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Chaining Behavior
Many everyday human behaviors are made up of a sequence of several simpler behaviors. In order to teach children to perform these complex behaviors, parents sometimes use a technique called chaining. First, parents identify each of the simpler component behaviors and determine the order in which these simpler behaviors are performed. Parents then start with the first task in the chain. When the child has mastered that element, parents then teach the second element together with the first and reinforce this effort. When these are performed satisfactorily, they move on to elements one, two, and three and so on, adding one behavior at a time. The behaviors are not taught in isolation; hence the term “chain.”
Now listen to part of a lecture on this topic in a business management class.
(male professor)
So, let me tell you about my own experiences when I was working for a computer company a couple of years ago.
So, one day a co-worker and I suggested we should give our computers a design make-over: make them look more up-to-date. Market research was showing that new customers said they would be more interested in buying our computers if they looked cooler. Our technology was advanced but the outside design looked really old-fashioned.
At first, more than half the group supported us. There were a few senior managers here who didn’t support the design change. One o f the senior manager said, “Our focus has always been on technology, changing the look is an unnecessary cost.”
Almost immediately, some of our supporters changed their minds! Even my co-worker changed his mind! When I asked him why after the meeting, he told me he didn’t want to make a bad impression on the senior managers. He thought that disagreeing with them might jeopardize his chances of getting a promotion by not looking like a team-player.
What about me? I hate to admit it, but, after a few hours of discussion, I started wondering if it was worth everyone’s time to argue about this? As more people sided with the senior management, I started to feel that I was the only one holding up the vote. Everyone else seemed to think change wasn’t necessary. I voted against my own idea in the end.
So we unanimously decided to stay with the current old-looking design. But this decision ended up costing us a lot of money. That same year, our competitor came out with a new design that attracted some of our customers and prevented us from profiting from new customers.
托福TPO1口语task4范文：
The professor talks about groupthink which means sometimes people would make a bad decision as a group. In the example, the professor and his co-worker thought they need to change the look of their computers, but managers disagreed. So his co-worker changed his mind because he didn't want to leave a bad impression on the managers by not looking like a team player. In the end, the professor changed his mind too, because he didn't want to be the only person that’s holding up the vote. But they were all wrong, the same year, a competitor came out with a new design that attracted many of their customers.
Question：Using the example of washing hands, explain the concept of chaining behavior.
托福综合口语Task4满分范文：
Chaining behavior is a technique used by parents to teach children a sequence of complex behaviors. For example, professor taught his daughter how to wash her hands. He divided this complex behavior into 5 steps, and taught his daughter one step at a time. He first showed his daughter step 1 and practiced it with her for a couple of days. When she has mastered this action, he showed her step 2 and let her practice both steps for another few days until she can do both by herself. Then he added the third step after, and also let her practice for a while until she can do them all. For the last two steps, he did the same thing as the previous three steps. Finally she could finish the hand washing all by herself.
托福口语task4分析
丨阅读文本：
Reference Groups
Our thinking and behavior are often influenced by other people. When we admire and respect someone, we naturally try to imitate their behavior and attitudes. Groups of people whom we admire and whose behavior and attitudes we tend to imitate are known as reference groups. Reference groups provide a model –a frame of reference –that can shape how we think and behave. Over the course of a lifetime, we may be influenced by many different reference groups. As we grow older, or encounter new circumstances, our reference groups may change, and our attitudes and behavior may change accordingly.
我们不难发现，定义句是第三句话，此外还有一句关键信息句即最后一句，表示我们的参考人群是会变化的。因此阅读笔记应该记下的三个关键词是：admire, imitate, change。
听完教授的例子(听力文本见附文)，我们知道了教授前后分别崇拜和模仿了两种人，并且两个例子的结构是一致的：先是总结他们的dressing style，再是admire，然后imitate。我们其实可以对应着记下相应的逻辑主干：
我们要在60秒的答题时间中复述出来的信息其实就是三个关键词对应的两个例子的主干信息，其余的信息例如art students穿休闲服饰的场景，或是教授和co-workers经常去哪里玩，其实都是不需要说的，因为和整个概念的逻辑主干无关。
因此，这道题我们可以这样答：
The professor explained Reference Groups in the lecture. It refers to the people whom we admire and imitate. He raised his own experience as anexample. When he began his university studies, he met some art students. He found that they often wore T-shirt, jeans, and sneakers andhe thought they were really cool. So the professor also began to wear T-shirt, jeans, and , when he graduated and got a job in Chicago, he noticed that his youngco-workers would all dress up nicely when they hang out. They often wore nice clothes like fashionable dresses and button-up shirts. The professor thought they looked really classy and sharp, and he began to imitate them. So, the professor’s reference group changed from the art students to his co-workers.
