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新概念英语2课文文本

新概念英语第一册Lesson1-6课文注释

新概念英语第一册Lesson1-6课文注释新概念英语第一册Lesson1-2课文注释 1.Excuse me!这是常用于表示道歉的客套话，相当于汉语中的"劳驾"、"对不起"。当我们要引起别人的注意、要打搅别人或打断别人的话时，通常都可使用这一表达方式。在课文中，男士为了吸引女士的注意而使用了这句客套话。它也可用在下列场合：向陌生人问路，借用他人的电话，从别人身边挤过，在宴席或会议中途要离开一会儿等等。 2.Yes?什么事? 课文中的 Yes?应用升调朗读，意为："什么事?"Yes?以升调表示某种不肯定或询问之意，也含有请对方说下去的意思。 3.Pardon?对不起，请再说一遍。当我们没听清或没理解对方的话并希望对方能重复一遍时，就可以使用这一表达方式。较为正式的说法是： I beg your pardon. I beg your pardon?

Pardon me. 它们在汉语中的意思相当于"对不起，请再说一遍"或者"对不起，请再说一遍好吗?" 4.Thank you very much.非常感谢! 这是一句表示感谢的用语，意为"非常感谢(你)"。请看下列类似的表达式，并注意其语气上的差异： Thank you. 谢谢(你)。 Thanks! 谢谢! Many thanks. Thanks a lot. Thanks very much.

<口>非常感谢。 5.数字1～10的英文写法 1-one 2-two 3-three 4-four 5-five 6-six 7-seven 8-eight 9-nine 10-ten 新概念英语第一册Lesson3-4课文注释 1. My coat and my umbrella please.请把我的大衣和伞伞给我。这是一个省略形式的祈使句，完整的句子应为: Give me my coat and my umbrella，please. 口语中，在语境明确的情况下通常可省略动词和间接宾语，如: (Show me your)Ticket，please. 请出示你的票。

新标准大学英语综合教程2课文翻译U2R2

How empathy unfolds 同感是怎样表露的 1 The moment Hope, just nine months old, saw another baby fall, tears welled up in her own eyes and she crawled off to be comforted by her mother, as though it were she who had been hurt. And 15-month-old Michael went to get his own teddy bear for his crying friend Paul; when Paul kept crying, Michael retrieved Paul's security blanket for him. Both these small acts of sympathy and caring were observed by mothers trained to record such incidents of empathy in action. The results of the study suggest that the roots of empathy can be traced to infancy. Virtually from the day they are born infants are upset when they hear another infant crying – a response some see as the earliest precursor of empathy. 霍普才九个月大，一见到另一个婴儿摔倒，泪水就涌了出来。她爬到妈妈身边寻求安慰，就好像是她自己摔疼了。15个月大的迈克尔把自己的玩具熊拿来给正在大哭的朋友保罗；保罗不停地大哭的时候，迈克尔替保罗捡回他的安乐毯。