原文Is comprehension the same whether a person reads a text onscreen or on paper? And are listening to and viewing content as effective as reading the written word when covering the same material? The answers to both questions are often “no”. The reasons relate to a variety of factors, including reduced concentration, an entertainment mindset (心态) and a tendency to multitask while consuming digital content.
When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A large amount of research confirms this finding. The benefits of print reading particularly shine through when experimenters move from posing simple tasks — like identifying the main idea in a reading passage — to ones that require mental abstraction — such as drawing inferences from a text.
The differences between print and digital reading results are partly related to paper’s physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they’ve read to how far into the book it was or where it was on the page.
But equally important is the mental aspect. Reading researchers have proposed a theory called “shallowing hypothesis (假说)”. According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print.
Audio (音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies — say, assigning an online talk instead of an article by the same person. However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces.
Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators shouldn’t assume all media are the same, even when they contain identical words.
28. What does the underlined phrase “shine through” in paragraph 2 mean?
A. Seem unlikely to last. B. Seem hard to explain.
C. Become ready to use. D. Become easy to notice.
29. What does the shallowing hypothesis assume?
A. Readers treat digital texts lightly. B. Digital texts are simpler to understand.
C. People select digital texts randomly. D. Digital texts are suitable for social media.
30. Why are audio and video increasingly used by university teachers?
A. They can hold students' attention. B. They are more convenient to prepare.
C. They help develop advanced skills. D. They are more informative than text.
31. What does the author imply in the last paragraph?
A. Students should apply multiple learning techniques. B. Teachers should produce their own teaching material.
C. Print texts cannot be entirely replaced in education. D. Education outside the classroom cannot be ignored. 译文无论一个人是在屏幕上还是在纸上阅读文本，理解力都是一样的吗？在阅读同一材料时，听和看内容是否与阅读书面文字一样有效？这两个问题的答案通常都是“否”。原因与多种因素有关，包括注意力下降、娱乐心态以及在消费数字内容时倾向于多任务处理。
当阅读几百个单词或更多的文本时，在纸上学习通常比在屏幕上学习更成功。大量研究证实了这一发现。当实验者从提出简单的任务（如识别阅读文章中的主要思想）转向需要心理抽象的任务（例如从文本中推断）时，印刷阅读的好处尤其明显。
印刷和数字阅读结果之间的差异部分与纸张的物理性质有关。有了纸，就有了文字上的手，以及不同页面的视觉地理。人们经常将他们对所读内容的记忆与书的深度或页面上的位置联系起来。
但同样重要的是心理方面。阅读研究人员提出了一种名为“浅化假说”的理论。根据这一理论，人们以适合社交媒体的心态处理数字文本，而社交媒体往往不那么严肃，并且比阅读印刷品时投入的精力更少。
音频和视频比文本更具吸引力，因此大学教师越来越多地转向这些技术——比如，分配一个在线演讲而不是同一个人的文章。然而，心理学家已经证明，当成年人阅读新闻故事时，他们比听或看相同的文章记得更多的内容。
数字文本、音频和视频都有教育作用，尤其是在提供印刷品中没有的资源时。然而，为了在需要心理关注和反思的地方最大限度地学习，教育工作者不应该假设所有媒体都是一样的，即使它们包含相同的单词。
28.第2段中带下划线的“闪耀”一词是什么意思？
A.似乎不太可能持久。B.似乎很难解释。
C.准备好使用。D.变得容易被注意到。
29.浅层假设假设了什么？
A.读者对数字文本持轻视态度。B.数字文本更容易理解。
C.人们随机选择数字文本。D.数字文本适用于社交媒体。
30.为什么大学教师越来越多地使用音频和视频？
A.它们能吸引学生的注意力。B.它们更便于准备。
C.他们帮助发展高级技能。D.它们比文本更有信息量。
31.作者在最后一段中暗示了什么？
A.学生应该运用多种学习技巧。 B.教师应该自己编写教材。
C.印刷文本在教育中不能完全取代。
D.课堂外的教育不容忽视。

1 段译 无论一个人是在屏幕上还是在纸上阅读文本，理解力都是一样的吗？在阅读同一材料时，听和看内容是否与阅读书面文字一样有效？这两个问题的答案通常都是“否”。原因与多种因素有关，包括注意力下降、娱乐心态以及在消费数字内容时倾向于多任务处理。