同学们明白了吗?说不完或者笔记太乱的原因很可能是你搞错重点啦。
最后，我们来总结一下Task4抓重点的三个步骤：阅读材料抓关键，听力笔记找对应，例子复述挑主干。
附：TPO23-Task4听力文本
Now listen to part of a lecture in a sociology class on thistopic.
(Male professor)
I have an example from my own life that illustrates this. When I first began myuniversity studies, I became friends with a bunch of art students. They wereolder and fun and very creative and I thought they were really cool. And theyall liked to dress really casually, in T-shirts and jeans and sneakers. That’swhat they wore all the time, to class, to the library, to dinner, everywhere,T-shirts and jeans and sneakers.
So that’s what I started wearing, too. And I fit right in, and I felt really cool. But then I graduated, moved to Chicago, and got a job. And I started working with some really bright, young people who’d already been working in the company for a few years, who were already handling major responsibilities forthe company, really impressive. And sometimes some of us would get together onthe weekend, maybe for a concert or a baseball game or something. And at first,I just wear a T-shirt and jeans and sneakers. That was, you know, how I wasused to dressing. But I soon noticed that my co-workers preferred to dress up a little bit. The men would wear a nice pair of pants, uh, button-up shirt. The women might wear a fashionable dress and some nice shoes. They dress in clothes a lot nicer than what I was used to wearing.
And I started thinking, you know, that looks really classy, really sharp. And so I started to dress the same way they did, you know, nicer, a little more formal. And, I don’t know, somehow my T-shirts and jeans and sneakers didn't seem as cool anymore.
Question：Using the example of washing hands, explain the concept of chaining behavior.
TPO53综合口语Task4满分范文：
Chaining behavior is a technique used by parents to teach children a sequence of complex behaviors. For example, professor taught his daughter how to wash her hands. He divided this complex behavior into 5 steps, and taught his daughter one step at a time. He first showed his daughter step 1 and practiced it with her for a couple of days. When she has mastered this action, he showed her step 2 and let her practice both steps for another few days until she can do both by herself. Then he added the third step after, and also let her practice for a while until she can do them all. For the last two steps, he did the same thing as the previous three steps. Finally she could finish the hand washing all by herself.
Now listen to part of a lecture on this topic in a psychology course.
Professor (male) Last month, my favorite uncle paid me a surprise visit. I hadn’t seen him in many years. The door bell rang, I opened the door and there was uncle Pete. Now, I am sure when I saw him I said something like, “Uncle Pete, what a surprise! How nice to see you.” Anyway, my wife was standing next to me, and according to her, I wasn’t really aware of this, my eyes got really wide and I broke into a huge big smile, she said I was really jumping up and down like a little boy. Well, anyway, later that evening uncle Pete told me how very good he felt when he saw how happy I was to see him.
But compared that with this: my daughter, she’s six, we were building a bird house together last week, and I was showing her how to use a hammer and a nail. And, of course, stupid me, I wasn ’t being very careful when I smashed my thumb with the hammer. Boy, it hurt! I almost felt like screaming, but I didn’t want to upset my daughter, so I said, “Don’t worry, honey. It’s nothing.” Meanwhile, I was shaking my hand as if that would stop my thumb from hurting and my face was contorted in pain.
My voice was trembling, too. So, even though I told my daughter I was OK, I am sure she didn't believe me, because she kept asking me if I was OK.
Nonverbal Languages
Nonverbal language refers to human emotional expressions without involving verbal statements. Facial expressions and body moments are the two mostly attributed types of nonverbal languages. It is generally believed that nonverbal languages function as the enhancement of emotional expressions when they consist with verbal languages.
Under the circumstances that nonverbal languages and verbal languages contradict in the contents they express, nonverbal languages are more likely to release people’s true emotions.
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