21世纪大学英语读写教学教程第四册Unit6文档格式.docx
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C）bothEQandIQ
D）neitherEQnorIQ
2.WhichofthefollowingisNOTanexampleofEmotionalIntelligence?
A）Understandingyourownfeelings.
B）Understandingthefeelingsofothers.
C）Beingabletohandleemotionseffectively.
D）Beingsmarterthanothersinyourclass.
3.WhichofthefollowingstatementsbestdescribestherelationshipbetweenEQandIQ?
A）Peopletendtohavemoreofonethantheother.
B）Peopletendtohavethesameamountofeach.
C）Theyworktogethertomakeyousuccessful.
D）Theydependonsuchfactorsassocialclassandhowluckyyouare.
4.Whatisthemainpurposeofthispassage?
A）Tointroduceanewconcept,EQ,andexplainitssignificance.
B）ToexplainwhyEQismoreimportantinlifethanIQ.
C）Todiscussdifferentdefinitionsofsuccess.
D）Tocriticizetraditionalnotionsofintelligence.
TheEQFactor
NancyGibbs
Itturnsoutthatascientistcanseethefuturebywatchingfour-year-oldsinteractwithamarshmallow.Theresearcherinvitesthechildren,onebyone,intoaplainroomandbeginsthegentletorment.Youcanhavethismarshmallowrightnow,hesays.ButifyouwaitwhileIrunanerrand,youcanhavetwomarshmallowswhenIgetback.Andthenheleaves.
Somechildrengrabforthetreattheminutehe'
soutthedoor.Somelastafewminutesbeforetheygivein.Butothersaredeterminedtowait.Theycovertheireyes;
theyputtheirheadsdown;
theysingtothemselves;
theytrytoplaygamesorevenfallasleep.Whentheresearcherreturns,hegivesthesechildrentheirhard-earnedmarshmallows.Andthen,sciencewaitsforthemtogrowup.
Bythetimethechildrenreachhighschool,somethingremarkablehashappened.Asurveyofthechildren'
sparentsandteachersfoundthatthosewhoasfour-year-oldshadenoughself-controltoholdoutforthesecondmarshmallowgenerallygrewuptobebetteradjusted,morepopular,adventurous,confidentanddependableteenagers.Thechildrenwhogaveintotemptationearlyonweremorelikelytobelonely,easilyfrustratedandstubborn.Theycouldnotendurestressandshiedawayfromchallenges.AndwhensomeofthestudentsinthetwogroupstooktheScholasticAptitudeTest,thekidswhohadheldoutlongerscoredanaverageof210pointshigher.
WhenwethinkofbrillianceweseeEinstein,deep-eyed,woollyhaired,athinkingmachinewithskinandmismatchedsocks.Highachievers,weimagine,werewiredforgreatnessfrombirth.Butthenyouhavetowonderwhy,overtime,naturaltalentseemstoigniteinsomepeopleanddiminothers.Thisiswherethemarshmallowscomein.Itseemsthattheabilitytodelaygratificationisamasterskill,atriumphofthereasoningbrainovertheimpulsiveone.Itisasign,inshort,ofemotionalintelligence.Anditdoesn'
tshowuponanIQtest.
Formostofthiscentury,scientistshaveworshippedthehardwareofthebrainandthesoftwareofthemind;
themessypowersoftheheartwerelefttothepoets.Butcognitivetheorycouldsimplynotexplainthequestionswewonderaboutmost:
whysomepeoplejustseemtohaveagiftforlivingwell;
whythesmartestkidintheclasswillprobablynotenduptherichest;
whywelikesomepeoplevirtuallyonsightanddistrustothers;
whysomepeopleremainupbeatinthefaceoftroublesthatwouldsinkalessresilientsoul.Whatqualitiesofthemindorspirit,inshort,determinewhosucceeds?
Thephrase"
emotionalintelligence"
wascoinedbyYalepsychologistPeterSaloveyandtheUniversityofNewHampshire'
sJohnMayerfiveyearsagotodescribequalitieslikeunderstandingone'
sownfeelings,empathyforthefeelingsofothersand"
theregulationofemotioninawaythatenhancesliving."
Theirnotionisabouttoboundintothenationalconversation,handilyshortenedtoEQ,thankstoanewbook,EmotionalIntelligencebyDanielGoleman.Goleman,aHarvardpsychologyPh.D.andaNewYorkTimessciencewriterwithagiftformakingeventhemostdifficultscientifictheoriesdigestibletolayreaders,hasbroughttogetheradecade'
sworthofbehavioralresearchintohowthemindprocessesfeelings.Hisgoal,heannouncesonthecover,istoredefinewhatitmeanstobesmart.Histhesis:
whenitcomestopredictingpeople'
ssuccess,brainpowerasmeasuredbyIQandstandardizedachievementtestsmayactuallymatterlessthanthequalitiesofmindoncethoughtofas"
character"
beforethewordbegantosoundold-fashioned.
Atfirstglance,therewouldseemtobelittlethat'
snewheretoanyclosereaderoffortunecookies.Theremaybenolessoriginalideathanthenotionthatourheartsholddominionoverourheads."
Iwassoangry,"
wesay,"
Icouldn'
tthinkstraight."
Neitherisitsurprisingthat"
peopleskills"
areuseful,whichamountstosaying,it'
sgoodtobenice."
It'
ssotrueit'
strivial,"
saysDr.PaulMcHugh,directorofpsychiatryatJohnsHopkinsUniversitySchoolofMedicine.Butifitwerethatsimple,thebookwouldnotbequitesointerestingoritsimplicationssocontroversial.
