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• 1、2023年劍橋雅思閱讀真題解析：Thomas Young
• 2、英語(yǔ)翻譯 雅思閱讀
• 3、【雅思閱讀翻譯】C4T1P3——視覺(jué)符號(hào)與盲人

2023年劍橋雅思閱讀真題解析：Thomas Young

您好，我是專(zhuān)注留學(xué)考試規(guī)劃和留學(xué)咨詢的小鐘老師。在追尋留學(xué)夢(mèng)想的路上，選擇合適的學(xué)校和專(zhuān)業(yè)，準(zhǔn)備相關(guān)考試，都可能讓人感到迷茫和困擾。作為一名有經(jīng)驗(yàn)的留學(xué)顧問(wèn)，我在此為您提供全方位的專(zhuān)業(yè)咨詢和指導(dǎo)。歡迎隨時(shí)提問(wèn)！ 對(duì)于雅思考生來(lái)說(shuō)，劍橋雅思閱讀題難不難？下面就和小鐘老師一起來(lái)看看2023年劍橋雅思閱讀真題解析：Thomas Young。 Thomas Young The Last True Know-It-All A Thomas Young （1773-1829） contributed 63 articles to the Encyclopedia Britannica， including 46 biographical entries （mostly on scientists and classicists） and substantial essays on ＂Bridge，” ＂Chromatics，＂ ＂Egypt，＂ ＂Languages＂ and ＂Tides＂. Was someone who could write authoritatively about so many subjects a polymath， a genius or a dilettante？ In an ambitious new biography， Andrew Robinson argues that Young is a good contender for the epitaph ＂the last man who knew everything.＂ Young has competition， however： The phrase， which Robinson takes for his title， also serves as the subtitle of two other recent biographies： Leonard Warren＇s 1998 life of paleontologist Joseph Leidy （1823-1891） and Paula Findlen＇s 2023 book on Athanasius Kircher （1602-1680）， another polymath. B Young， of course， did more than write encyclopedia entries. He presented his first paper to the Royal Society of London at the age of 20 and was elected a Fellow a week after his 21st birthday. In the paper， Young explained the process of accommodation in the human eye on how the eye focuses properly on objects at varying distances. Young hypothesized that this was achieved by changes in the shape of the lens. Young also theorized that light traveled in waves and he believed that， to account for the ability to see in color， there must be three receptors in the eye corresponding to the three ＂principal colors＂ to which the retina could respond： red， green， violet. All these hypothesis were subsequently proved to be correct. C Later in his life， when he was in his forties， Young was instrumental in cracking the code that unlocked the unknown script on the Rosetta Stone， a tablet that was ＂found＂ in Egypt by the Napoleonic army in 1799. The stone contains text in three alphabets： Greek， something unrecognizable and Egyptian hieroglyphs. The unrecognizable script is now known as demotic and， as Young deduced， is related directly to hieroglyphic. His initial work on this appeared in his Britannica entry on Egypt. In another entry， he coined the term Indo-European to describe the family of languages spoken throughout most of Europe and northern India. These are the landmark achievements of a man who was a child prodigy and who， unlike many remarkable children， did not disappear into oblivion as an *. D Born in 1773 in Somerset in England， Young