下載App 希平方
攻其不背
App 開放下載中
下載App 希平方
攻其不背
App 開放下載中
IE版本不足
您的瀏覽器停止支援了😢使用最新 Edge 瀏覽器或點選連結下載 Google Chrome 瀏覽器 前往下載

免費註冊
! 這組帳號已經註冊過了
Email 帳號
密碼請填入 6 位數以上密碼
已經有帳號了?
忘記密碼
! 這組帳號已經註冊過了
您的 Email
請輸入您註冊時填寫的 Email,
我們將會寄送設定新密碼的連結給您。
寄信了!請到信箱打開密碼連結信
密碼信已寄至
沒有收到信嗎?
如果您尚未收到信,請前往垃圾郵件查看,謝謝!

恭喜您註冊成功!

查看會員功能

註冊未完成

《HOPE English 希平方》服務條款關於個人資料收集與使用之規定

隱私權政策
上次更新日期:2014-12-30

希平方 為一英文學習平台,我們每天固定上傳優質且豐富的影片內容,讓您不但能以有趣的方式學習英文,還能增加內涵,豐富知識。我們非常注重您的隱私,以下說明為當您使用我們平台時,我們如何收集、使用、揭露、轉移及儲存你的資料。請您花一些時間熟讀我們的隱私權做法,我們歡迎您的任何疑問或意見,提供我們將產品、服務、內容、廣告做得更好。

本政策涵蓋的內容包括:希平方學英文 如何處理蒐集或收到的個人資料。
本隱私權保護政策只適用於: 希平方學英文 平台,不適用於非 希平方學英文 平台所有或控制的公司,也不適用於非 希平方學英文 僱用或管理之人。

個人資料的收集與使用
當您註冊 希平方學英文 平台時,我們會詢問您姓名、電子郵件、出生日期、職位、行業及個人興趣等資料。在您註冊完 希平方學英文 帳號並登入我們的服務後,我們就能辨認您的身分,讓您使用更完整的服務,或參加相關宣傳、優惠及贈獎活動。希平方學英文 也可能從商業夥伴或其他公司處取得您的個人資料,並將這些資料與 希平方學英文 所擁有的您的個人資料相結合。

我們所收集的個人資料, 將用於通知您有關 希平方學英文 最新產品公告、軟體更新,以及即將發生的事件,也可用以協助改進我們的服務。

我們也可能使用個人資料為內部用途。例如:稽核、資料分析、研究等,以改進 希平方公司 產品、服務及客戶溝通。

瀏覽資料的收集與使用
希平方學英文 自動接收並記錄您電腦和瀏覽器上的資料,包括 IP 位址、希平方學英文 cookie 中的資料、軟體和硬體屬性以及您瀏覽的網頁紀錄。

隱私權政策修訂
我們會不定時修正與變更《隱私權政策》,不會在未經您明確同意的情況下,縮減本《隱私權政策》賦予您的權利。隱私權政策變更時一律會在本頁發佈;如果屬於重大變更,我們會提供更明顯的通知 (包括某些服務會以電子郵件通知隱私權政策的變更)。我們還會將本《隱私權政策》的舊版加以封存,方便您回顧。

服務條款
歡迎您加入看 ”希平方學英文”
上次更新日期:2013-09-09

歡迎您加入看 ”希平方學英文”
感謝您使用我們的產品和服務(以下簡稱「本服務」),本服務是由 希平方學英文 所提供。
本服務條款訂立的目的,是為了保護會員以及所有使用者(以下稱會員)的權益,並構成會員與本服務提供者之間的契約,在使用者完成註冊手續前,應詳細閱讀本服務條款之全部條文,一旦您按下「註冊」按鈕,即表示您已知悉、並完全同意本服務條款的所有約定。如您是法律上之無行為能力人或限制行為能力人(如未滿二十歲之未成年人),則您在加入會員前,請將本服務條款交由您的法定代理人(如父母、輔助人或監護人)閱讀,並得到其同意,您才可註冊及使用 希平方學英文 所提供之會員服務。當您開始使用 希平方學英文 所提供之會員服務時,則表示您的法定代理人(如父母、輔助人或監護人)已經閱讀、了解並同意本服務條款。 我們可能會修改本條款或適用於本服務之任何額外條款,以(例如)反映法律之變更或本服務之變動。您應定期查閱本條款內容。這些條款如有修訂,我們會在本網頁發佈通知。變更不會回溯適用,並將於公布變更起十四天或更長時間後方始生效。不過,針對本服務新功能的變更,或基於法律理由而為之變更,將立即生效。如果您不同意本服務之修訂條款,則請停止使用該本服務。