这些小小的表示同情和关爱的举动都是接受过记录同感行为训练的母亲们观察到的。这项研究的结果表明，同感的根源可以追溯到人的婴儿期。实际上，从出生的那天起，婴儿在听到其他婴儿哭闹的时候就会感到不安——有些人认为这种反应是同感的最初先兆。 2 Developmental psychologists have found that infants feel sympathetic distress even before they fully realize that they exist apart from other people. Even a few months after birth, infants react to a disturbance in those around them as though it were their own, crying when they see another child's tears. By one year or so, they start to realize the misery is not their own but someone else's, though they still seem confused over what to do about it. In research by Martin L. Hoffman at New York University, for example, a oneyear-old brought his own mother over to comfort a crying friend, ignoring the friend's mother, who was also in the room. This confusion is seen too when one-year-olds imitate the distress of someone else, possibly to better comprehend what they are feeling; for example, if another baby hurts her fingers, a one-year-old might put her own fingers in her mouth to see if she hurts, too. On seeing his mother cry, one baby wiped his own eyes, though they had no tears. 成长心理学家发现，甚至在充分意识到自己是独立于其他人而存在之前，婴儿就感受到了同情的苦恼。甚至在出生后几个月，婴儿就会对周围人的烦躁不安做出反应，就好像他们自己的烦躁不安一样，看到别的孩子哭也跟着哭。到了一岁左右，他们开始意识到痛苦不是他们的，而是别人的，可是他们对这样的事情似乎还是感到不知所措。例如，在纽约大学的马丁·L.霍夫曼所做的一项研究中，一个一岁的孩子把自己的妈妈拉过来安慰哭闹的朋友，却忽视了同在一室的朋友的妈妈。这样的困惑在其他一岁大的孩子身上也能看到，他们模仿别的孩子的痛苦，也许是为了更好地理解他们的感受。例如，如果别的婴儿伤了手指，一个一岁大的孩子就会把自己的手指放进嘴里，看看自己是否也感觉到痛。看到自己的妈妈哭，婴儿即使没有眼泪，也会擦拭自己的眼睛。 3 Such motor mimicry, as it is called, is the original technical sense of the word empathy as it was first used in the 1920s by E. B. Titchener, an American psychologist. Titchener's theory was that empathy stemmed from a sort of physical imitation of the distress of another, which then evokes the same feelings in oneself. He sought a word that would be distinct from sympathy, which can