lived from an early age with his maternal grandfather， eventually leaving to attend boarding school. He haddevoured books from the age of two， and through his own initiative he excelled at Latin， Greek， mathematics and natural philosophy. After leaving school， he was greatly encouraged by his mother＇s uncle， Richard Brocklesby， a physician and Fellow of the Royal Society. Following Brocklesby＇s lead， Young decided to pursue a career in medicine. He studied in London， following the medical circuit， and then moved on to more formal education in Edinburgh， Gottingen and Cambridge. After completing his medical training at the University of Cambridge in 1808， Young set up practice as a physician in London. He soon became a Fellow of the Royal College of Physicians and a few years later was appointed physician at St. George＇s Hospital. E Young＇s skill as a physician， however， did not equal his skill as a scholar of natural philosophy or linguistics. Earlier， in 1801， he had been appointed to a professorship of natural philosophy at the Royal Institution， where he delivered as many as 60 lectures in a year. These were published in two volumes in 1807. In 1804 Young had become secretary to the Royal Society， a post he would hold until his death. His opinions were sought on civic and national matters， such as the introduction of gas lighting to London and methods of ship construction. From 1819 he was superintendent of the Nautical Almanac and secretary to the Board of Longitude. From 1824 to 1829 he was physician to and inspector of calculations for the Palladian Insurance Company. Between 1816 and 1825 he contributed his many and various entries to the Encyclopedia Britannica， and throughout his career he authored numerous books， essays and papers. F Young is a perfect subject for a biography - perfect， but daunting. Few men contributed so much to so many technical fields. Robinson＇s aim is to introduce non-scientists to Young＇s work and life. He succeeds， providing clear expositions of the technical material （especially that on optics and Egyptian hieroglyphs）. Some readers of this book will， like Robinson， find Young＇s accomplishments impressive； others will see him as some historians have - as a dilettante. Yet despite the rich material presented in this book， readers will not end up knowing Young personally. We catch glimpses of a playful Young， doodling Greek and Latin phrases in his notes on medical lectures and translating the verses that a young lady had written on the walls of a summerhouse into Greek elegiacs. Young was introduced into elite society， attended the theatre and learned to dance and play the flute. In addition， he was an accomplished horseman. However， his personal life looks pale next to his vibrant career and studies. G Young married Eliza Maxwell in 1804， and according to Robinson， ＂their marriage was a happy one and she appreciated his work.