第三人網站的連結 本服務或協力廠商可能會提供連結至其他網站或網路資源的連結。您可能會因此連結至其他業者經營的網站,但不表示希平方學英文與該等業者有任何關係。其他業者經營的網站均由各該業者自行負責,不屬希平方學英文控制及負責範圍之內。

兒童及青少年之保護 兒童及青少年上網已經成為無可避免之趨勢,使用網際網路獲取知識更可以培養子女的成熟度與競爭能力。然而網路上的確存有不適宜兒童及青少年接受的訊息,例如色情與暴力的訊息,兒童及青少年有可能因此受到心靈與肉體上的傷害。因此,為確保兒童及青少年使用網路的安全,並避免隱私權受到侵犯,家長(或監護人)應先檢閱各該網站是否有保護個人資料的「隱私權政策」,再決定是否同意提出相關的個人資料;並應持續叮嚀兒童及青少年不可洩漏自己或家人的任何資料(包括姓名、地址、電話、電子郵件信箱、照片、信用卡號等)給任何人。

為了維護 希平方學英文 網站安全,我們需要您的協助:

您承諾絕不為任何非法目的或以任何非法方式使用本服務,並承諾遵守中華民國相關法規及一切使用網際網路之國際慣例。您若係中華民國以外之使用者,並同意遵守所屬國家或地域之法令。您同意並保證不得利用本服務從事侵害他人權益或違法之行為,包括但不限於:
A. 侵害他人名譽、隱私權、營業秘密、商標權、著作權、專利權、其他智慧財產權及其他權利;
B. 違反依法律或契約所應負之保密義務;
C. 冒用他人名義使用本服務;
D. 上載、張貼、傳輸或散佈任何含有電腦病毒或任何對電腦軟、硬體產生中斷、破壞或限制功能之程式碼之資料;
E. 干擾或中斷本服務或伺服器或連結本服務之網路,或不遵守連結至本服務之相關需求、程序、政策或規則等,包括但不限於:使用任何設備、軟體或刻意規避看 希平方學英文 - 看 YouTube 學英文 之排除自動搜尋之標頭 (robot exclusion headers);

服務中斷或暫停
本公司將以合理之方式及技術,維護會員服務之正常運作,但有時仍會有無法預期的因素導致服務中斷或故障等現象,可能將造成您使用上的不便、資料喪失、錯誤、遭人篡改或其他經濟上損失等情形。建議您於使用本服務時宜自行採取防護措施。 希平方學英文 對於您因使用(或無法使用)本服務而造成的損害,除故意或重大過失外,不負任何賠償責任。

版權宣告
上次更新日期:2013-09-16

希平方學英文 內所有資料之著作權、所有權與智慧財產權,包括翻譯內容、程式與軟體均為 希平方學英文 所有,須經希平方學英文同意合法才得以使用。
希平方學英文歡迎你分享網站連結、單字、片語、佳句,使用時須標明出處,並遵守下列原則:

  • 禁止用於獲取個人或團體利益,或從事未經 希平方學英文 事前授權的商業行為
  • 禁止用於政黨或政治宣傳,或暗示有支持某位候選人
  • 禁止用於非希平方學英文認可的產品或政策建議
  • 禁止公佈或傳送任何誹謗、侮辱、具威脅性、攻擊性、不雅、猥褻、不實、色情、暴力、違反公共秩序或善良風俗或其他不法之文字、圖片或任何形式的檔案
  • 禁止侵害或毀損希平方學英文或他人名譽、隱私權、營業秘密、商標權、著作權、專利權、其他智慧財產權及其他權利、違反法律或契約所應付支保密義務
  • 嚴禁謊稱希平方學英文辦公室、職員、代理人或發言人的言論背書,或作為募款的用途

網站連結
歡迎您分享 希平方學英文 網站連結,與您的朋友一起學習英文。

抱歉傳送失敗!

不明原因問題造成傳送失敗,請儘速與我們聯繫!
希平方 x ICRT

「Sian Leah Beilock:為什麼人一緊張就說不出話,又要如何避免呢?」- Why We Choke Under Pressure—and How to Avoid It

觀看次數:1669  • 

框選或點兩下字幕可以直接查字典喔!

One of the most humiliating things that you can say about someone is "they choked." And boy, do I know that feeling. Growing up, I was an avid athlete. My main sport was soccer, and I was a goalkeeper, which is both the best and the worst position on the field. You see, when you're a goalie, you get this special uniform, you get all the glory for a great shot saved, but you also get the grief when you land a shot in the goal. When you're a goalie, all eyes are on you, and with that comes the pressure.