新概念英语第2册课文word版

Lesson 1 A private conversation 私人谈话 Last week I went to the theatre. I had a very good seat. The play was very interesting. I did not enjoy it. A young man and a young woman were sitting behind me. They were talking loudly. I got very angry. I could not hear the actors. I turned round. I looked at the man and the woman angrily. They did not pay any attention. In the end, I could not bear it. I turned round again. 'I can't hear a word!' I said angrily. ' It's none of your business,' the young man said rudely. 'This is a private conversation!'. Lesson 2 Breakfast or lunch? 早餐还是午餐？ It was Sunday. I never get up early on Sundays. I sometimes stay in bed until lunch time. Last Sunday I got up very late. I looked out of the window. It was dark outside. 'What a day!' I thought. 'It's raining again.' Just then, the telephone rang. It was my aunt Lucy.' I've just arrived by train,' she said. 'I'm coming to see you.' 'But I'm still having breakfast,' I said. 'What are you doing ?' she asked. ' I'm having breakfast,' I repeated.

全新版大学英语综合教程2课文原文与翻译

Unit1 One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later. However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon). But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?

新概念英语2 课文及翻译

新概念英语第2册课文 1 A private conversation私人谈话 Last week I went to the theatre. I had a very good seat. The play was very interesting. I did not enjoy it. A young man and a young woman were sitting behind me. They were talking loudly. I got very angry. I could not hear the actors. I turned round. I looked at the man and the woman angrily. They did not pay any attention. In the end, I could not bear it. I turned round again. 'I can't hear a word!' I said angrily. 'It's none of your business,' the young man said rudely. 'This is a private conversation!' 上星期我去看戏。我的座位很好。发挥是很有趣的。我不喜欢它。一青年男子与一年轻女子坐在我的身后。他们在大声地说话。我很生气。我听不见演员。我转过身。我看着那个男人和女人生气。他们没有注意。最后，我忍不住了。我又一次转过身去。”我不能听到一个字！”我愤怒地说。”这不关你的事，”那男的毫不客气地说。”这是私人间的谈话！” 2 Breakfast or lunch?早餐还是午餐？ It was Sunday. I never get up early on Sundays. I sometimes stay in bed until lunchtime. Last Sunday I got up very late. I looked out of the window. It was dark outside. 'What a day!' I thought. 'It's raining again.' Just then, the telephone rang. It was my aunt Lucy. 'I've just arrived by train,' she said. 'I'm coming to see you.' 'But I'm still having breakfast,' I said. 'What are you doing?' she asked. 'I'm having breakfast,' I repeated. 'Dear me,' she said. 'Do you always get up so late? It's one o'clock!' 它是星期日。在星期天我是从来不早起。有时我要一直躺到吃午饭的时候。上周日我起床很晚。我看着窗外。它是黑暗的外面。”多好的一天！”我的思想。”又下雨了。”正在这时，电话铃响了。是我姑母露西打来的。”我刚下火车，”她说。”我来看你。”“但我还在吃早饭，”我说。”你干什么呢。她问。”我正在吃早饭，”我又说了一遍。”我亲爱的，”她说。”你总是起得这么晚吗？现在已经一点了！” 3 Please send me a card请给我寄一张明信片 Postcards always spoil my holidays. Last summer, I went to Italy. I visited museums and sat in public gardens. A friendly waiter taught me a few words of Italian. Then he lent me a book. I read a few lines, but I did not understand a word. Everyday I thought about postcards. My holidays passed quickly, but I did not send cards to my friends. On the last day I made a big decision. I got up early and bought thirty-seven cards. I spent the whole day in my room, but I did not write a single card! 明信片总是破坏我的假期。去年夏天，我去了意大利。我参观了博物馆，然后坐在公园里。一位好客的服务员教了我几句意大利语。然后他借给我一本书。我读了几行，但一个字也不懂。我每天都想着明信片的事。假期过得真快，可我还没有给我的朋友寄卡片。在最后一天我做了一个重大的决定。我起得很早，买了三十七张明信片。我花了一整天在我的房间，但我没有写一张卡片！

全新版大学英语综合教程2课文原文及翻译

One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later. However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon). But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?

新概念英语第一册课文原文

新概念英语第一册 Lesson1: Excuse me! Excuse me! Yes? Is this your handbag? Pardon? Is this your handbag? Yes, it is. Thank you very much. Lesson 3:Sorry sir. My coat and my umbrella please. Here is my ticket. Thank you sir. Number five. Here is your umbrella and your coat. This is not my umbrella. Sorry sir. Is this your umbrella? No, it isn't. Is this it? Yes, it is. Thank you very much. Lesson 5: Nice to meet you. Good morning. Good morning, Mr. Blake. This is Miss Sophie Dupont. Sophie is a new student. She is a French. Sophie, this is Hans. He is German. Nice to meet you. And this is Naoko. She’ｓJapanese. Nice to meet you. And this is Chang-woo. He’s Korean. Nice to meet you. And this is Luming. He’s Chinese. Nice to meet you. And this is Xiaohui. She’s Chinese, too. Nice to meet you.

新世纪大学英语综合教程2课文翻译(含textB)