＂ Almost all we know about her is that she sustained her husband through some rancorous disputes about optics and that she worried about money when his medical career was slow to take off. Very little evidence survives about the complexities of Young＇s relationships with his mother and father. Robinson does not credit them， or anyone else， with shaping Young＇s extraordinary mind. Despite the lack of details concerning Young＇s relationships， however， anyone interested in what it means to be a genius should read this book. Questions 1-7 Do the following statements agree with the information given in Reading Passage 1？ In boxes 1-6 on your answer sheet， write TRUE if the statement is true FALSE if the statement is false NOT GIVEN if the information is not given in the passage 1 “The last man who knew everything” has also been claimed to other people. 2 All Young’s articles were published in Encyclopedia Britannica. 3 Like others， Young wasn＇t so brilliant when grew up. 4 Young＇s talents as a doctor are surpassing his other skills. 5 Young＇s advice was sought by people responsible for local and national issues. 6 Young was interested in various social pastimes. 7 Young suffered from a disease in his later years. Questions 8-13 Answer the questions below. Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the passage for each answer. 8 How many life stories did Young write for Encyclopedia Britannica？ 9 What aspect of scientific research did Young do in his first academic paper？ 10 What name did Young introduce to refer to a group of languages？ 11 Who inspired Young to start the medical studies？ 12 Where did Young get a teaching position？ 13 What contribution did Young make to London？ 文章題目： Thomas Young—The Last True Know-it All 托馬斯·楊——最后一個(gè)無(wú)所不知的人 篇章結(jié)構(gòu) 體裁人物傳記 題目托馬斯·楊——最后一個(gè)無(wú)所不知的人 結(jié)構(gòu)A段：托馬斯·楊對(duì)百科全書(shū)的主要成就 B段：托馬斯年輕時(shí)的主要成就 C段：托馬斯晚年的主要成就 D段：托馬斯童年的生活背景及成長(zhǎng)經(jīng)歷 E段：托馬斯作為自然哲學(xué)學(xué)者取得的成就 F段： 托馬斯在其他領(lǐng)域的成就 G段：托馬斯的感情生活 試題分析 Question 1-7 題目類(lèi)型：True / false /not given 題號(hào)定位詞文中對(duì)應(yīng)點(diǎn)題目解析 1Other peopleA段第四句“Young has competition， however： The phrase， which Robinson takes for his title， also serves as the subtitle of two other recent biographies： Leonard Warren＇s 1998 life of paleontologist Joseph Leidy （1823-1891） and Paula Findlen＇s 2023 book on Athanasius Kircher （1602-1680）， another polymath.”該句中明確給出了Young還有其他的競(jìng)爭(zhēng)者，他們的傳記中也同樣擁有這樣的小標(biāo)題，分別是Leonard Warren寫(xiě)的關(guān)于Joseph Leidy的傳記，以及 Paula Findlen＇s寫(xiě)的關(guān)于Athanasius Kircher的傳記。 因此，本題答案為T(mén)rue 2all， articlesB段第一、二句B段第一句 “Young， of course， did more than write encyclopedia entries.”明確表示Young所做的遠(yuǎn)不僅僅是編輯大英百科全書(shū)的詞條，因此并不是所有的都在百科全書(shū)。