英语试题
公共英语部分
注：括号里面的文字的意思：
1.根据整篇短文的理解加进去，只是为了正片读起来相对比较通顺而已，省去括号里面的内容也可。
2.考虑的翻译的可读性，改变了原本的表述方法，括号里是字面上的意思
3.每句与每句之间的衔接的逻辑连接词。
4.对前句翻译的说明。
另，有些翻译仍然不够通顺，请见谅！^_^
Put the following passage into Chinese:
1、Critics of early schooling cite research that questions whether 4-year-old children are
ready to take on formal learning.
早教的批评者援引有关4岁的小孩是否已经准备好接受正规学习的研究。
Educators find that older toddlers are more likely to succeed during their school careers, whereas their younger counterparts are more likely to fail.
一些教育者们发现那些学步较晚的小孩更能胜任学校的功课，而那些较早学步的小孩反而不尽人意。
Kindergarten children who turn five during the latter half of the year seem to be at a disadvantage when it comes to physical, emotional, social, and intellectual development.
那些4岁半即将5岁的幼儿园小孩，在生理、心理、社交、智力的发展上似乎处于劣势地位。
Additionally, children who are nearly six when they enter kindergarten tend to receive better grades and score higher on achievement tests throughout their schooling experience than do those who begin kindergarten having just turned five.
另外，相比于那些刚刚5岁就被送进幼儿园的小孩，那些接近6岁才进入幼儿园的小孩在他们学校功课中常常能够获得更好的成绩，在成绩测试中也常常获得较高的分数。
Being bright and verbally skillful and being ready for school do not seem to be the same thing. （一个小孩）聪明、语言表达能力（是否强）与（他）是否适龄入学似乎并不是一回事。It is easy to confuse the superficial poise and soph istication of many of today’s children with inner maturity.
如今小孩身上表现出来沉着、老练与内在的成熟，这两者很容易被混淆。
Indeed, evidence suggests that early schooling boomerangs: Youngsters whose parents push them to attain academic success in preschool are less creative, have more anxiety about tests, and, by the end of kindergarten, fail to maintain their initial academic advantage over their less-pressured peers.
实际上，有证据显示，早教所带来的恰恰适得其反。那些被父母后面督促着而学业有成的小孩（往往）缺乏创造力，而且对于考试他们显得更加焦虑。同时，相对于没有收到重压的同龄人，到学前教育结束之时，他们（已）难以维持最初在学业上的优势。
Many psychologists and educators remain skeptical of approaches that place 4-year-olds in a formal educational setting.
对于将4岁小孩放入正式教育的这种做法，许多心理学家和教育家都持怀疑态度。
They question whether environmental enrichment can significantly alter the built-in
developmental timetable of a child reared in a non disadvantaged home.
通过丰富环境能否显著地改变一个成长在普通家庭（字面：非弱势家庭）孩子的自然成长规律（字面：发展/成长时间表），这是他们有所质疑的地方。
They do not deny, however, the value of day-care centers and nursery schools that provide a homelike environment and allow children considerable freedom to play, develop at their own pace, and evolve their social skills.
然而，他们也并不否认那些托儿所和幼儿园的发挥的重要性。它们给孩子们提供了家一样的环境，充分自由的玩乐空间，任孩子们慢慢成长（字面：让它们按照自己的步伐成长/发展），同时还培养了它们的社交能力。
But they point out that many of the things children once did in first grade are now expected of them in kindergarten, and they worry lest more and more will now be asked of 4-year-olds.
但是，它们也指出，以前许多在一年级才要求掌握的事情现在希望还在幼儿园的孩子也要学会，他们甚至还唯恐4岁的小孩知之过少（字面：他们唯恐小孩所要要求的将越来越多）。These psychologists and educators believe we are driving young children too hard and thereby depriving them of their childhood.
（同时）这些心理学家和教育家们认为，我们如此这般强压这些孩子以至于剥夺了他们的童年。
2、People have wondered for a long time how their personalities and behaviors are
formed.
人的个性和行为习惯是如何形成的？这是困扰着人们很长时间的一个问题。
It's not easy to explain why one person is intelligent and another is not, or why one is cooperative and another is competitive.
为什么人的智力千差万别（一个人聪明，而另一个人却不是）？为什么有些人（一个人）乐于协作，有些人（另一个人）却争强好胜？要解释这些并不易。
Social scientists are, of course, extremely interested in these types of questions.
当然，这些问题也是社会科学家们所极其关心的问题。
They want to explain why we possess certain characteristics and exhibit certain behaviors.
他们想（为我们）解释为什么我们具备特定的个性、表现出一定的行为举止。
There are no clear answers yet, but two distinct schools of thoughts on the matter have developed. 然而这并没有确切的答案（可言），但是基于这个问题的两个思想流派已经发展起来。
As one might expect, the two approaches are very different from one another, and there is a great deal of debate between proponents of each theory.
正如你所料，两种思想流派是截然不同的，而二者理论的支持者之间存在剧烈的争论。The controversy is often c onveniently referred to as “nature/nurture.”
他们二者（关于这个问题的）争论的往往很容易被归结为“先天得之或后天养成”。Those who support the “nature” side of the conflict believe that our personalities and behavior patterns are largely determined by biological and genetic factors.
那些“先天得之”论的支持者认为，我们的性格和行为模式在很大程度上取决于生物和遗传因素。
That our environment has little, if anything, to do with our abilities, characteristics, and behavior is central to this theory.
我们所处的环境对我们能力、个性、行为（的塑造）甚至可能并没有什么作用，而这一点