新世纪大学英语综合教程2课文翻译 UNIT 1 “我原谅你” 1、并非只有婚姻关系才需要宽恕。我们与子女、朋友、同事、邻居，甚至陌生人相处时同样需要宽恕。事实上，没有宽恕的氧气，任何人际关系都无从维系。宽恕并不是脾气好的人们才拥有的特质；它是所有关系的必要条件，也是自己的身心健康不可缺少的。 2、有些人可能认为，自己受伤太深、次数太多，无法宽恕。可耐人寻味的是，恰恰是被伤得最深的人，才真正需要宽恕别人，原因很简单：仇恨就像癌症，会毁掉宿主。如果不尽快铲除，它就会生根发芽，使那些执意仇恨无法释怀的人受伤甚至死亡。 3、因为事实是，除非我们能宽恕他人，否则就永远无法恢复。伤口会继续溃烂，永不愈合。中国有句古谚，“复仇者必自绝”。 4、对有些人来说，宽恕他人似乎是不可能的，因为他们根本不知从何做起。首先你要接受一个非常重要的事实：宽恕他人并不是件容易的事。事实上，对于我们大多数人来说，这也许是最难做到的。 5、被伤害的是我们，却还要宽恕他人，这似乎毫无公平可言，然而这正是宽恕的关键所在。 6、“宽恕并忘记”，这句俗话谁都会脱口而出，但实际上既简单又肤浅。一则这是绝对不可能的，二则它完全偏离了宽恕的真正含义。生活中最需要宽恕的事正是那些无法忘记的事。我们不应把这些事掩饰起来，而需记住它们，并有意不因此对做过这些事的人怀有成见，然后继续生活。 7、这就是为什么有的时候会感到：宽恕别人，一开始会相对容易些，难的是每次你看到那个人，与他谈话，甚至只是想起他之后如何控制自己的感情。真正的宽恕不是一劳永逸之举，而是持久的情感面对。 8、等待越久，宽恕就越难。实际上，时间不会愈合伤口，只会让愤懑和仇恨更长时间地吞噬你的内心。如果要等待“适当的时候”，你也许永远都找不到机会。 9、开始运用宽恕的艺术之前，你先要问自己这样一个问题：我们中有多少人在特定的场合下是完全无辜的呢？ 10、几年前，我和妻子买了一件便宜家具。最初几个月，它蒙蔽了所有人——美观、实用、人见人爱。我们认为它太适合我们家了。可时间一长，表面薄层的边角部分开始慢慢脱落。再也没有当初的效果了，不过至少它现在是以真实面目示人！事实是，不管喜欢不喜欢，在漂亮的表层下，我们都只是刨花板。因此，在我们评判别人之前，明智的做法是先在镜子里认真审视自己。我们越是审视自己，正视自己的缺点，便越愿意也越能够宽恕他人的缺点，宽恕得越多，也就越能体会到真正的满足。

新概念英语第二册课文(96篇)

新概念英语第2册课文译文

1.私人谈话上星期我去看戏。我的座位很好。发挥是很有趣的。我不喜欢它。一青年男子与一年轻女子坐在我的身后。他们在大声地说话。我很生气。我听不见演员。我转过身。我看着那个男人和女人生气。他们没有注意。最后，我忍不住了。我又一次转过身去。”我不能听到一个字！”我愤怒地说。”这不关你的事，”那男的毫不客气地说。”这是私人间的谈话！” 2.早餐还是午餐？它是星期日。在星期天我是从来不早起。有时我要一直躺到吃午饭的时候。上周日我起床很晚。我看着窗外。它是黑暗的外面。”多好的一天！”我的思想。”又下雨了。”正在这时，电话铃响了。是我姑母露西打来的。”我刚下火车，”她说。”我来看你。”“但我还在吃早饭，”我说。”你干什么呢。她问。”我正在吃早饭，”我又说了一遍。”我亲爱的，”她说。”你总是起得这么晚吗？现在已经一点了！” 3.请给我寄一张明信片明信片总是破坏我的假期。去年夏天，我去了意大利。我参观了博物馆，然后坐在公园里。一位好客的服务员教了我几句意大利语。然后他借给我一本书。我读了几行，但一个字也不懂。我每天都想着明信片的事。假期过得真快，可我还没有给我的朋友寄卡片。在最后一天我做了一个重大的决定。我起得很早，买了三十七张明信片。我花了一整天在我的房间，但我没有写一张卡片！ 4.激动人心的旅行我刚刚收到弟弟的来信，提姆。他在澳大利亚。他有六个月了。提姆是一个工程师。他是一家大公司工作，他已经访问了许多不同的地方在澳大利亚。他刚买了一辆汽车和澳大利亚已经向爱丽丝斯普林斯，一个小镇的中心，澳大利亚。他将很快访问达尔文。从那里，他再飞往珀斯。我兄弟从来没有出过国，因此他觉得这次旅行非常激动。

