早稲田政経2012 I フレーズ
解答は一番下。
a) クラスの規模の縮小や，チャータースクールの増設，教員の給与引き上げ，そして誰もが受けられる保育の提供などといったことが，その解決策として採用されることが多い。
b) ミシェルの実験は注目に値するものだ。というのも政策を担当する立場にある人たちは，いかにして教育の質を向上させるか，貧困を減らすか，そして人的資源を最大限に活用するか，というようなことについて考えるのに非常に多くの時間を費やしているからである。
c)こういう構造改革の成果はたいていの場合，がっかりするほどわずかなものなのである。
d)それにもかかわらず，政策担当者たちは，これらの問題に本気で取り組むと，構造上の改善策ばかりを思いつく。
( B )
[4] 欲求の充足の先延ばしに関して，実際に行われている研究によると，自制する能力に見られる個人差は深い部分に根のあるものだが，変えることも可能であるということがわかっている。意識を集中し 自制心を働かせる能力の差は，非常に早い時期に ことによると生後９ヵ月には，早くも現れてくる。しかし，自制心を働かせる能力がどの程度( D ) で，どの程度( E )かという点については一致した意見はない。
The research
{we do have on delayed gratification}
/ tells us
/ that differences in self-control skills are deeply rooted
/ but can be changed.
Differences in the ability to ①focus attention and ②exercise control
/emerge very early,
/ perhaps as soon as nine months.
But there is no consensus
on how much of the ability to exercise self-control
/ is ( D )
/ and how much is ( E ).
1. (c)(f)(a) 2. (b)(d)(a)(c) 3(a) 4(b) 5(d) 6(b) 7(d)
[1] 1970年ごろ，心理学者のウォルター＝ミシェルは，かの有名な実験を行った。彼は４歳児を，一度に一人ずつ，ペルがひとつとマシュマロがひとつ置いてある部屋に残した。もし子供たちがベルを鳴らせば，彼はすぐに戻って来て，その子たちはそのマシュマロを食べることができた。しかし，もしベルを鳴らさず，彼が都合のいいときに帰ってくるのを待てば，そのときには。マシュマロを２つもらうことができた。実験を撮影したビデオでは，子供たちが，ごそごそしたり，ものを蹴ってみたり，手で目を覆ったりしている一帰りを待ってマシュマロを２つもらえるように必死で自制心を働かせようとしているｰのを見ることができる。子供たちが見せた行動は実にさまざまだった。中には欲求に負けて，１分も経たないうちにベルを鳴らした子もいた。 15分間持ちこたえた子もいた。
Around 1970,
/ psychologist Walter Mischel launched a classic experiment.
He left 4-year-olds
/ one at a time
/ in a room
/ with a bell and a marshmallow.
If they rang the bell,
/ he would come back immediately,
/ and they could eat the marshmallow.
If, however, they did not ring the bell
/ and ( A ) in his own time,
/ they could then have two marshmallows.
In videos of the experiment,
you can see the children ①squirming, ②kicking, ③hiding their eyes
―desperately trying to exercise self-control
/ so they can wait and get two marshmallows.
Their performance varied widely.
Some broke down and rang the bell within a minute.
Others lasted 15 minutes.
Around 1970,
/ psychologist Walter Mischel launched a classic experiment.
He left 4-year-olds
/ one at a time
/ in a room
/ with a bell and a marshmallow.
If they rang the bell,
/ he would come back immediately,
/ and they could eat the marshmallow.
If, however, they did not ring the bell
/ and ( A ) in his own time,
/ they could then have two marshmallows.
In videos of the experiment,
you can see the children ①squirming, ②kicking, ③hiding their eyes
―desperately trying to exercise self-control
/ so they can wait and get two marshmallows.
Their performance varied widely.
Some broke down and rang the bell within a minute.
Others lasted 15 minutes.
[2] より長い時間待つことができた子供の方が，いい大学に入り，大人になっても，平均すると，順調な生活を送っていた。一番早くベルを鳴らした子供たちは，いじめつ子になる確率が高かった。その子たちは，10年後，先生による評価も，親による評価も他の子より低かった。32歳の時点では，薬物の問題を抱えている確率も高かったのである。
The children
{who waited longer}
got into better colleges
and had, on average, more successful lives as adults.
The children
{who rang the bell quickest}
were more likely to become bullies.
They received worse teacher and parental evaluations
/ 10 years later.
They were also more likely to have drug problems
/ at age 32.
The children
{who waited longer}
got into better colleges
and had, on average, more successful lives as adults.
The children
{who rang the bell quickest}
were more likely to become bullies.
They received worse teacher and parental evaluations
/ 10 years later.