而在本段第二句中，作者指出，Young在20歲的時(shí)候?qū)⒆约旱牡谝黄撐淖运]給倫敦皇家學(xué)會(huì)，并在一年后成為該學(xué)會(huì)的會(huì)員： He presented his first paper to the Royal Society of London at the age of 20 and was elected a Fellow a week after his 21st birthday。Paper與article為近意思。顯然，題干與原文含義相反。 因此，本題答案為False 3likeC段最后一句C段整體是在介紹Young晚年的主要成就，即Young長(zhǎng)大后的成就。此外，在C段最后一句中，作者明確指出Young和其他的孩子不同的一點(diǎn)在于，Young并沒(méi)有像其他那些年少成名而后來(lái)江郎才盡的孩子一樣，他后來(lái)同樣取得了非凡的成就： These are the landmark achievements of a man who was a child prodigy and who， unlike many remarkable children， did not disappear into oblivion as an *.句中的unlike為like的反義詞，顯然題干與原文含義相反。 因此，本題答案為False 4surpassingD段第四、七句D段介紹了Young的成長(zhǎng)背景和經(jīng)歷，同時(shí)體現(xiàn)出其涉獵范圍較為廣泛。其中第四句中提到Y(jié)oung決定學(xué)醫(yī)，并且在后面的介紹中指出Young還參加戲劇演出，學(xué)習(xí)跳舞和吹笛子： He then broke with his Quaker upbringing by attending the theater and learning to dance and play the flute. In addition， he was an accomplished horseman.而在第七句中作者指出Young還是一名杰出的馬術(shù)師。但是并未指出Young在哪個(gè)方面的造詣更高，更有天賦。Surpassing這個(gè)概念并沒(méi)有在文中體現(xiàn)。 因此，本題答案為Not Given 5soughtE段第四句“ His opinions were sought on civic and national matters”，文中表明Young的很多觀點(diǎn)關(guān)注人民和國(guó)家事務(wù)。題干與原文含義相同。 因此，本題答案為T(mén)rue 6Interested in， social pastimeF段第七句“We catch glimpses of a playful Young， doodling Greek and Latin phrases in his notes on medical lectures and translating the verses that a young lady had written on the walls of a summerhouse into Greek elegiacs.”文中指出，通過(guò)Young的醫(yī)學(xué)演講中亂寫(xiě)的希臘字母和拉丁短語(yǔ)以及將一位年輕女性寫(xiě)在涼亭上的詩(shī)歌翻譯成希臘挽歌便能看出他的幽默。顯然，Young對(duì)于這樣的社交娛樂(lè)是感興趣的。題干和原文相符合。 因此，本題答案為T(mén)rue 7disease， later yearsC段第一句，G段第一句C段第一句給出了“l(fā)ater in his life，”但是本段近講述了Young晚年在學(xué)術(shù)方面的成就；G段給出了Young的婚后生活，以及Robinson在書(shū)中并未提及Young與父母間的關(guān)系。但無(wú)論哪一個(gè)點(diǎn)都沒(méi)有提及其晚年飽受某種疾病之苦。 因此，本題答案為Not Given 題目類(lèi)型：Short-answer question 8life storiesA段第一句“Thomas Young （1773-1829） contributed 63 articles to the Encyclopedia Britannica， including 46 biographical entries （mostly on scientists and classicists）…”該劇中的“biographical entries”指?jìng)饔浽~條，與題干中的life stories表示相同涵義。 因此，本題答案為46 9first academic paperB段第三句“In the paper， on how the eye focuses properly on objects at varying distances， Young hypothesized that deformation of the crystalline lens accomplished the accommodation.”B段段首表明，Young將自己的第一篇論文自薦給了倫敦皇家學(xué)會(huì)學(xué)會(huì)。因此本段討論的是其第一篇論文。而本段第三句指出，在這篇論文中，Young主要討論了人類(lèi)眼球的調(diào)節(jié)機(jī)制 因此，本題答案為humaneye或human eye accommodation 10a group of languagesC段第五句“In another entry， he coined the term Indo-European to describe the family of languages spoken throughout most of Europe and northern India.”該句指出，Young創(chuàng)造了術(shù)語(yǔ) Indo-European來(lái)描述在歐洲大部分地區(qū)以及北印度使用的語(yǔ)言。 因此，本題答案為Indo-European 11inspire， medical studiesD段第四句D段前面介紹了Young童年時(shí)期的生活背景。本段第四句中則指出：“Following Brocklesby＇s lead， Young decided to pursue a career in medicine.”。顯然，正是因?yàn)?Richard Brocklesby的引導(dǎo)，Young才決定在醫(yī)學(xué)方面有所建樹(shù)。 