新概念英语第一册Lesson55~64课文注释

新概念英语第一册Lesson55~64课文注释新概念英语第一册Lesson55~56课文注释 1 the Sawyers是指索耶一家。在英文中，姓氏后面加-s，前面加定冠词the，用来指一家人，特别是丈夫和妻子。 2 go to school，上学，请注意school前不带任何冠词。 3 at noon指“正午”;也叫midday。请注意本课中表示时间的不同短语：in the morning/afternoon/evening, at noon/night。 4 They arrive home early. 在本句中home和early都是副词，下文中的home和late 也是副词。 5 at night, 在夜里。新概念英语第一册Lesson57~58课文注释 1 It is eight o’clock. 现在是8点钟。在英语中常用it来指时间、天气、温度或距离。这种it被称作“虚主语”。 2 by car，乘汽车。on foot，步行。这两个状语短语均用来表示方式。 3 at the moment，指眼前，“此刻”。新概念英语第一册Lesson59~60课文注释

1 Do you want the large size or the small size? 这句话是选择疑问句，逗号前的size读升调，后者读降调。 2 I only have large ones. 句中的ones指pads。 3 What else do you want? 您还要什么吗?其中的What else…? 可以看作是表示疑问的一个短语，意思是：“还有什么吗?” 新概念英语第一册Lesson61~62课文注释 1 What’s the matter with him? 他怎么啦? What’s the matter with…? 常用来询问人或事物的状况，常作“是否有问题?”“是否有麻烦”讲。 2 feel ill,觉得病了，feel是系动词，ill是表语。注意feel ill和look ill在意思上的区别;前者指自我感觉，后者指外表形象。 3 It’s 09754. 其中It’s指“电话号码是”。 4 have a bad cold, 得了重感冒。 5 That’s good news中的news是不可数名词，不是复数形式。 6 Good news? 是省略句，完整的句子应为Is it good news? 新概念英语第一册Lesson63~64课文注释 1 He’s better. 在英文中，如果将一个人或物等与另一个人或物等进行

全新版大学英语第二版综合教程2课文

BOOK2课文译文 UNIT1 TextA 中国式的学习风格 1987年春，我和妻子埃伦带着我们18个月的儿子本杰明在繁忙的中国东部城市南京住了一个月，同时考察中国幼儿园和小学的艺术教育情况。然而，我和埃伦获得的有关中美教育观念差异的最难忘的体验并非来自课堂，而是来自我们在南京期间寓居的金陵饭店堂。我们的房门钥匙系在一块标有房间号的大塑料板上。酒店鼓励客人外出时留下钥匙，可以交给服务员，也可以从一个槽口塞入钥匙箱。由于口子狭小，你得留神将钥匙放准位置才塞得进去。本杰明爱拿着钥匙走来走去，边走边用力摇晃着。他还喜欢试着把钥匙往槽口里塞。由于他还年幼，不太明白得把钥匙放准位置才成，因此总塞不进去。本杰明一点也不在意。他从钥匙声响中得到的乐趣大概跟他偶尔把钥匙成功地塞进槽口而获得的乐趣一样多。我和埃伦都满不在乎，任由本杰明拿着钥匙在钥匙箱槽口鼓捣。他的探索行为似乎并无任何害处。但我很快就观察到一个有趣的现象。饭店里任何一个中国工作人员若在近旁，都会走过来看着本杰明，见他初试失败，便都会试图帮忙。他们会轻轻握牢本杰明的手，直接将它引向钥匙槽口，进行必要的重新定位，并帮他把钥匙插入槽口。然后那位“老师”会有所期待地对着我和埃伦微笑，似乎等着我们说声谢谢——偶尔他会微微皱眉，似乎觉得我俩没有尽到当父母的责任。我很快意识到，这件小事与我们在中国要做的工作直接相关：考察儿童早期教育（尤其是艺术教育）的方式，揭示中国人对创造性活动的态度。因此，不久我就在与中国教育工作者讨论时谈起了钥匙槽口一事。两种不同的学习方式