I distinctly remember one game in high school. I was playing for the California state team which is part of the Olympic Development Program. I was having a great game...until I realized that the national coach was standing right behind me. That's when everything changed. In a matter of seconds, I went from playing at the top to the bottom of my ability. Just knowing that I was being evaluated changed my performance and forever how I thought about the mental aspect of how we perform. All of a sudden the ball seemed to go in slow motion, and I was fixated on my every move. The next shot that came I bobbled, but thankfully it didn't land in the goal. The shot after that, I wasn't so lucky: I tipped it right into the net. My team lost; the national coach walked away. I choked under the pressure of those evaluative eyes on me.

Just about everyone does it from time to time—there are so many opportunities, whether it's taking a test, giving a talk, pitching to a client or that special form of torture I like to call the job interview.

But the question is why. Why do we sometimes fail to perform up to our potential under pressure? It's especially bewildering in the case of athletes who spend so much time physically honing their craft. But what about their minds? Not as much. This is true off the playing field as well. Whether we're taking a test of giving a talk, it's easy to feel like we're ready—at the top of our game—and then perform at our worst when it matters most. It turns out that rarely do we practice under the types of conditions we're actually going to perform under, and as a result, when all eyes are on us, we sometimes flub our performance. Of course, the question is, why is this the case? And my experience on the playing field—and in other important facets of my life—really pushed me into the field of cognitive science. I wanted to know how we could reach our limitless potential. I wanted to understand how we could use our knowledge of the mind and the brain to come up with psychological tools that would help us perform at our best.

So why does it happen? Why do we sometimes fail to perform up to what we're capable of when the pressure is on? It may not be so surprising to hear that in stressful situations, we worry. We worry about the situation, the consequences, what others will think of us. But what is surprising is that we often get in our own way precisely because our worries prompt us to concentrate too much. That's right—we pay too much attention to what we're doing. When we're concerned about performing our best, we often try and control aspects of what we're doing that are best left on autopilot, outside conscious awareness, and as a result, we mess up.

Think about a situation where you're shuffling down the stairs. What would happen if I asked you to think about what you're doing with your knee while you're doing that? There's a good chance you'd fall on your face. We as humans only have the ability to pay attention to so much at once, which is why, by the way, it's not a good idea to drive and talk on the cell phone. And under pressure, when we're concerned about performing at our best, we can try and control aspects of what we're doing that should be left outside conscious control. The end result is that we mess up.

My research team and I have studied this phenomenon of over attention, and we call it paralysis by analysis. In one study, we asked college soccer players to dribble a soccer ball and to pay attention to an aspect of their performance that they would not otherwise attend to. We asked them to pay attention to what side of the foot was contacting the ball. We showed that performance was slower and more error-prone when we drew their attention to the step-by-step details of what they were doing. When the pressure is on, we're often concerned with performing at our best, and as a result we try and control what we're doing to force the best performance. The end result is that we actually screw up.

In basketball, the term "unconscious" is used to describe a shooter who can't miss. And San Antonio Spurs star Tim Duncan has said, "When you have to stop and think, that's when you mess up." In dance, the great choreographer, George Balanchine, used to urge his dancers, "Don't think, just do." When the pressure's on, when we want to put our best foot forward, somewhat ironically, we often try and control what we're doing in a way that leads to worse performance.

So what do we do? Knowing that we have this overactive attention, how do we ensure that we perform at our best? A lot of it comes down to the prefrontal cortex, that front part of our brain that sits over our eyes and usually helps us focus in positive ways. It often gets hooked on the wrong things. So how do we unhook it? Something as simple as singing a song, or paying attention to one's pinky toe, as pro golfer Jack Nicklaus was rumored to do, can help us take our mind off those pesky details.

It's also true that practicing under conditions that we're going to perform under—closing the gap between training and competition can help us get used to that feeling of all eyes on us. This is true off the playing field as well. Whether it's getting ready for an exam or preparing for a big talk—one that might have a little pressure associated with it—

getting used to the types of situations you're going to perform under really matters. When you're taking a test, close the book, practice retrieving the answer from memory under timed situations, and when you're giving a talk, practice in front of others. And if you can't find anyone who will listen, practice in front of a video camera or even a mirror. The ability to get used to what it will feel like can make the difference in whether we choke or thrive.

We've also figured out some ways to get rid of those pesky worries and self-doubts that tend to creep up in the stressful situations. Researchers have shown that simply jotting down your thoughts and worries before a stressful event can help to download them from mind—make them less likely to pop up in the moment. It's kind of like when you wake up in the middle of the night and you're really worried about what you have to do the next day, you're trying to think about everything you have to accomplish, and you write it down and then you can go back to sleep. Journaling, or getting those thoughts down on paper, makes it less likely they'll pop up and distract you in the moment. The end result is that you can perform your best when it matters most.