因此，本題答案為 Richard Brocklesby 12teaching positionE段第二句“ Earlier， in 1801， he had been appointed to a professorship of natural philosophy at the Royal Institution”，題干中的teaching position與E段第二句中的professorship均表示“教師職位”，該句明確指出，Young作為自然哲學(xué)的教授，受聘于英國(guó)科學(xué)研究所。 因此，本題答案為 Royal Institution 13LondonE段第五句“His opinions were sought on civic and national matters， such as the introduction of gas lighting to London and methods of ship construction.”E段主要介紹了Young作為自然哲學(xué)學(xué)者取得的成就。而第五句則列舉了Young的兩個(gè)成就，其對(duì)于倫敦的所做出的成就在于煤氣照明的引入。 因此，本題答案為gas lighting A我們?cè)撛鯓永斫馔旭R斯·楊（1773-1829）？他是《大不列顛百科全書(shū)》中63篇文章的作者，其中包括46篇傳記（大部分都是關(guān)于科學(xué)家和古典學(xué)者），和大量關(guān)于“橋” “色彩論” “埃及” “語(yǔ)吉” “潮汐”等的論文。一個(gè)能夠?qū)懗鲞@樣多有權(quán)威性文章的人應(yīng)該算是一個(gè)博學(xué)者？ 一個(gè)天才？還是一個(gè)業(yè)余興趣廣泛的人呢？在一篇關(guān)于他的比較激進(jìn)的傳記中，Andrew Robinson 認(rèn)為托馬斯楊是-位強(qiáng)有力的競(jìng)爭(zhēng)者能夠配得這樣的墓志銘“是最后一個(gè)知道任何事的人”。但是楊也要面對(duì)競(jìng)爭(zhēng)：因?yàn)檫@樣的傳記標(biāo)題Robinson不僅給了他，也作為副標(biāo)題給了有關(guān)另兩位學(xué)者的傳記：Lenard Warren 1998年著的《古生物學(xué)家Joseph Leipy的一生》（1823-1891）以及Paula Findlen 2023年著的關(guān)于另一位博學(xué)者Athanasius Kircher（1602-1680）的傳記。 B當(dāng)然楊的貢獻(xiàn)遠(yuǎn)不止寫(xiě)了很多百科全書(shū)上的文章，他在20歲的時(shí)候?qū)⒆约旱牡谝黄撐淖运]給倫敦皇家學(xué)會(huì)，并在他的21歲生日后被評(píng)為一周科學(xué)人物，楊在該篇論文中解釋了人類(lèi)眼睛的調(diào)節(jié)機(jī)制一一關(guān)于眼睛如何通過(guò)不同的距離聚焦在物體上。在后面的文章中，他更加全面地探討了這個(gè)問(wèn)題，類(lèi)似牛頓，他在自己身上進(jìn)行了可怕的實(shí)驗(yàn)用以獲得相關(guān)的證據(jù)，他還得出這樣的理論：光是通過(guò)“以太”分子的振動(dòng)，以波的形式進(jìn)行傳遞的，而“以太”是一種假想物質(zhì)，其存在還存在爭(zhēng)議性。他還認(rèn)為為了能看見(jiàn)顏色，必須要有3個(gè)感應(yīng)器對(duì)“三原色”進(jìn)行感應(yīng)，而這三種視網(wǎng)膜對(duì)其產(chǎn)生感應(yīng)的顏色就是紅，黃，藍(lán)二種顏色。 C在他人生的晚些時(shí)候，也就是40多歲的時(shí)候，楊試圖破解鎖在羅塞塔石碑里的未知文字密碼，這個(gè)石碑是在1799年在埃及被拿破侖的軍隊(duì)發(fā)現(xiàn)的，并且從1802年起就在英國(guó)博物館進(jìn)行展出。該石碑上包含了 3種不同的字母：希臘語(yǔ)，不可辨識(shí)的文字以及埃及的象形文字。這種不可辨識(shí)的文字現(xiàn)在被認(rèn)為是正如楊所推斷的是很普通的，是和象形文字直接相關(guān)的。他最初有關(guān)這方面的工作首次出現(xiàn)在他在《大不列顛百科全書(shū)》中編纂的詞條。在另一個(gè)條目中，他創(chuàng)造了術(shù)語(yǔ)“Indo-European”來(lái)描述在歐洲大部分地區(qū)以及北印度使用的語(yǔ)言。這些都是這是這位從小就展露科學(xué)天賦并且不像很多孩子后來(lái)江郎才盡的科學(xué)家獲得的里程碑式的成就。 D托馬斯·楊出生在英國(guó)薩默塞特郡一個(gè)虔誠(chéng)的教友會(huì)教徒家庭，從小和他的外公一起長(zhǎng)大，最后去了寄宿學(xué)校。他兩歲的時(shí)候就博覽群書(shū)，并且自學(xué)熟練掌握了拉丁語(yǔ)，希臘語(yǔ)，數(shù)學(xué)以及哲學(xué)，在很大程度上他受到了舅舅Richard Brocklesby的鼓勵(lì)，他的舅舅也是英國(guó)皇家學(xué)會(huì)的一位內(nèi)科醫(yī)生。在Brocklesby的引導(dǎo)下，楊決定要在醫(yī)學(xué)方而有所建樹(shù)，他曾先后在倫敦大學(xué)、愛(ài)丁堡大學(xué)和格丁根大學(xué)學(xué)習(xí)醫(yī)學(xué)，多虧了Brocklesby的引薦，楊進(jìn)入了英國(guó)皇家學(xué)會(huì)，他最后也打破了從小在教友會(huì)的教育，他參加戲劇演出，學(xué)習(xí)跳舞和吹笛子，此外，他還是一位杰出的馬術(shù)師。在1808年結(jié)束在劍橋大學(xué)的醫(yī)學(xué)學(xué)習(xí)后，楊在倫敦開(kāi)了一家診所，很快他就成為皇家內(nèi)科醫(yī)生學(xué)會(huì)的一員，并且?guī)啄旰蟪蔀槭讨吾t(yī)院的一名內(nèi)科醫(yī)生。 E楊作為內(nèi)科醫(yī)生的醫(yī)術(shù)卻趕不上他作為自然哲學(xué)學(xué)者或是語(yǔ)言學(xué)家取得的成就，早在1801年，他已經(jīng)被任命為英國(guó)皇家學(xué)會(huì)的教授，他每年要在那里舉辦60場(chǎng)的講座。