我的中国同行，除了少数几个人外，对此事的态度与金陵饭店工作人员一样。既然大人知道怎么把钥匙塞进槽口——这是走近槽口的最终目的，既然孩子还很年幼，还没有灵巧到可以独自完成要做的动作，让他自己瞎折腾会有什么好处呢？他很有可能会灰心丧气发脾气——这当然不是所希望的结果。为什么不教他怎么做呢？他会高兴，他还能早些学会做这件事，进而去学做更复杂的事，如开门，或索要钥匙——这两件事到时候同样可以（也应该）示范给他看。我俩颇为同情地听着这一番道理，解释道，首先，我们并不在意本杰明能不能把钥匙塞进钥匙的槽口。他玩得开心，而且在探索，这两点才是我们真正看重的。但关键在于，在这个过程中，我们试图让本杰明懂得，一个人是能够很好地自行解决问题的。这种自力更生的精神是美国中产阶级最重要的一条育儿观。如果我们向孩子演示该如何做某件事——把钥匙塞进钥匙槽口也好，画只鸡或是弥补某种错误行为也好——那他就不太可能自行想方设法去完成这件事。从更广泛的意义上说，他就不太可能——如美国人那样——将人生视为一系列的情境，在这些情境中，一个人必须学会独立思考，学会独立解决问题，进而学会发现需要创造性地加以解决的新问题。把着手教回想起来，当时我就清楚地意识到，这件事正是体现了问题的关键之所在——而且不仅仅是一种意义上的关键之所在。这件事表明了我们两国在教育和艺术实践上的重要差异。那些善意的中国旁观者前来帮助本杰明时，他们不是简单地像我可能会做的那样笨拙地或是犹犹豫豫地把他的手往下推。相反，他们极其熟练地、轻轻地把他引向所要到达的确切方向。我逐渐认识到，这些中国人不是简单地以一种陈旧的方式塑造、引导本杰明的行为：他们是在恪守中国传统，把着手教，教得本杰明自己会愉快地要求再来一次。

新概念英语第二册Lesson40_42课文注释

新概念英语第二册Lesson40~42课文注释新概念英语第二册Lesson40课文注释 1.next to, 挨着。它既可以表示座位挨着也可以表示地理位置上挨着： Who was the man sitting next to you during the meeting? 开会时坐在你旁边的那人是谁? There's a field/shop next to our house. 我们家房子边上有一片田野/一个商店。 2.Mrs. Rumbold was a large, unsmiling lady in a tight black dress.兰伯尔德夫人是一位身材高大、表情严肃的女人，穿一件紧身的黑衣服。 (1)unsmiling的反义词为smiling(微笑的，喜气洋洋的)。有些形容词前面可以加上前缀un-来表示相反的意义：comfortable (舒服的)/uncomfortable(不舒服的)，true(真实的)/untrue(不真实的)， interesting(有趣的)/uninteresting(无趣味的，乏味的)。 (2)in在这里表示“穿着”、“戴着”： A young man in a blue dress is inquiring for you. 有位穿蓝衣服的小伙子在找您。 3.take one's seat, 在指定的位置上就座。 take a seat表示“坐下”，比sit要正式： Please take a seat. 请坐。 take one's seat则表示位置事先已安排好：

