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本篇的2016考研英語(yǔ)泛讀文章是關(guān)于兒童成長(zhǎng)話題，主要談及了美國(guó)語(yǔ)言學(xué)家的一項(xiàng)最新研究——How babbling to babies can boost their brains父母與寶寶更多的溝通會(huì)更好的促進(jìn)他們的大腦發(fā)育。這項(xiàng)研究對(duì)我們的社會(huì)生活有重大指導(dǎo)意義。來(lái)看一下具體內(nèi)容：

THE more parents talk to their children, the faster those children’s vocabularies grow and the better their intelligence develops. Researchers from the University of Kansas published the results of a decade-long study in which they had looked at how, and how much, 42 families in Kansas City conversed at home. They found a close correlation between the number of words a child’s parents had spoken to him by the time he was three and his academic success at the age of nine. Children born into rich families had heard 30m more words than those from a poorer background. This observation has profound implications for policies about babies and their parents. It suggests that sending children to “pre-school” at the age of four comes too late to compensate for educational shortcomings at home.研究表明，父母與寶寶交流的越多，他們的詞匯量增長(zhǎng)的就越快，智力發(fā)育得也就會(huì)越好。堪薩斯大學(xué)的研究者觀察了堪薩斯城的42個(gè)家庭如何交流，交談多少。結(jié)果發(fā)現(xiàn)在寶寶三歲時(shí)父母和他交流的詞數(shù)與其九歲時(shí)學(xué)習(xí)成績(jī)間存在緊密關(guān)聯(lián)。一般來(lái)講，出生在富裕家庭的孩子比家庭背景差點(diǎn)的孩子多聽到三百萬(wàn)個(gè)單詞。這項(xiàng)研究對(duì)父母對(duì)孩子的教育有深刻的意義，也表明在孩子四歲時(shí)送他們?nèi)?ldquo;學(xué)前班”，對(duì)于不常家里教育孩子的父母來(lái)說(shuō)還是太晚了。

Fernald from Stanford University has found that the disparity appears well before a child is three. Even at the tender age of 18 months, when most toddlers speak only a dozen words, those from disadvantaged families are several months behind other, more favoured children. Indeed, Dr Fernald thinks the differentiation starts at birth. Toddlers from better-off backgrounds can identify the correct object in 750 milliseconds—200 milliseconds faster than those from poorer families.It is easy to see how this might happen. Toddlers learn new words from their context, so the faster a child understands the words he already knows, the easier it is for him to attend to those he does not. 斯坦福大學(xué)的菲爾諾德認(rèn)為：這個(gè)差異在三歲之前就已經(jīng)顯現(xiàn)出來(lái)了。在寶寶18個(gè)月大時(shí)，大多數(shù)寶寶只能說(shuō)幾個(gè)詞，而來(lái)自相對(duì)貧困的家庭的孩子相比于來(lái)自優(yōu)越家庭的孩子已然落后幾個(gè)月了。菲爾諾德認(rèn)為這種差異從出生就已經(jīng)開始了。來(lái)自優(yōu)越家庭的小孩能夠在750毫秒內(nèi)認(rèn)出正確物體，這比來(lái)自窮人家的孩子快200秒。兒童從語(yǔ)言環(huán)境中學(xué)習(xí)新詞，所以他們對(duì)已有詞匯理解的越快，那么致力于他還不知道的詞就越容易。

這篇文章來(lái)源于2015年9月的《經(jīng)濟(jì)學(xué)人》，從中我們可以了解到在嬰幼兒時(shí)期“語(yǔ)言交流”所起到的關(guān)鍵作用。呼吁現(xiàn)代社會(huì)的父母?jìng)円�用一些時(shí)間與孩子溝通，而不是總讓他們“安靜”，或者把孩子放在電視機(jī)前。小編提醒2016考研的考生，泛讀的學(xué)習(xí)是對(duì)考研英語(yǔ)真題的必要補(bǔ)充，重在堅(jiān)持積累。