They were also more likely to have drug problems
/ at age 32.
a) クラスの規模の縮小や，チャータースクールの増設，教員の給与引き上げ，そして誰もが受けられる保育の提供などといったことが，その解決策として採用されることが多い。
b) ミシェルの実験は注目に値するものだ。というのも政策を担当する立場にある人たちは，いかにして教育の質を向上させるか，貧困を減らすか，そして人的資源を最大限に活用するか，というようなことについて考えるのに非常に多くの時間を費やしているからである。
c)こういう構造改革の成果はたいていの場合，がっかりするほどわずかなものなのである。
d)それにもかかわらず，政策担当者たちは，これらの問題に本気で取り組むと，構造上の改善策ばかりを思いつく。
( B )
(a)
①Reducing class sizes,
/ ②creating more charter schools,
/ ③increasing teacher pay,
/ and ④providing universal day care
/ are often adopted as solutions.
①Reducing class sizes,
/ ②creating more charter schools,
/ ③increasing teacher pay,
/ and ④providing universal day care
/ are often adopted as solutions.
(b)
The Mischel experiments are worth noting
/ because people in the policy world
/ spend a great deal of time
/ thinking about ①how to improve the quality of education,
/ ②how to reduce poverty,
/ and ③how to make the most of human capital.
The Mischel experiments are worth noting
/ because people in the policy world
/ spend a great deal of time
/ thinking about ①how to improve the quality of education,
/ ②how to reduce poverty,
/ and ③how to make the most of human capital.
(c)
The results of these structural reforms are almost always disappointingly modest.
The results of these structural reforms are almost always disappointingly modest.
(d)
Yet when policymakers address these problems,
/ they come up with structural remedies.
Yet when policymakers address these problems,
/ they come up with structural remedies.
[3] しかし，日々の経験に加え，ミシェルの実験からは自制心が不可欠であることがわかる。我慢強くて，欲求を満たすことを先延ばしできる若者たちは，学位をとるために，時にはつまらない授業の間もずっと席についていることができる。たとえば，ある言語を習得するといった目的のために反復作業を行うことができる。薬物や酒類を遠ざけることができる。しかしながら，自制するすべをもたない人たちにとっては，学校は何をやってもうまくいかないことの連続となる。彼らが落ちこぼれるのも無理はない。人生は，10代での妊娠，薬物の使用，ギャンブル，不登校，そして犯罪など，愚かな決断が延々と続くばかりなのである。もしあなたが政策立案者で，しかも欲求を満たすことを先延ばしする能力といった核となる心理的特性を話題にしていないなら，( C )だけである。
Yet the Mischel experiments
/ ,along with everyday experience,
/ tell us
/ that self-control is essential.
Young people
{who are patient and can delay gratification}
/ can sit through sometimes boring classes
/ to get a degree.
They can perform repetitive tasks
/ in order to, say, master a language.
They can avoid drugs and alcohol.
For people without self-control skills, however,
/ school is a series of failed challenges.
No wonder they drop out.
Life is a parade of foolish decisions
/ : teenage pregnancy, drug use, gambling, truancy, and crime.
If you are a policymaker
/ and you are not talking about core psychological traits
/ such as delayed-gratification skills,
/ then you are just ( C ).
Yet the Mischel experiments
/ ,along with everyday experience,
/ tell us
/ that self-control is essential.
Young people
{who are patient and can delay gratification}
/ can sit through sometimes boring classes
/ to get a degree.
They can perform repetitive tasks
/ in order to, say, master a language.
They can avoid drugs and alcohol.
For people without self-control skills, however,
/ school is a series of failed challenges.
No wonder they drop out.
Life is a parade of foolish decisions
/ : teenage pregnancy, drug use, gambling, truancy, and crime.
If you are a policymaker
/ and you are not talking about core psychological traits
/ such as delayed-gratification skills,
/ then you are just ( C ).
(a) avoiding a fundamental issue
(b) guaranteeing a favorable outcome
(c) identifying the most effective solution
(d) losing the final opportunity
(e) solving a longstanding problem
[4] 欲求の充足の先延ばしに関して，実際に行われている研究によると，自制する能力に見られる個人差は深い部分に根のあるものだが，変えることも可能であるということがわかっている。意識を集中し 自制心を働かせる能力の差は，非常に早い時期に ことによると生後９ヵ月には，早くも現れてくる。しかし，自制心を働かせる能力がどの程度( D ) で，どの程度( E )かという点については一致した意見はない。
The research
{we do have on delayed gratification}
/ tells us
/ that differences in self-control skills are deeply rooted
/ but can be changed.
Differences in the ability to ①focus attention and ②exercise control
/emerge very early,
/ perhaps as soon as nine months.
But there is no consensus
on how much of the ability to exercise self-control
/ is ( D )
/ and how much is ( E ).
[5] 欲求の充足を先延ばしする能力は，ほとんどの技能と同様，社会的・経済的地位や親の育て方に左右される。貧しい家庭の子供たちは，中流家庭の子供だちより，欲求の充足の先延ばしテストの成績がはるかに悪い。それはおそらく，貧しい家庭の子供たちは結婚の破綻や暴力，引っ越しなどによって，生活を乱されることが多いからだろう。彼らは，長期的に先を見通すことができないので，短期的に物事を考えてしまうのである。
The ability to delay gratification
/, like most skills,
/ depends upon socioeconomic status and parenting styles.