So up until now, I've talked about what happens when we put limits on ourselves and some tips we can use to help perform up to our potential. But it's important to remember that it's not just our own individual being that can put limits and that can perform poorly; our environment has an effect on whether we choke or thrive. Our parents, our teachers, our coaches, our bosses all influence whether or not we can put our best foot forward when it matters most.

Take math as an example. That's right, I said it: math. Lots of people profess to choke or are anxious about doing math, whether it's taking a test or even calculating the tip on a dinner bill as our smart friends look on. And it's quite socially acceptable to talk about choking or performing poorly in math. You don't hear highly educated people walking around talking about the fact or bragging about the fact that they're not good readers, but you hear people all the time bragging about how they're not math people. And unfortunately, in the US, this tends to be more so among girls and women than boys and men. My research team and I have tried to understand where this fear of math comes from, and we've actually peered inside the brains using functional magnetic resonance imaging, of people who are worried about math. We've shown that math phobia correlates with a concrete visceral sensation such as pain, of which we have every right to feel anxious. In fact, when people who are worried about math are just getting ready to take a math test—they're not even taking it, they're just getting ready—areas of the brain known the be involved in our neural pain response are active. When we say math is painful, there's some truth to it for some people.

But where does this math anxiety come from? It turns out that math anxiety is contagious. When adults are worried about math, the children around them start worrying, too. As young as first grade, when kids are in classrooms with teachers who are anxious about their own math ability, these kids learn less across the school year. And it turns out that this is more prevalent in girls than boys. At this young age, kids tend to mimic same-sex adults, and at least in the US, over 90 percent of our elementary school teachers are women.

Of course, it's not just what happens in the classroom. Social media plays a big role here, too. It wasn't so long ago that you could purchase a Teen Talk Barbie that when the cord was pulled, it would say things like, "Will we ever have enough clothes?" and "Math class is tough." And just a few years ago, major retailers were marketing T-shirts at our young girls that read things like, "I'm too pretty to do math," or, "I'm too pretty to do my homework so my brother does it for me." And let's not forget about the parents. Oh, the parents. It turns out that when parents are worried about their own math ability and they help their kids a lot with math homework, their kids learn less math across the school year. As one parent put it, "I judge my first grader's math homework by whether it's a one-glass assignment or a three-glass night."

When adults are anxious about their own math ability, it rubs off on their kids and it affects whether they choke or thrive. But just as we can put limits on others, we can take them off. My research team and I have shown that when we help parents do fun math activities with their kids—rather than, say, just doing bedtime stories or bedtime reading, they do bedtime math, which are fun story problems to do with your kids at night, not only do children's attitudes about math improve, but their math performance across the school year improves as well. Our environment matters. From the classroom to parents to media, and it can really make a difference in terms of whether we choke or thrive.

Fast-forward from my high school soccer game to my freshman year in college. I was in the chemistry sequence for science majors, and boy did I not belong. Even though I studied for my first midterm exam—I thought I was ready to go—I bombed it. I literally got the worst grade in a class of 400 students. I was convinced I wasn't going to be a science major, that maybe I was dropping out of college altogether. But then I changed how I studied. Instead of studying alone, I started studying with a group of friends who at the end of the study session would close their book and compete for the right answer. We learned to practice under stress. If you could've looked inside my brain during that first midterm exam, you likely would've seen a neural pain response a lot like the math-anxious individuals I study. It was probably there during the stressful study situation as well. But when I walked into the final, my mind was quiet, and I actually got one of the highest grades in the entire class. It wasn't just about learning the material; it was about learning how to overcome my limits when it mattered most.

What happens in our heads really matters, and knowing this, we can learn how to prepare ourselves and others for success, not just on the playing field but in the boardroom and in the classroom as well.

Thank you.

播放本句

登入使用學習功能

使用Email登入

HOPE English 播放器使用小提示

  • 功能簡介

    單句重覆、重複上一句、重複下一句:以句子為單位重覆播放,單句重覆鍵顯示綠色時為重覆播放狀態;顯示白色時為正常播放狀態。按重複上一句、重複下一句時就會自動重覆播放該句。
    收錄佳句:點擊可增減想收藏的句子。

    中、英文字幕開關:中、英文字幕按鍵為綠色為開啟,灰色為關閉。鼓勵大家搞懂每一句的內容以後,關上字幕聽聽看,會發現自己好像在聽中文說故事一樣,會很有成就感喔!
    收錄單字:框選英文單字可以收藏不會的單字。
  • 分享
    如果您有收錄很優秀的句子時,可以分享佳句給大家,一同看佳句學英文!