They may be called smartphones but the handsets could be damaging some students’ grades。他們被稱為“智能”手機(jī)，然而這些電子設(shè)備也許正在影響學(xué)生們的功課成績(jī)。

　　In an experiment, pupils who were given a free iPhone used it for social networking and listening to music rather than helping with their studies, and they admitted being distracted from their work。在一項(xiàng)實(shí)驗(yàn)中，研究人員向?qū)W生們發(fā)放了免費(fèi)的蘋(píng)果手機(jī)，學(xué)生們卻沒(méi)有將手機(jī)用作學(xué)習(xí)工具，而是用手機(jī)刷社交網(wǎng)絡(luò)、聽(tīng)音樂(lè)，并且他們承認(rèn)自己無(wú)法集中精神完成學(xué)習(xí)任務(wù)。

　　Psychologists at Rice University wanted to see if the latest mobile technology would be used by the students to improve their learning。賴斯大學(xué)的心理學(xué)家們想要了解最新的移動(dòng)技術(shù)能否幫助學(xué)生們提高他們的學(xué)業(yè)成績(jī)。

　　When given their new handsets, the students overwhelmingly said that the devices would help them do better in tests and get better grades without being a distraction。當(dāng)參加實(shí)驗(yàn)的學(xué)生們剛獲得新手機(jī)的時(shí)候，他們信心滿滿的聲稱，新手機(jī)不會(huì)干擾他們學(xué)習(xí)，還會(huì)讓他們學(xué)得更好，取得更好的成績(jī)。

　　When asked at the beginning if they thought the phones would get them higher grades, the average response was a positive score of 3.71 on the scale。在實(shí)驗(yàn)開(kāi)始之初，當(dāng)學(xué)生們被問(wèn)及，是否認(rèn)為手機(jī)能幫助自己取得更好的學(xué)業(yè)成績(jī)的時(shí)候，學(xué)生們給出的答復(fù)評(píng)分的平均分?jǐn)?shù)為3.71分，這是一個(gè)表示肯定的分值。

　　But a year later, when asked if it had helped perform better in tests, the average score had more than halved to 1.54 on the same scale, indicating disillusionment with the technology. 然而一年之后，當(dāng)學(xué)生們被問(wèn)及手機(jī)是否確實(shí)幫助他們獲得了更好的考試成績(jī)時(shí)，學(xué)生們給出的平均分值還不到之前的一半，在同一個(gè)分值表上，只有1.54分，這意味著學(xué)生們對(duì)高科技的夢(mèng)幻破滅了。

　　The researchers concluded that it’s not enough to give students the right technology, but said they need constant guidance about how to use it. 研究者們得出結(jié)論，即——僅向?qū)W生們提供前沿的電子技術(shù)是不夠的，他們還需要長(zhǎng)時(shí)間的引導(dǎo)，需要我們告訴他們?nèi)绾握_運(yùn)用移動(dòng)設(shè)備。

（來(lái)源：滬江英語(yǔ)）