Children from poorer homes
/ do much worse
/ on delayed-gratification tests
/ than children from middle-class homes.
That is
/ probably because children from poorer homes
/ are more likely to have their lives disrupted
by marital breakdown, violence, moving, etc.
※have O done「Oを～された状態にされる」
They think in the short term
/ because there is no predictable long term.
The ability to delay gratification
/, like most skills,
/ depends upon socioeconomic status and parenting styles.
Children from poorer homes
/ do much worse
/ on delayed-gratification tests
/ than children from middle-class homes.
That is
/ probably because children from poorer homes
/ are more likely to have their lives disrupted
by marital breakdown, violence, moving, etc.
※have O done「Oを～された状態にされる」
They think in the short term
/ because there is no predictable long term.
[6]朗報は，欲求を満たすことを先延ばしする能力の差は早いうちから現れ，持続するものであるけれども，その能力は意識的に努力することで改善することができるということである。道徳的な説教をしてもうまくいかない。単なる意志の力だけでもうまくいきそうにない。マシュマロを食べるのを我慢した子供たちは，直接マシュマロを見つめて，鉄のような自制心を働かせたのではなかった。それとは逆に他のことを考えることができたので，食べたいという気持ちを抑えることができたのだ。功を奏するのは，子供たちにとって安定していて，先が見通せる環境を作ってやることであり，そういう環境ではよい行いや習慣は報われるのだ。自制心を必要とする一連のテストを課された若者たちは，どんどんできるようになるのである。この構図は，もしそれがこれほどまでに教育者や政策立案者に無視されていなければ，あまりにも明白で，改めて述べるまでもないものであろう。どういうわけか，今は構造改革や統一試験ばかりに焦点が当てられ，実生活での成功の核心にある道徳的，心理的特性がほとんど見過ごされるような世の中になってしまった。ミシェルはニューヨークにある学校に 自分の研究に基づくプログラムに興味をもってもらおうとした。しかし，言うまでもなく，それに応じた学校はほぼ皆無だった。
The good news is
/ that while differences in the ability to delay gratification
/ emerge early and persist,
/ that ability can be improved with conscious effort.
Moral lectures do not work.
Sheer willpower does not seem to work either.
The children
{who resisted eating the marshmallow}
did not stare directly at it
and exercise iron discipline.
On the contrary,
/ they were able to resist their appetites
/ because they were able to think about other things.
What works
/ is creating stable, predictable environments for children
, {in which good behavior and practice ( F )}.
Young people
{who are given a series of tests
{that demand self-control}}
/ get better at it.
This pattern would be too obvious to mention
/ if it were not so largely ignored
/ by educators and policymakers.
Somehow we have entered a world
{in which we focus mainly on structural reforms and standardized tests,
/ but largely overlook the moral and psychological traits
{that are at the heart of actual success}}.
Mischel tried to interest New York schools
/ in programs based on his research.
※interest O in 「Oを～に興味を持たせる」
However, needless to say, he found almost no takers.
The good news is
/ that while differences in the ability to delay gratification
/ emerge early and persist,
/ that ability can be improved with conscious effort.
Moral lectures do not work.
Sheer willpower does not seem to work either.
The children
{who resisted eating the marshmallow}
did not stare directly at it
and exercise iron discipline.
On the contrary,
/ they were able to resist their appetites
/ because they were able to think about other things.
What works
/ is creating stable, predictable environments for children
, {in which good behavior and practice ( F )}.
Young people
{who are given a series of tests
{that demand self-control}}
/ get better at it.
This pattern would be too obvious to mention
/ if it were not so largely ignored
/ by educators and policymakers.
Somehow we have entered a world
{in which we focus mainly on structural reforms and standardized tests,
/ but largely overlook the moral and psychological traits
{that are at the heart of actual success}}.
Mischel tried to interest New York schools
/ in programs based on his research.
※interest O in 「Oを～に興味を持たせる」
However, needless to say, he found almost no takers.
1 Use six of the seven words below to fill in blank space (A) in the best way. Indicate your choices for the second, fourth, and sixth positions.
(a) back (b) come (c) for (d) him(e) them (f) to (g) waited
2 Choose the most suitable order of sentences from those below to fill in blank space (B).
3 Choose the most suitable answer from those below to fill in blank space (C).
4 Choose the most suitable pair of words from those below to fill in blank spaces (D) and (E).
(a) general ―detailed
(b) hereditary―environmental
(c) mental―physical
(d) public―private
(e) simple ―complicated
5 Choose the most suitable answer from those below to fill in blank space (J).
(a) follow through
(b) give in
(c) move over
(d) pay off
(e) turn around
6 Choose the most suitable answer from those below to complete the following sentence.
The writer notes that programs based on Mischel's research were
(a) not suitable replacements for standardized tests.
(b) seldom adopted by schools.
(c) too complex to be understood.
(d) too simple to deal with moral and psychological issues.
(e) tried but found to be ineffective.
1. (c)(f)(a) 2. (b)(d)(a)(c) 3(a) 4(b) 5(d) 6(b) 7(d)
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