這些講座在1807年以兩本書(shū)的形式進(jìn)行出版。1804年楊就已經(jīng)成為英國(guó)朵家學(xué)會(huì)的秘書(shū)，而他獲此殊榮直至去世。他的很多觀點(diǎn)關(guān)注人民和國(guó)家事務(wù)，比如說(shuō)在倫敦引進(jìn)煤氣照明和造船方法。從1819年起，他就是航海天文年歷的主要負(fù)責(zé)人，也是Board of Longitude的秘書(shū)。從1824年到1829年，他擔(dān)任Palladian 保險(xiǎn)公司的精算師和內(nèi)科醫(yī)生。在1816年和1825年間，他為《大不列顛百科全書(shū)》編纂了許多詞條，而且窮其一生著作，論文無(wú)數(shù)。 F我們通過(guò)楊在醫(yī)學(xué)課上胡亂寫(xiě)的希臘字母和拉丁文短語(yǔ)以及他將一位年輕的女士寫(xiě)在避暑山莊墻上的詩(shī)句翻譯成挽歌可以看出他的幽默，但是他的個(gè)人生活也因?yàn)樽约簩?duì)工作和研究的全情投入而略顯蒼白。 G他在1804年和Eliza Maxwell結(jié)婚，據(jù)Robinson所述“他們的婚姻是幸福的，因?yàn)樗姆蛉诵蕾p他的工作”。我們對(duì)于他夫人的了解僅限于她在她丈夫備受一些關(guān)于眼睛的理論方面爭(zhēng)議的時(shí)候總是堅(jiān)定地支持他，并且當(dāng)他的醫(yī)學(xué)生涯開(kāi)始慢慢起飛的時(shí)候，她開(kāi)始有些擔(dān)心錢(qián)的問(wèn)題。值得一提的是，楊沒(méi)有被保護(hù)的人，他都是和自己的導(dǎo)師進(jìn)行互動(dòng)一一先是他的外公，后是Brocklesby一一還有先于他過(guò)失的一些偉人（其中很多是很著名的如牛頓，楊最早在17歲讀了他寫(xiě)的書(shū)）。但是關(guān)于楊和他母親以及父親的關(guān)系的記述卻鮮力人知，Robinson在說(shuō)到楊的非凡的頭腦時(shí)也并沒(méi)有將其歸功于他的父母，或許很難有這樣的巧合：過(guò)去的天才都是由于卓越的父母教育造就的。 希望以上的答復(fù)能對(duì)您的留學(xué)申請(qǐng)有所幫助。如果您有任何更詳細(xì)的問(wèn)題或需要進(jìn)一步的協(xié)助，我強(qiáng)烈推薦您訪問(wèn)我們的留學(xué)官方網(wǎng)站 ，在那里您可以找到更多專(zhuān)業(yè)的留學(xué)考試規(guī)劃和留學(xué)資料以及*的咨詢服務(wù)。祝您留學(xué)申請(qǐng)順利！

英語(yǔ)翻譯 雅思閱讀

Meis (1992) points out that the touri* industry involves concepts that have remained amorphous to both *ysts and decision-makers. Moreover,in all nations this problem has made it difficult for the industry to develop any type of reliable or credible touri* information base in order to estimate the contribution it makes to regional, national and global economies. 谷歌翻譯，請(qǐng)?jiān)嚳纯? MEIS（1992）指出，旅游業(yè)涉及到仍然無(wú)定形為分析師和決策者的概念。此外，在所有的國(guó)家這個(gè)問(wèn)題使得難以為行業(yè)開(kāi)發(fā)任何類(lèi)型的可靠和可信的旅游信息庫(kù)，以便估計(jì)它使區(qū)域，國(guó)家和全球經(jīng)濟(jì)的貢獻(xiàn)。

【雅思閱讀翻譯】C4T1P3——視覺(jué)符號(hào)與盲人

You should spend about 20 minutes on Questions 27–40 which are based on Reading Passage 3 below. From a number of recent studies, it has become clear that blind people can appreciate the use of outlines and perspectives to describe the arrangement of objects and other surfaces in space. But pictures are more than literal representations. This fact was drawn to my attention dramatically when a blind woman in one of my investigations decided on her own initiative to draw a wheel as it was spinning. To show this motion, she traced a curve inside the circle (Fig. 1). I was taken aback. Lines of motion, such as the one she used, are a very recent invention in the history of illustration. Indeed, as art scholar David Kunzle notes, Wilhelm Busch, a trend-setting nineteenth-century cartoonist, used virtually no motion lines in his popular figures until about 1877. 最近的一系列研究表明，盲人可以理解用輪廓線和透視圖表示的物體排列及空中的其他表面。但是圖片表達(dá)的意思更勝于文字表述。當(dāng)我研究的一位盲人女性自發(fā)地劃出一個(gè)正在滾動(dòng)的車(chē)輪時(shí)，這個(gè)現(xiàn)象極大地吸引了我的注意。為了展示車(chē)輪的運(yùn)動(dòng)，她在圓的中心畫(huà)了一條曲線。我被嚇了一跳。表示運(yùn)動(dòng)的線，例如她剛畫(huà)的這條，是插圖史上最近才有的發(fā)明。