Thisisnoabstractinvestigation.Golemanislookingforantidotestorestore"
civilitytoourstreetsandcaringtoourcommunallife."
Heseespracticalapplicationseverywhereforhowcompaniesshoulddecidewhomtohire,howcouplescanincreasetheoddsthattheirmarriageswilllast,howparentsshouldraisetheirchildrenandhowschoolsshouldteachthem.Whenstreetgangssubstituteforfamiliesandschoolyardinsultsendinstabbings,whenmorethanhalfofmarriagesendindivorce,whenthemajorityofthechildrenmurderedinthiscountryarekilledbyparentsandstepparents,manyofwhomsaytheyweretryingtodisciplinethechildforbehaviorlikeblockingtheTVorcryingtoomuch,itsuggestsademandforremedialemotionaleducation.
Anditisheretheargumentswillbreakout.Goleman'
shighlypopularizedconclusions,saysMcHugh,"
willchillanyveteranscholarofpsychotherapyandanyneuroscientistwhoworriesabouthowhisresearchmaycometobeapplied."
Whilemanyresearchersinthisrelativelynewfieldaregladtoseeemotionalissuesfinallytakenseriously,theyfearthatanotionashandyasEQinvitesmisuse.Golemanadmitsthedangerofsuggestingthatyoucanassignanumericalvaluetoaperson'
scharacteraswellashisintellect;
GolemanneverevenusesthephraseEQinhisbook.Buthedidsomewhatreluctantlyapprovean"
unscientific"
EQtestinUSATodaywithchoiceslike"
IamawareofevensubtlefeelingsasIhavethem,"
and"
Icansensethepulseofagrouporrelationshipandstateunspokenfeelings."
"
Youdon'
twanttotakeanaverageofyouremotionalskill,"
arguesHarvardpsychologyprofessorJeromeKagan,apioneerinchild-developmentresearch."
That'
swhat'
swrongwiththeconceptofintelligenceformentalskillstoo.Somepeoplehandleangerwellbutcan'
thandlefear.Somepeoplecan'
ttakejoy.Soeachemotionhastobevieweddifferently."
EQisnottheoppositeofIQ.Somepeopleareblessedwithalotofboth,somewithlittleofeither.Whatresearchershavebeentryingtounderstandishowtheycomplementeachother;
howone'
sabilitytohandlestress,forinstance,affectstheabilitytoconcentrateandputintelligencetouse.Amongtheingredientsforsuccess,researchersnowgenerallyagreethatIQcountsforabout20%;
therestdependsoneverythingfromclasstolucktotheneuralpathwaysthathavedevelopedinthebrainovermillionsofyearsofhumanevolution.
（1047words）
NewWords
（abbr.）emotionalquotient情商
interact
vi.（with）actorhaveaneffectoneachother相互作用；
相互影响
marshmallow
n.softsweetmadefromsugarandgelatine果汁软糖
torment
n.severephysicalormentalsuffering（肉体或精神上的）折磨，痛苦
vt.causeseveresufferingto折磨；
使痛苦
errand
n.smalljobthatrequiresashortjourney,usu.forsb.else（短程的）差事，差使
hard-earned
a.gainedwithgreatdifficultyoreffort辛苦挣来的
survey
n.investigation调查
adventurous
a.eagerfororfondofadventure渴望冒险的，喜欢冒险的
dependable
a.thatmaybedependedon可信赖的，可靠的
scholastic
a.ofschoolsandeducation学校的；
的；
学业的
aptitude
n.naturalabilityorskill天生的才能或技巧；
天资
brilliance
n.thequalityofbeingbrilliant光辉，辉煌；
壮丽；
（卓越的）才华，才智
woolly
a.羊毛（制）的；
产羊毛的；
像羊毛的
mismatch
vt.match（peopleorthings）wronglyorunsuitably使错配，配合不当
n.shortstockingcoveringtheankleandlowerpartoftheleg短袜
ignite
v.（causeto）catchfire,burn（使）着火，燃烧；
发光
dim
v.（causeto）becomedim（使）变暗淡；
（使）变模糊；
（使）失去光泽
impulsive
a.（ofpeopleandtheirbehavior）markedbysuddenactionthatisundertakenwithoutcarefulthought（指人或人的行为）凭冲动的；
易冲动的
messy
a.inastateofdisorder;
dirty:
causingdirtordisorder凌乱的；
脏的；
搞乱的；
搞脏的
upbeat
a.optimisticorcheerful乐观的；
快乐的
resilient
a.1.有弹性的，有回弹力的；
能复原的
2.有复原力的；
富有活力的；
适应性强的
n.abilitytoimagineandshareanotherperson'
sfeelings,experience,etc.同情；
同感；
共鸣
handily
ad.灵巧地，熟练地；
轻易地；
近便地
digesti
ble
a.thatcanbedigested;
relativelyeasytounderstand可消化的；
可吸收的；
较易理解的
behavioral
a.ofbehavior行为的
thesis
n.1.statementortheoryputforwardandsupportedbyargument论题，命题；
论点
2.longwrittenessaysubmittedbyacandidateforauniversitydegree;
dissertation毕业论文；
学位
standardize
vt.make（sth.）conformtoafixedstandard,shape,quality,type,etc.使（某事物）标准化；
使合乎标准（或规格）
fortune
n.1.largeamountofmoney;
wealth大笔的钱；
财
2.ch
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