Reading Time: 45 seconds
Social Interaction
People deal with each other every day. This interaction is at the heart of social life. The study of social interaction is concerned with the influence people have over one another's behavior. People take each other into account in their daily behavior and in fact, the very presence of others can affect behavior. For example, one principle of social interaction, audience effects, suggests that individuals' work is affected by their knowledge that they are visible to others, that the presence of others tends to alter the way people behave or perform an activity.
Narrator
Now listen to part of a talk in a sociology class. The professor is discussing audience effects.
Professor
OK, so we said that the way we interact with others has an impact on our behavior...
In fact, there's some interesting research to suggest that in one type of interaction—when we're being observed(观察，留心)specifically, when we know we're being watched as we perform some activity— we tend to increase the speed at which we perform that activity.
In one study, college students were asked to each put on a pair of shoes—shoes with laces they would have to tie. Now one group of students was told that they would be observed. The second group, however, didn't know they were being observed. The students who were aware that they were being watched actually tied their shoes much faster than the students who thought they were alone.
Other studies confirm the same is true even when we're learning new activities. Let's say someone is learning a new task—for example, learning how to type. When they're conscious of(知道) being observed, they'll likely begin typing at a much faster rate than they would if they were alone.
But, and this is interesting, the study also showed that certain common behavior—things people typically do, like ... making mistakes when you're learning something new that behavior pattern will also increase. So in other words, when we're learning to type, and we know we\'re being watched, we'll type faster but we'll also make more mistakes.
Narrator
Explain how the examples of tying shoes and learning to type demonstrate the principle of audi?ence effects.
Preparation time: 30 seconds
Response time: 60 seconds
Important Points
The principle of audience effects suggests that when people are aware of being observed, their behavior changes. Specifically, in the two studies described, people worked faster when they were aware of being observed. In one study, two groups were told to put on shoes that tied. One group was told it would be observed and the other was not. The group that knew it was being observed tied shoes much faster than the other group. In learning to type, those being observed type faster, but they also make more mistakes than those not aware of being observed.
Sample Responses
Play track #36 on the CD to hear a high-level response for Question 4.
Rater's Comments
The speaker speaks clearly. She identifies the concept of audience effects and the two exam?ples from the listening. She organizes her response in a logical way that leads the listener from one sentence to the next. She supports her response with accurate details and demonstrates a sophisticated level of both grammatical structures and vocabulary. This is evident in the way she smoothly transitions from one idea to the next and the efficient use of language to accurately summarize the examples from the listening. There are only very minor errors in language use, but they do not prevent her response from being understood.
Play track #37 on the CD to hear a mid-level response for Question 4.
Rater's Comments
The speaker sustains his response throughout. His pronunciation and intonation is affected by the speaker's first language. These pronunciation errors make it hard to know what he means. The speaker identifies the concept and the two examples, but with inaccuracies. Instead of sum-marizing each experiment, he combines the summary of both experiments. This causes him to incorrectly conclude that you make more mistakes when you are being watched while tying your shoes. Additionally, the speaker sometimes stumbles when trying to form basic words (slowlier), which shows a moderate control of grammar and vocabulary.
Question 5
Listening Script
Narrator
Listen to a conversation between a student and her geology professor.
Man
Mary, I'm so glad I ran into you.
Woman
Oh hello, Professor Jensen.
Man
Listen, I know it's short notice . . . and maybe you've already made plans for spring break . . . but... one of my students just dropped out of the field trip(学生实地考察旅行) to the Smithson River Caves. You're next on the waiting list, so now there's room for you to come along.
Woman
You're kidding! [disappointed I didn't think there was a chance ... and ... well, it's a three-day trip, right? I agreed to spend next week helping Professor Clark set up the new museum exhibition. I think she's really counting on(指望) me.
Man
Yeah, three days. But you know... if you'd rather come on the field trip, why not speak with her and see if she has anyone to replace you?
Woman
Yeah, I'd hate to miss out(遗漏) on the caves. I'll definitely ask Professor Clark if there\'s someone else who could help her.
Man
You know... we don't leave until Wednesday. If you still have to help out, any chance you could get the museum setup done before then?
Woman
Oh yeah.. not until Wednesday... so then yeah ... maybe that's possible too.
Narrator
The speakers discuss two possible solutions to the woman's problem. Describe the problem and the two solutions. Then explain what you think the woman should do and why.