事實(shí)上，正如藝術(shù)學(xué)者David Kunzle所說(shuō)，引領(lǐng)了19世紀(jì)潮流的卡通畫(huà)家Wilhelm Busch直到1877年之前都沒(méi)有在他最流行的人物形象中使用動(dòng)態(tài)線條。 When I asked several other blind study subjects to draw a spinning wheel, one particularly clever rendition appeared repeatedly: several subjects showed the wheel’s?spokes as curved lines. When asked about these curves, they all described them as metaphorical ways of suggesting motion. Majority rule would argue that this device somehow indicated motion very well. But was it a better indicator than, say, broken or wavy lines – or any other kind of line, for that matter? The answer was not clear. So I decided to test whether various lines of motion were apt ways of showing movement or if they were merely idiosyncratic marks. Moreover, I wanted to discover whether there were differences in how the blind and the sighted interpreted lines of motion. 當(dāng)我要求其他接受研究的盲人畫(huà)一個(gè)滾動(dòng)的輪子時(shí)，一種很聰明的畫(huà)法反復(fù)出現(xiàn)了：一些盲人把車(chē)輪的輻條畫(huà)成了曲線。當(dāng)被問(wèn)到這些曲線時(shí)，他們都說(shuō)這是一種表示運(yùn)動(dòng)的比喻手法。多數(shù)人規(guī)則，會(huì)認(rèn)為，這種方式可以很好地表示運(yùn)動(dòng)。但是對(duì)于這種現(xiàn)象。會(huì)不會(huì)有種更好的表示方法，例如虛線和波浪線，或其他形式的線呢？答案還不明確。所以我決定測(cè)試各種表示運(yùn)動(dòng)的線條分別適合表示哪種運(yùn)動(dòng)，或者也許它們只是一些特殊符號(hào)。而且，我想要發(fā)現(xiàn)盲人和普通人眼中表示運(yùn)動(dòng)的線條有沒(méi)有什么區(qū)別。 To search out these answers, I created raised-line drawings of five different wheels, depicting spokes with lines that curved, bent, waved, dashed and extended beyond the perimeter of the wheel. I then asked eighteen blind volunteers to feel the wheels and assign one of the following motions to each wheel: wobbling, spinning fast, spinning steadily, jerking or braking. My control group consisted of eighteen sighted undergraduates from the University of Toronto. 為了找出答案，我用凸起的線條畫(huà)出了五個(gè)輪子，分別把輻條畫(huà)成了曲線、折線、波浪線、虛線和伸出車(chē)輪的線。接著，我請(qǐng)18位盲人志愿者觸摸輪子，并請(qǐng)他們把每個(gè)輪子對(duì)應(yīng)在以下運(yùn)動(dòng)中：搖晃、迅速轉(zhuǎn)動(dòng)、穩(wěn)定轉(zhuǎn)動(dòng)、顛簸或剎車(chē)。我的對(duì)照組由18多倫多大學(xué)的普通大學(xué)生組成。 All but one of the blind subjects assigned distinctive motions to each wheel. Most guessed that the curved spokes indicated that the wheel was spinning steadily; the wavy spokes, they thought, suggested that the wheel was wobbling; and the bent spokes were taken as a sign that the wheel was jerking. Subjects assumed that spokes extending beyond the wheel’s perimeter signified that the wheel had its brakes on and that dashed spokes indicated the wheel was spinning quickly. 除了其中一人，所有的盲人都把不同的運(yùn)動(dòng)與輪子相對(duì)應(yīng)了。大部分人猜測(cè)曲線輻條表示輪子在平穩(wěn)轉(zhuǎn)動(dòng)，波浪輻條表示車(chē)輪在搖晃，折線車(chē)輪表示車(chē)子受到顛簸。受試者猜測(cè)，輻條伸出車(chē)輪邊緣表示輪子處于剎車(chē)狀態(tài)，而虛線表示輪子在快速轉(zhuǎn)動(dòng)。 