托福tpo43听力原文文本Lecture3，来分析一下吧!
So the first thing that jumped out at the researchers when they looked at the results of the experiment was that between individuals, there were big differences in ANS proficiency.
研究人员在看实验结果时注意到的第一件事是，人与人之间存在着巨大的ANS熟练度差异。
Some subjects were consistently able to identify which group of dots was larger even if there was a small ratio, if the numbers were almost equal, like ten to nine.
一些实验对象能不断辨认出哪一组的圆点更多，即使只有很小的差距，即使数量几乎相等，比如10个和9个。
Others had problems even when differences were relatively large, like twelve to eight.
其他人即使在差异相对较大的情况下也很难辨别出来，比如12个和8个
Now, maybe you are asking whether some 14-year-olds are just faster, faster in general, not just in math.
你也许要问一些14岁的孩子是不是总体上都反应都更快一些，不仅只是在数学上。
It turns out: that’s not so. We know this because the 14-year-olds had previously been tested in a few different areas.
结果显示不是这样的，我们知道这一点是因为这些14岁的孩子之前已经在好几种不同的领域被测试过了。
For example, as 8-year-olds, they’d been given a test of rapid color naming.
比如说，在8岁时，他们接受了一个快速说出颜色的测试。
That’s a test to see how fast they could identify different colors.
那是个看看他们能多快辨认出不同颜色的测试。
But the result didn’t show a relationship with the results of the ANS test.
但是结果并没有显示和ANS测试的结果有关系。
The ones who were great at rapidly naming colors when they were eight years old weren’t necessarily good at the ANS test when they were fourteen.
那些8岁时能非常快速地说出颜色的名字的人，14岁时在ANS测试中表现不一定好。
And there was no relationship between ANS ability and skills like reading and word knowledge.
而且ANS能力和像阅读与文字知识这样的能力也没有关系。
But among all the abilities tested over those years, there was one that correlated with the ANS results: math, symbolic math achievement.
但是那些年测试过的所有能力中，有一个和ANS结果有关联，那就是数学，符号数学成就。
And this answered the researchers’ question.
而这就解答了研究人员的疑问。
They were able to correlate learned mathematical ability with ANS.
他们可以把习得的数学能力和ANS联系起来。