Communications technologies are far from equal when it comes to conveying the truth.The first study to compare honesty across a range of communication media has found that people are twice as likely to tell lies in phone conversations as they are in emails.The fact that emails are automatically recorded—and can come back to puzzle you---appears to be the key to the finding.

Jeff Hancock of Cornell University in Ithaca, New York, asked 30 students to keep a communications diary for a week.In it they noted the number of conversations or email exchanges they had lasting more than 10 minutes, and confessed to how many lies they told.Hancock then worked out the number of lies per conversation for each medium.He found that lies made up 14 per cent of emails, 21 percent of instant messages, 27 per cent of face-to-face interactions and an astonishing 37 percent of phone calls.

His results to be presented at the conference on human-computer interaction in Vienna, Austria, in April, have surprised psychologists.Some expected emailers to be the biggest liars, reasoning that because deception makes people uncomfortable, the indirect contact of emailing would make it easier to lie.Others expected people to lie more in face-to-face exchanges because we are most practiced at that form of communication.

But Hancock says it is also crucial whether a conversation is being recorded and could be reread, and whether it occurs in real time.People appear to be afraid to lie when they know the communication could later be used to hold them to account, he says.This is why fewer lies appear in email than on the phone.

People are also more likely to lie in real time---in an instant message or phone call, say---than if they have time to think of a response, says Hancock.He found many lies are spontaneous(脫口而出) responses to an unexpected demand, such as: “Do you like my dress?”

Hancock hopes his research will help companies work out the best ways for their employees to communicate.For instance, the phone might be the best medium for sales where employees are encouraged to stretch the truth.But, given his result, work assessment where honesty is a priority, might be best done using email.

1.Hancock’s study focuses on _______.

A.the consequences of lying in various communications media

B.the success of communications technologies in conveying ideas

C.people are less likely to lie in instant messages

D.people’s honesty levels across a range of communications media

2.Hancock’s research finding surprised those who believed that _____.

A.people are less likely to lie instant messages

B.people are unlikely to lie in face-to-face interactions

C.people are most likely to lie in email communication

D.people are twice as likely to lie in phone conversations

3.According to the passage, why are people more likely to tell the truth through certain media of communication?

A.They are afraid of leaving behind traces of their lies

B.They believe that honesty is the best policy

C.They tend to be relaxed wh en using those media

D.They are most practised at those forms of communication

4.It can be inferred from the passage that ________.

A.honesty should be encouraged in interpersonal communications

B.suitable media should be chosen for different communication purposes

C.more employers will use emails to communicate with their employees

D.email is now the dominant medium of communication within a company

 

【答案】

1.D

2.C

3.A

4.B

【解析】略

 

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科目:高中英語(yǔ) 來(lái)源:2011年普通高等學(xué)校招生全國(guó)統(tǒng)一考試英語(yǔ)試題北京卷 題型:050

閱讀理解

Students and Technology in the Classroom

  I love my blackberry-it’s my little connection to the larger world that can go anywhere with me.I also love my laptop computer ,as it holds all of my writing and thoughts.Despite this love of technology, I know that there are times when I need to move away from these devices(設(shè)備)and truly communicat with others.

  On occasion, I teach a course called History Matters for a group of higher education managers.My goals for the class include a full discussion of historical themes and ideas.Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom, I have a rule-no laptop, iPads, phones, etc.When students were told my rule in advance of the class, some of them were not happy.

  Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology.There’s a bit of truth to that.Some students assume that I am anti-technology.There’s no truth in that at all.I love technology and try to keep up with it so I can relate to my students.

  The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas.Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas.I want students to dig deep within themselves for inspiration and ideas.I want them to push each other to think differently and make connections between the course the material and the class discussion.

  I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create.Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom.

  I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I’m sticking to my plan.A few hours of technology-free dialogue is just too sweet to give up.

(1)

Some of the students in the history class were unhappy with _________

[  ]

A.

the course material

B.

others’ misuse of technology

C.

discussion topics

D.

the author’s class regulations

(2)

The underlined word “engage” in para.4 probably means _________

[  ]

A.

explore

B.

accept

C.

change

D.

reject

(3)

According to the author, the use of technology in the classroom may _________

[  ]

A.

keep students from doing independent thinking

B.

encourage students to have in-depth conversations

C.

help students to better understand complex themes

D.

affect students’ concentration on course evaluation

(4)

It can be inferred from the last paragraph that the author _________

[  ]

A.

is quite stubborn

B.

will give up teaching history

C.

will change his teaching plan soon

D.

values technology-free dialogues in his class

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科目:高中英語(yǔ) 來(lái)源: 題型:閱讀理解

(2011·北京卷)C

Students and Technology in the Classroom

I love my blackberry—it’s my little connection to the larger world that can go anywhere with me . I also love my laptop computer ,as it holds all of my writing and thoughts .Despite this love of technology ,I know that there are times when I need to move away from these devices(設(shè)備) and truly communicat with others.

On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas .Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom ,I have a rule —no laptop ,iPads ,phones ,etc .When students were told my rule in advance of the class, some of them were not happy .

Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology . There’s a bit of truth to that. Some students assume that I am anti-technology . There’s no truth in that at all . I love technology and try to keep up with it so I can relate to my students.

The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas . I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course the material and the class discussion .

I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create .Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom .

I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change ,I’m sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.

63.Some of the students in the history class were unhappy with____

A. the course material             B. others’ misuse of  technology

C. discussion topics               D. the author’s class regulations

64.The underlined word “engage ”in para.4 probably means ____

A. explore          B. accept          C. change           D. reject

65.According to the author, the use of technology in the classroom may ____

A. keep students from doing independent thinking

B. encourage students to have in-depth conversations

C. help students to better understand complex themes

D. affect students’ concentration on course evaluation

66.It can be inferred from the last paragraph that the author ____

A. is quite stubborn

B. will give up teaching history

C. will change his teaching plan soon

D. values technology-free dialogues in his class

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