In addition, the favored description for the sighted was the favored description for the blind in every instance. What is more, the consensus among the sighted was barely higher than that among the blind. Because motion devices are unfamiliar to the blind, the task I gave them involved some problem solving. Evidently, however, the blind not only figured out meanings for each line of motion, but as a group they generally came up with the same meaning at least as frequently as did sighted subjects. 另外，普通人喜愛(ài)的表達(dá)與盲人喜愛(ài)的表達(dá)基本一致。而且普通人之間的共識(shí)度并不比盲人高。因?yàn)槊と藢?duì)運(yùn)動(dòng)裝置并不熟悉，所以我給他們的任務(wù)中也包括解決一些問(wèn)題。但是，很明顯，盲人不僅搞明白了線條運(yùn)動(dòng)的意義，而且作為一個(gè)團(tuán)隊(duì)，他們達(dá)成共識(shí)的普遍頻率也不比普通人低。 We have found that the blind understand other kinds of visual metaphors as well. One blind woman drew a picture of a child inside a heart – choosing that symbol, she said, to show that love surrounded the child. With Chang Hong Liu, a doctoral student from China, I have begun exploring how well blind people understand the symboli* behind shapes such as hearts that do not directly represent their meaning. We gave a list of twenty pairs of words to sighted subjects and asked them to pick from each pair the term that best related to a circle and the term that best related to a square. For example, we asked: What goes with soft? A circle or a square? Which shape goes with hard? 我們發(fā)現(xiàn)，盲人也能理解其他種類(lèi)的視覺(jué)符號(hào)。一個(gè)盲人女性在一個(gè)心形中間畫(huà)了一個(gè)小孩——她說(shuō)，選擇這個(gè)符號(hào)，是為了表示孩子被愛(ài)包圍。于是我和一個(gè)中國(guó)博士生劉長(zhǎng)虹開(kāi)始研究：盲人對(duì)于心形這樣不直接表達(dá)含義的符號(hào)背后的意義，到底理解到了什么樣的程度。我們給了普通人20對(duì)單詞，并要求他們?cè)诿恳粚?duì)單詞中選擇一個(gè)代表圓圈的和一個(gè)代表方框的。比方說(shuō)，我們問(wèn)：哪個(gè)表示柔軟呢？圓圈還是方框？哪個(gè)又表示堅(jiān)硬？ All our subjects deemed the circle soft and the square hard. A full 94% ascribed happy to the circle, instead of sad. But other pairs revealed less agreement: 79% matched fast to slow and weak to strong, respectively. And only 51% linked deep to circle and shallow to square. (See Fig. 2) When we tested four totally blind volunteers using the same list, we found that their choices closely resembled those made by the sighted subjects. One man, who had been blind since birth, scored extremely well. He made only one match differing from the consensus, assigning ‘far’ to square and?‘near’ to circle. In fact, only a *all majority of sighted subjects – 53% – had paired far and near to the opposite partners. Thus, we concluded that the blind interpret abstract shapes as sighted people do. 所有的受試者都認(rèn)為圓形表示柔軟而方塊表示堅(jiān)硬。94%的人認(rèn)為開(kāi)心與圓形對(duì)應(yīng)，而不是悲傷。也有一些詞組出現(xiàn)了不同的意見(jiàn)：79%的人在快-慢和強(qiáng)-弱對(duì)比上意見(jiàn)分別一致。而只有51%的人認(rèn)為圓形表示深，方形表示淺。當(dāng)我們用完全一樣的列表測(cè)試四個(gè)完全看不到的盲人時(shí)，我們發(fā)現(xiàn)他們的選擇與普通人的選擇非常相似。有個(gè)先天失明的人做得特別好。他只有一次連線與之前的移至答案不同，那就是把“遠(yuǎn)”與方聯(lián)系起來(lái)，把近和圓聯(lián)系起來(lái)。事實(shí)上，只有剛剛53%的普通人在遠(yuǎn)近上給出了相反的答案。因此，我們可以得出結(jié)論：盲人可以像普通人一樣理解抽象圖案的意義。

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