46. When people find they are powerless to change a situation, they tend to live with it.

47. To be effective, environmental messages should be carefully framed.

48. It is the government’s responsibility to persuade people into making environment-friendly decisions.

49. Politicians are beginning to realize the importance of enlisting psychologists’ help in fighting climate change.

50. To find effective solutions to climate change, it is necessary to understand what motivates people to make change.

51. In their evolution, humans have learned to pay attention to the most urgent issues instead of long-term concerns.

52. One study shows that our neighbors’ actions are influential unchanging our behavior.

53. Despite clear signs of global warming, it is not easy for most people to believe climate change will affect their own lives.

54. We would take our future into consideration in making decisions concerning climate change before it is too late.

55. Existing social networks can be more effective in creating change in people’s behaviour.

仔细阅读

Passage One

More than a decade ago, cognitive scientists John Bransford and Daniel Schwartz, both then at Vanderbilt University, found that what distinguished young adults from children was not the ability to retain facts or apply prior knowledge to a new situation but a quality they called "preparation for future learning." The researchers asked fifth graders and college students to create a recovery plan to protect bald eagles from extinction. Shockingly, the two groups came up with plans of similar quality( although the college students had better spelling skills). From the standpoint of a traditional educator, this outcome indicated that schooling and failed to help students think about ecosystems and extinction, major scientific ideas.

The researchers decided to go deeper, however. They asked both groups to generate questions about important issues need to create recovery plans. On this task, they found large differences. College students focused on critical issues of interdependence between eagles and their habitats(栖息地). Fifth graders tended to focus on features of individual eagles("How big are they?" and "What do they eat?"). The college students had cultivated the ability to ask questions, the cornerstone of critical thinking. They had learned how to learn.

Museums and other institutions of informal learning may be better suited to teach this skill than elementary and secondary schools.At the Exploratorium in San Francisco, we recently studied how learning to ask good questions can affect the quality of people’s scientific inquiry. We found that when we taught participants to ask "What if?" and "How can?" questions that nobody present would know the answer to and that would spark exploration, they engaged in better inquiry at the next exhibit —asking more questions, performing more experiments and making better interpretations of their results. Specifically, their questions became more comprehensive at the new exhibit. Rather than merely asking about something they wanted to try, they tended to include both cause and effect in their question. Asking juicy questions appears to be a transferable skill for deepening collaborative inquiry into the science content found in exhibits.

This type of learning is not confined to museums or institutional settings. Informal learning environments tolerate failure better than schools. Perhaps many teachers have too little time to allow students to form and pursue their own questions and too much ground to cover in the curriculum. But people must acquire this skill somewhere. Our society depends on them being able to make critical decisions about their own medical treatment,say,or what we must do about global energy needs and demands. For that, we have a robust informal learning system that gives no grades, takes all comers, and is available even on holidays and weekends.