step:单词(重复,重复,重复...)
4 K+ b# l4 E4 |+ h* u
step:总结185篇完成一类(公司)
# w V. t" h1 n# Y
step:跟读新概念3,一课
) S9 I3 U+ E B
step:听写跟读模仿
, x" k, l% ?1 n
( ]/ w" w" W# s4 t! @# ^人体生理心理学
(求助:我的分类场景上--的天文学怎么没有音频呢?), I+ e) \- I4 @4 U
第一篇(心理学)" @+ W: \+ o9 {2 L' ~
Recent research indicates that commonly use models of intelligence are too narrow. Last time we began talking about Sternberg's
3-part models intelligence. You will recall that his theory
include some a
spects of intelligence that haven't been considere
d in traditional intelligence testing. Today we will
take up one part of
sternberg's theory. In this part, he tried to account for the relationship of intelligence to the environment. Intelligence people tend to use the environment to acco
mplish their goals. This is done in 3 ways: by adapting to the environment, by changing the environment or by
selecting out of the environment.
Let's look at how it takes into the case(这句语速甚快,没有听出来啊
). Suppose your roommate always studies wuth radio aloud. You know that you need quiet in order to concentrate and thus use your study time effectively. You could try wearing
your plug (觉得讲义这里有错哦,应该是
earplug--耳塞才对吧)when you study that would be adaptation or you cloud set up a new
corner for yourself far from thr radio that changing the environment. Finally, you could change the rooms and find a new roommate that is selecting out of the envrionment. Whichever solution you choose, you are showing intelligent behavior because you
are aware of the effect environment has on you ability to study. Of course, you might say why don't I just talk to my roomate about the problem. That brings us to the different part of Sternberg's Model--interpersonal intelligence.