在雅思阅读备考过程中，多看一些雅思阅读材料不仅可以增加词汇量，还可以拓展知识面以及加快阅读速度，所以平时没事多看看雅思阅读材料，多多益善哦！今天小编给大家带来了雅思阅读材料：Now You Know。小伙伴们快来补充精神食粮吧！
When should you teach children, and when should you let themexplore?
IT IS one of the oldest debates in education. Should teachers tell pupilsthe way things are or encourage them to find out for themselves? Tellingchildren "truths" about the world helps them learn those facts more quickly. Yetthe efficient learning of specific facts may lead to the assumption that whenthe adult has finished teaching, there is nothing further to learn—because ifthere were, the adult would have said so. A study just published in Cognition byElizabeth Bonawitz of the University of California, Berkeley, and Patrick Shaftoof the University of Louisville, in Kentucky, suggests that is true.接下来为大家介绍"教您雅思阅读材料：Now You Know"
雅思阅读材料：Now You Know
Dr Bonawitz and Dr Shafto arranged for 85 four- and five-year-olds to bepresented, during a visit to a museum, with a novel toy that looked like atangle of coloured pipes and was capable of doing many different things. Theywanted to know whether the way the children played with the toy depended on howthey were instructed by the adult who gave it to them.
One group of children had a strictly pedagogical introduction. Theexperimenter said "Look at my toy! This is my toy. I’m going to show you how mytoy works." She then pulled a yellow tube out of a purple tube, creating asqueaking sound. Following this, she said, "Wow, see that? This is how my toyworks!" and then demonstrated the effect again.
With a second group of children, the experimenter acted differently. Sheinterrupted herself after demonstrating the squeak by saying she had to go andwrite something down, thus suggesting that she might not have finished thedemonstration. With a third group, she activated the squeak as if by accident.To a fourth, the toy was simply presented with the comment, "Wow, see this toy?Look at this!"
After these varied introductions, the children were left with the toy andallowed to play. They might discover that, as well as the squeaker, the toy hada button inside one tube which activated a light, a keypad that played musicalnotes, and an inverting mirror inside one of the tubes. All the children weretold to let the experimenter know when they had finished playing and were askedby the instructor if they were done if they stopped playing for more than fiveconsecutive seconds. The entire interaction was recorded on video.
Footage of each child playing was passed to a research assistant who wasignorant of the purpose of the study. The assistant was asked to record thetotal playing time, the number of different actions the child performed, thetime spent playing with the squeak, and the number of other functions the childdiscovered.
The upshot was that children in the first group spent less time playing(119 seconds) than those in the second (180 seconds), the third (133 seconds) orthe fourth (206 seconds). Those in the first group also tried out four differentactions, on average. The others tried 5.3, 5.9 and 6.2, respectively. A similarpattern (0.7, 1.3, 1.2 and 1.2) pertained to the number of functions other thanthe squeak that the children found.
The researchers’ conclusion was that, in the context of strange toys ofunknown function, prior explanation does, indeed, inhibit exploration anddiscovery. Generalising from that would be ambitious. But it suggests thatfurther research might be quite a good idea.
以上就是小编给大家带来的雅思阅读材料：Now You Know，希望对大家有帮助，最后祝大家可以在雅思考试中取得好成绩，更多信息请关注100教育雅思频道。
现在了解"美行思远艺术留学排名教您雅思阅读材料：Now You Know"了吧？