What Do Babies Know? IELTS Reading Answers with Explanation

Luyện tập đề IELTS Reading Practice với passage What Do Babies Know? được lấy từ cuốn sách IELTS Actual Test 5 - Test 4 - Passage 3 với trải nghiệm thi IELTS trên máy và giải thích đáp án chi tiết bằng Linearthinking, kèm list từ vựng IELTS cần học trong bài đọc.
What Do Babies Know? IELTS Reading Answers with Explanation

📖 Bài đọc (reading passage)

What Do Babies Know?
As Daniel Haworth is settled into a high chair and wheeled behind a black screen, a sudden look of worry furrows his 9-month-old brow. His dark blue eyes dart left and right in search of the familiar reassurance of his mother’s face. She calls his name and makes soothing noises, but Daniel senses something unusual is happening. He sucks his fingers for comfort, but, finding no solace, his mouth crumples, his body stiffens, and he lets rip an almighty shriek of distress. This is the usual expression when babies are left alone or abandoned. Mom picks him up, reassures him, and two minutes later, a chortling and alert Daniel returns to the darkened booth behind the screen and submits himself to baby lab, a unit set up in 2005 at the University of Manchester in northwest England to investigate how babies think. Watching infants piece life together, seeing their senses, emotions and motor skills take shape, is a source of mystery and endless fascination—at least to parents and developmental psychologists. We can decode their signals of distress or read a million messages into their first smile. But how much do we really know about what’s going on behind those wide, innocent eyes? How much of their understanding of and response to the world comes preloaded at birth? How much is built from scratch by experience? Such are the questions being explored at baby lab. Though the facility is just 18 months old and has tested only 100 infants, it’s already challenging current thinking on what babies know and how they come to know it. Daniel is now engrossed in watching video clips of a red toy train on a circular track. The train disappears into a tunnel and emerges on the other side. A hidden device above the screen is tracking Daniel’s eyes as they follow the train and measuring the diametre of his pupils 50 times a second. As the child gets bored—or “habituated”, as psychologists call the process— his attention level steadily drops. But it picks up a little whenever some novelty is introduced. The train might be green, or it might be blue. And sometimes an impossible thing happens— the train goes into the tunnel one color and comes out another. Variations of experiments like this one, examining infant attention, have been a standard tool of developmental psychology ever since the Swiss pioneer of the field, Jean Piaget, started experimenting on his children in the 1920s. Piaget’s work led him to conclude that infants younger than 9 months have no innate knowledge of how the world works or any sense of “object permanence” (that people and things still exist even when they’re not seen). Instead, babies must gradually construct this knowledge from experience. Piaget’s “constructivist” theories were massively influential on postwar educators and psychologist, but over the past 20 years or so they have been largely set aside by a new generation of “nativist” psychologists and cognitive scientists whose more sophisticated experiments led them to theorise that infants arrive already equipped with some knowledge of the physical world and even rudimentary programming for math and language. Baby lab director Sylvain Sirois has been putting these smart-baby theories through a rigorous set of tests. His conclusions so far tend to be more Piagetian: “Babies,” he says, “know nothing.” What Sirois and his postgraduate assistant Lain Jackson are challenging is the interpretation of a variety of classic experiments begun in the mid-1980s in which babies were shown physical events that appeared to violate such basic concepts as gravity, solidity and contiguity. In one such experiment, by University of Illinois psychologist Renee Baillargeon, a hinged wooden panel appeared to pass right through a box. Baillargeon and M.I.T’s Elizabeth Spelke found that babies as young as 3 1/2 months would reliably look longer at the impossible event than at the normal one. Their conclusion: babies have enough built-in knowledge to recognise that something is wrong. Sirois does not take issue with the way these experiments were conducted. “The methods are correct and replicable,” he says, “it’s the interpretation that’s the problem.” In a critical review to be published in the forthcoming issue of the European Journal of Developmental Psychology, he and Jackson pour cold water over recent experiments that claim to have observed innate or precocious social cognition skills in infants. His own experiments indicate that a baby’s fascination with physically impossible events merely reflects a response to stimuli that are novel. Data from the eye tracker and the measurement of the pupils (which widen in response to arousal or interest) show that impossible events involving familiar objects are no more interesting than possible events involving novel objects. In other words, when Daniel had seen the red train come out of the tunnel green a few times, he gets as bored as when it stays the same color. The mistake of previous research, says Sirois, has been to leap to the conclusion that infants can understand the concept of impossibility from the mere fact that they are able to perceive some novelty in it. “The real explanation is boring,” he says. So how do babies bridge the gap between knowing squat and drawing triangles—a task Daniel’s sister Lois, 2 1/2, is happily tackling as she waits for her brother? “Babies have to learn everything, but as Piaget was saying, they start with a few primitive reflexes that get things going,” said Sirois. For example, hardwired in the brain is an instinct that draws a baby’s eyes to a human face. From brain imaging studies we also know that the brain has some sort of visual buffer that continues to represent objects after they have been removed—a lingering perception rather than conceptual understanding. So when babies encounter novel or unexpected events, Sirois explains, “there’s a mismatch between the buffer and the information they’re getting at that moment. And what you do when you’ve got a mismatch is you try to clear the buffer. And that takes attention.” So learning, says Sirois, is essentially the laborious business of resolving mismatches. “The thing is, you can do a lot of it with this wet sticky thing called a brain. It’s a fantastic, statistical-learning machine”. Daniel, exams ended, picks up a plastic tiger and, chewing thoughtfully upon its heat, smiles as if to agree.

