評論
打印
Going to university is supposed to be a mind-broadening experience.
讀大學(xué)應(yīng)該是開闊思想的經(jīng)歷。
That assertion is presumably made in contradistinction to training for work straight after school, which might not be so stimulating.
這種說法可能是為了與畢業(yè)后直接參加工作培訓(xùn)的說法相對比，這聽起來或許沒那么勵志。
But is it actually true? Jessika Golle of the University of Tubingen, in Germany, thought she would try to find out.
但真的是這樣么？德國蒂賓根大學(xué)的Jessika Golle認(rèn)為她可以試著找到答案。
Her result, however, is not quite what might be expected. As she reports in Psychological Science this week,
但她得到的結(jié)果和所期待的大有不同。本周她在《心理科學(xué)》的報告稱，
she found that those who have been to university do indeed seem to leave with broader and more inquiring minds
她發(fā)現(xiàn)和那些離校后馬上進(jìn)行職業(yè)訓(xùn)練的人相比，
than those who have spent their immediate post-school years in vocational training for work.
那些讀過大學(xué)的人看起來確實(shí)在畢業(yè)后有更加開闊的探索性的思維。
However, it was not the case that university broadened minds. Rather, work seemed to narrow them.
但大學(xué)能夠開闊思維，其實(shí)并非如此。但工作似乎會使思維狹隘。
Dr Golle came to this conclusion after she and a team of colleagues studied the early careers of 2,095 German youngsters.
Golle博士和她的同事團(tuán)隊對2095名德國年輕人的早期事業(yè)進(jìn)行研究，之后她得出了這個結(jié)論。
During the period under investigation (the system was modified slightly this year), Germany had three tracks in its schools:
在調(diào)查期間（今年對該體系進(jìn)行了稍微修改），德國的學(xué)校分為三類：
a low one for pupils who would most probably leave school early and enter vocational training;
低等學(xué)校—學(xué)生們可能會早找離開學(xué)校接受職業(yè)訓(xùn)練；
a high one for those almost certain to enter university; and an intermediate one, from which there was a choice between the academic and vocational routes.
高等學(xué)校—學(xué)生基本一定會讀大學(xué)；以及中等學(xué)校—從這里出來的學(xué)生要在學(xué)術(shù)和職業(yè)道路中二選一。
The team used two standardised tests to assess their volunteers.
該團(tuán)隊利用兩種標(biāo)準(zhǔn)測試對他們的志愿者進(jìn)行評估。
One was of personality traits (openness, neuroticism, conscientiousness, agreeableness and extroversion).
一個是人格特征（開放、神經(jīng)質(zhì)、有責(zé)任心、親和以及外向）。
The other was of attitudes (realistic, investigative, artistic, social, enterprising and conventional).
另一個是態(tài)度（現(xiàn)實(shí)主義、探究型、藝術(shù)型、社會型、開創(chuàng)型和保守型）。
They administered both tests twice—once towards the end of each volunteer's time at school, and then again six years later.
每個測試均會進(jìn)行兩次—— 一次是在每位志愿者的離校之時，第二次是在六年之后。
Of the original group, 382 were on the intermediate track, and it was on these that the researchers focused. University beckoned for 212 of them.
原始組中有382人就讀中等學(xué)校，這是研究人員重點(diǎn)關(guān)注的對象。其中212名被大學(xué)錄取。
The remaining 170 opted for vocational training and a job.
剩下的170人選擇職業(yè)培訓(xùn)或參加工作。
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