Is comprehension the same whether a person reads a text onscreen or on paper? 句译 是理解相同的是否一个人阅读文本在屏幕上还是在纸上？And are listening to and viewing content as effective as reading the written word when covering the same material? 句译 是听和写内容一样有效的像阅读写的词语当覆盖相同材料？The answers to both questions are often “no”. 句译 回答对问题是经常不。The reasons relate to a variety of factors, including reduced concentration, an entertainment mindset (心态) and a tendency to multitask while consuming digital content. 句译 原因有关各种各样的因素，包括减少集中，娱乐心态和倾向对多任务当消费数码内容。

2 段译 当阅读几百个单词或更多的文本时，在纸上学习通常比在屏幕上学习更成功。大量研究证实了这一发现。当实验者从提出简单的任务（如识别阅读文章中的主要思想）转向需要心理抽象的任务（例如从文本中推断）时，印刷阅读的好处尤其明显。

When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen.句译 当阅读文本几百词语或更多的，学习是总体上更成功的当它在纸上比在屏幕上。 A large amount of research confirms this finding. 句译 许多研究确认这发现。The benefits of print reading particularly shine through when experimenters move from posing simple tasks — like identifying the main idea in a reading passage — to ones that require mental abstraction — such as drawing inferences from a text.句译 好处印刷阅读尤其闪耀当实验者移动从设置简单任务——像识别主要想法在阅读短文——到一个要求头脑抽象——诸如引起影响从文本。

3 段译 印刷和数字阅读结果之间的差异部分与纸张的物理性质有关。有了纸，就有了文字上的手，以及不同页面的视觉地理。人们经常将他们对所读内容的记忆与书的深度或页面上的位置联系起来。

The differences between print and digital reading results are partly related to paper’s physical properties. 句译 不同在之间印刷和数字阅读结果是不分地联系到纸物理属性。With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. 句译 带纸，有文字的放手的，随着可视的地理不同页的。People often link their memory of what they’ve read to how far into the book it was or where it was on the page.句译 人们经常连接他们的记忆什么他们阅读对多远进入书它是或在哪它是在上页。

4 段译 但同样重要的是心理方面。阅读研究人员提出了一种名为“浅化假说”的理论。根据这一理论，人们以适合社交媒体的心态处理数字文本，而社交媒体往往不那么严肃，并且比阅读印刷品时投入的精力更少。

But equally important is the mental aspect. 句译 但是一样地重要是头脑方面。Reading researchers have proposed a theory called “shallowing hypothesis (假说)”. 句译 阅读研究者已提出理论被叫浅假说。According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print.句译 按照这个理论，人们接近数码文本带心态适合社交媒体，它是经常不那么严重的。

5 段译 音频和视频比文本更具吸引力，因此大学教师越来越多地转向这些技术——比如，分配一个在线演讲而不是同一个人的文章。然而，心理学家已经证明，当成年人阅读新闻故事时，他们比听或看相同的文章记得更多的内容。

Audio (音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies — say, assigning an online talk instead of an article by the same person. 句译 音频和视频能感到更吸引人的比文本，并且所以大学老师增加地转向这些技术——比如，分配线上交谈代替文章通过同一个人。However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces.句译 然而，心里学家已证明当成年人越多新闻故事时，他们记得更多内容的比假如他们听或看相同块。

6 段译 数字文本、音频和视频都有教育作用，尤其是在提供印刷品中没有的资源时。然而，为了在需要心理关注和反思的地方最大限度地学习，教育工作者不应该假设所有媒体都是一样的，即使它们包含相同的单词。

Digital texts, audio and video all have educational roles, especially when providing resources not available in print. 句译 数码文本，语音和视频到有教育作用，尤其当提供资源不可提供的在印刷。However, for maximizing learning where mental focus and reflection are called for, educators shouldn’t assume all media are the same, even when they contain identical words.句译 然而，为了最多化学习在那儿心理的焦点和反思被要求，教育者应该不假设所有媒体是相同的，甚至当他们包含相同的词语。

28. What does the underlined phrase “shine through” in paragraph 2 mean?翻译 28.什么下划线短语“shine through”在段落2意思？

A. Seem unlikely to last. 翻译 A.好像不可能去持久。