❓ Câu hỏi (questions)

Question 1 - 6
Do the following statements agree with the information given in the Reading Passage?
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if it is impossible to say what the writer thinks about this
1
Baby’s behavior after being abandoned is not surprising.
2
Parents are over-estimating what babies know.
3
Only 100 experiments have been done but can prove the theories about what we know.
4
Piaget’s theory was rejected by parents in 1920s.
5
Sylvain Sirois’s conclusion on infant’s cognition is similar to Piaget’s.
6
Sylvain Sirois found serious flaws in the experimental designs by Baillargeon and Elizabeth Spelke.
Question 7 - 11
Complete each sentence with the correct ending, A-E, below.
List of Endings
A
before they are born.
B
before they learn from experience.
C
when they had seen the same thing for a while.
D
when facing the possible and impossible events.
E
when the previous things appear again in the lives.
Jean Piaget thinks infants younger than 9 months won’t know something existing
7
Jean Piaget thinks babies only get the knowledge
8
Some cognitive scientists think babies have the mechanism to learn a language
9
Sylvain Sirois thinks that babies can reflect a response to stimuli that are novel
10
Sylvain Sirois thinks babies’ attention level will drop
11
Question 12 - 14
Choose the correct letter A, B, C or D.
12
What can we know about Daniel in the third paragraph?
A
Daniel’s attention level rose when he saw a blue train.
B
Kid’s attention fell when he was accustomed to the changes.
C
Child’s brain activity was monitored by a special equipment.
D
Size of the train changed when it came out of the tunnel.
13
What can we know from the writer in the fourth paragraph?
A
The theories about what baby knows changed over time.
B
Why the experiments that had been done before were rejected.
C
Infants have the innate knowledge to know the external environment.
D
Piaget’s “constructivist” theories were massively influential on parents.
14
What can we know from the argument of the experiment about the baby in the sixth paragraph?
A
Infants are attracted by various colours of the trains all the time.
B
Sylvain Sirois accuses misleading approaches of current experiments.
C
Sylvain Sirois indicates that only impossible events make children interested.
D
Sylvain Sirois suggests that novel things attract baby’s attention.

🔥 Answer key (đáp án và giải thích)

1
True
Rút gọn

Giải thích chi tiết



Áp dụng Linearthinking để nắm main idea:

 1 He sucks his fingers , his month crumples , his body stiffens , and he lets rip an almighty shriek of distress.

 2 This is the usual expression when babies are left alone or abandoned.

=> Câu 1 mô tả một loạt các phản ứng/ hành động cụ thể của baby: mút ngón tay, nhăn miệng, gồng người lên, ...

=> Câu 2 bổ sung cho câu 1 : nói đó là các usual expression khi baby bị bỏ rơi

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2
Not Given
Mở rộng

Giải thích chi tiết



Áp dụng Linearthinking để nắm main idea:

 Watching infants piece life together , seeing their senses, emotions and motor skills take shape , is a source of mystery and  endless fascination at least to parents and developmental psychologists.

=> Main idea: Đối với parents và psychologists thì việc nhìn thấy trẻ em piece life together việc nhìn thấy việc hình thành senses, emotions, ... điều bí ẩn và thú vị.

=> Không đề cập gì tới việc over-estimating what babies know -> Chọn NOT GIVEN



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3
False
Mở rộng

Giải thích chi tiết



Dựa vào con số '100' ta có thể dễ dàng locate được info cần đọc

Áp dụng đọc simplify với Linearthinking để nắm main idea:

 Though the facility has tested only 100 infants , it ’s already challenging current thinking on what babies know and how they come to know it.

=> Main idea: Mặc dù mới test 100 infants, việc nay đã challenge current thinking (gây tò mò/ khiến mọi người phải suy nghĩ) về việc what babies know.

=> 100 experiments ở đây chỉ mới challenge current thinking chứ chưa thể prove the theories -> Chọn FALSE



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4
Not Given
Mở rộng

Giải thích chi tiết



Áp dụng Linearthinking để nắm main idea:

 examining infant attention , have been a standard tool of developmental psychology ever since Jean Piaget , started experimenting on his children in the 1920s.

