凭冲动的;
易冲动的
messy
a.inastateofdisorder;
dirty:
causingdirtordisorder凌乱的;
脏的;
搞乱的;
搞脏的
upbeat
a.optimisticorcheerful乐观的;
快乐的
resilient
a.1.有弹性的,有回弹力的;
能复原的
2.有复原力的;
富有活力的;
适应性强的
n.abilitytoimagineandshareanotherperson'
sfeelings,experience,etc.同情;
同感;
共鸣
handily
ad.灵巧地,熟练地;
轻易地;
近便地
digesti
ble
a.thatcanbedigested;
relativelyeasytounderstand可消化的;
可吸收的;
较易理解的
behavioral
a.ofbehavior行为的
thesis
n.1.statementortheoryputforwardandsupportedbyargument论题,命题;
论点
2.longwrittenessaysubmittedbyacandidateforauniversitydegree;
dissertation毕业论文;
学位
standardize
vt.make(sth.)conformtoafixedstandard,shape,quality,type,etc.使(某事物)标准化;
使合乎标准(或规格)
fortune
n.1.largeamountof
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