After everyone had taken his seat, the meeting/dinner party began. 大家各自就座后，会议/宴会便开始了。 4.Her eyes were fixed on her plate and in a short time, she was busy eating. 她的眼睛盯着自己的盘子，不一会儿就忙着吃起来了。 (1)fix最常用的意思为“使……固定”、“安装”： she fixed a handle on the door. 她在门上安了个把手。 fix on的含义之一为“使(目光、注意力等)集中于”、“盯着”： He fixed his eyes on the book, but he couldn't understand a word. 他的眼睛盯着那本书，但他一个字儿也没看懂。 (2)busy+ doing sth.表示“忙着做某事”， doing前可以加 in，也可以不加： They are busy (in) repairing the car. 他们正忙着修车。 We're all busy getting ready for the performance. 我们都在忙着为演出进行准备。 5.If you ate more and talked less…如果你多吃点，少说点…… 在并列句中，相同的句子成分(如主语、谓语、状语等)通常由同一词性的单词/词组表示，并且它们的长度也差不多，以保持句子的平衡性。在课文中的这句话中ate与talked 对应，more与less对应。再如： You can either go out or stay here. 你出去也行，呆在这里也行。 He wants to buy a lot of things, but he has little money. 他想买的东西很多，但他的钱很少。

(完整word版)新标准英语综合教程2课文翻译

How Empathy Unfolds The moment Hope, just ninemonths old, saw another baby fall, tears welled up inher own eyes and she crawled off to be comforted by her mother, as though it were she who had beenhurt. And 15-month-old Michael went to get his own teddy bearfor his crying friend Paul; whenPaul kept crying, Michael retrieved Paul's security blanket for him. 霍普才九个月大，一见到另一个婴儿摔倒，泪水就涌了出来。她爬到妈妈身边寻求安慰，就好像是她自己摔疼了。15个月大的迈克尔去把自己的玩具熊拿来给正在大哭的朋友保罗；保罗不停地大哭的时候，迈克尔替保罗捡回他的安乐毯。 Both these small acts of sympathy and caring were observed by mothers trained to record such incidents of empathy in action. The results ofthe study suggest that the roots of empathy can be traced to infancy.Virtually from the day they are born infants are upset when they hear another infant crying – a response some see as the earliest precursor of empathy. 这些小小的表示同情和关爱的举动都是接受过记录同感行为训练的母亲们观察到的。这项研究的结果表明，同感的根源可以追溯到人的婴儿期。实际上，从出生的那天起，婴儿在听到其他婴儿哭闹的时候就会感到不安——有些人认为这种反应是同感的最初先兆。 Developmental psychologists have found that infants feel sympathetic distress even before they fully realize that they exist apart from other people. Even a few months after birth, infants react to a disturbance in those around them as though it were their own, crying when they see another child's tears. 成长心理学家发现，甚至在充分意识到自己是独立于其他人而存在之前，婴儿就感受到了同情的苦恼。甚至在出生后几个月，婴儿就会对周围人的烦躁不安做出反应，就好像他们自己的烦躁不安一样，看到别的孩子哭也跟着哭。 By one year or so, they start to realize the misery is not their own but someone else's, though they still seem confused over what to do about it. In research by Martin L. Hoffman at New York University, for example, a one-year-old brought his own mother over to comfort a crying friend, ignoring the friend's mother, who was also in the room. 到了一岁左右，他们开始意识到痛苦不是他们的，而是别人的，可是他们对这样的事情似乎还是感到不知所措。例如，在纽约大学的马丁·L.霍夫曼所做的一项研究中，一个一岁的孩子把自己的妈妈拉过来安慰哭闹的朋友，却忽视了同在一室的朋友的妈妈。 This confusion is seen too when one-year-olds imitate the distress of someone else, possibly to better comprehend what they are feeling; for example, if another baby hurts her fingers, a one-year-old might put her own fingers in her mouth to see if she hurts, too. On seeing his mother cry, one baby wiped his own eyes, though they had no tears. 这样的困惑在其他一岁大的孩子身上也能看到，他们模仿别的孩子的痛苦，也许是为了更好地理解他们的感受。例如，如果别的婴儿伤了手指，一个一岁大的孩子就会把自己的手指放进嘴里，看看自己是否也感觉到痛。看到自己的妈妈哭，婴儿即使没有眼泪，也会擦拭自己的眼睛。 Such motor mimicry, as it is called, is the original technical sense of the word empathy as it was first used in the 1920s by E. B. Titchener, an American