=> Examining infant attention đã là standard tool của developmental psychology từ khi Jean Piaget thử nghiệm trên con của ông in 1920s

=> Không có thông tin về việc theories của ông bị parents phản đối -> Chọn NOT GIVEN



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5
True
Mở rộng

Giải thích chi tiết



Áp dụng Lineathinking để đọc simplify + connection và nắm main idea:

 1 Sylvain Sirois has been putting these smart-baby theories through a rigorous set of tests.

 2 His conclusions  tend to be more Piagetian : “Babies,” he says, “know nothing.”

=> 1 + 2 : Sylvain đã test các theories và đưa ra kết luận giống với Piaget

=> Ở đây người ta biến tên Piaget thành tính từ 'Piagetian' -> 'to be more Piagetian' nghĩa là giống với Piaget

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6
False
Mở rộng

Giải thích chi tiết



Áp dụng Linearthinking để nắm main idea:

 The mistake of previous research , says Sirois , has been to leap to the conclusion that infants can understand...

=> Main idea: Mistake/Flaw của previous research là ở conclusion

=> Không phải ở 'experimental designs' như trên câu hỏi -> Chọn FALSE



Xem full giải thích
7
B
Mở rộng

Giải thích chi tiết



Áp dụng Linearthinking để đọc connection giữa 2 câu:

 1 Piaget’s work led him to conclude that infants younger than 9 months have no innate knowledge of how the world works or any sense of “object permanence” (that people and things still exist even when they’re not seen).

 2 Instead, babies must gradually construct this knowledge from experience.

=> 1 + 2 : Piaget kết luận rằng infants younger than 9 months sẽ không biết vật gì có tồn tại nếu không thấy nó, cho đến khi construct this knowledge từ experience

=> construct this knowledge from experience = learn from experience

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8
E
Mở rộng

Giải thích chi tiết



Áp dụng Linearthinking để nắm main idea:

 1 Piaget’s work led him to conclude that infants younger than 9 months have no innate knowledge of how the world works.

 2 Instead , babies must gradually construct this knowledge from experience. 

=> Câu 1 : Trước 9 tháng tuổi thì trẻ em không có nhận thức về cách thế giới hoạt động

=> Câu 2 : Trẻ em phải tiếp thu knowledge này bằng kinh nghiệm

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9
A
Mở rộng

Giải thích chi tiết



Áp dụng Linearthinking để nắm main idea:

 cognitive scientists theorize that infants arrive already equipped with rudimentary programming for math and language

=> 'arrive' ở đây ta ngầm hiểu là được sinh ra

=> 'arrive already equipped' nghĩa là vừa sinh ra đã được trang bị rồi -> đã có before they are born

=> Main idea: babies have rudimentary programming for language before they are born

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10
D
Mở rộng

Giải thích chi tiết



Vì thông tin nằm ở 2 câu, đọc connection với Linearthinking sẽ rất phù hợp trong trường hợp này:

 1 His own experiments indicate that a baby’s fascination with physically impossible events  merely reflects a response to stimuli that are novel. 

 2 impossible events are no more interesting than possible events

=> Câu 1 : when facing impossible events, baby merely reflects a response to novel (=new) stimuli

=> Câu 2 : impossible events không thú vị hơn possible events -> impossible events = possible events

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11
C
Mở rộng

Giải thích chi tiết



Áp dụng Linearthinking để nắm main idea:

 when Daniel  had seen the red train come out of the tunnel green a few times , he  gets as bored as  when it stays the same color.

=> Khi baby nhìn same color → chán -> đổi color → nhìn vài lần xong lại chán

=> Babies's attention bị drop khi nhìn đi nhìn lại một thứ

=> Chọn C



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12
B
Mở rộng

Giải thích chi tiết



Áp dụng Linearthinking để nắm main idea:

 1 Daniel is now engrossed in watching video clips of a red toy train on a circular track.

 2 The train disappears into a tunnel and emerges on the other side.

 3 A hidden device is tracking Daniel’s eyes

 4 As the child gets bored —or “habituated” — his attention level steadily drops.

Xem full giải thích
13
A
Mở rộng

Giải thích chi tiết



Áp dụng Linearthinking để nắm main idea:

Câu 1 + 2 + 3 nói về theory của Piaget

4 Piaget’s “constructivist” theories were massively influential on postwar educators and psychologist , but over the past 20 years they  have been largely set aside by a new generation of “nativist” psychologists and cognitive scientists

 5 + 6 : conclusion của Sylvain Sirois

=> Câu 4 : Theories của Piaget were massively influential on educators and psychologist nhưng 20 năm sau thì chúng bị áp đảo (set aside) bởi theories của "nativist' psychologists and cognitive scientists

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14
D
Mở rộng

Giải thích chi tiết



Áp dụng Linearthinking để nắm main idea:

 His own experiments indicate that a baby’s fascination with physically impossible events merely reflects a response to stimuli that are novel.

=> Main idea: Sự hứng thú của trẻ với impossible events chỉ phản ứng lại với các tác nhân mới mẻ

>>> nếu không hiểu từ stimuli, mình cứ nghĩ nó là 'things', vật gì đó là được -> things that are novel

>>> nhưng 'novel' ngoài nghĩa là 'tiểu thuyết' thì còn là tính từ mang nghĩa là 'mới lạ, mới mẻ'. Nếu không biết nghĩa này thì câu này sẽ rất khó làm nên các bạn học từ này luôn nha

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