Ejercicio 3 · Gapped text: por qué bajamos la voz
Gapped text: por qué bajamos la voz: 6 preguntas con solución explicada y descarga en PDF.
Frases sueltas: A · The effect disappeared as soon as the participants were told what was being measured. B · Not everyone in the field is persuaded. C · He had expected the opposite. D · The equipment itself was borrowed. E · That question is easier to ask than to answer. F · None of this happens consciously. G · Sound, it turns out, is only part of the story. Elige la frase que va en cada hueco. Sobra una. Se corrige solo y te explica cada fallo. Si lo prefieres en papel, lo tienes en PDF aquí arriba.
Ejercicio 3 · Gapped text: por qué bajamos la voz
Frases sueltas: A · The effect disappeared as soon as the participants were told what was being measured. B · Not everyone in the field is persuaded. C · He had expected the opposite. D · The equipment itself was borrowed. E · That question is easier to ask than to answer. F · None of this happens consciously. G · Sound, it turns out, is only part of the story. Elige la frase que va en cada hueco. Sobra una.
Why we lower our voices in old buildings
Walk into a cathedral, a museum or an old library and something happens to the way you speak. Most people drop their volume within a few steps of the door, often before they have seen anyone else inside. (1)
Sebastian Krol, who studies acoustics at a Belgian university, began looking at this after recording tourists in a church in Ghent. He assumed that visitors were reacting to the long reverberation, the way a voice hangs in a large stone space, and that the quieter behaviour would fade as people got used to it. (2) The tourists who stayed longest were the quietest of all.
His team then repeated the recordings in a modern building with almost identical reverberation, a university sports hall. Voices there stayed loud. (3) Something about the room was telling people how to behave, and it was not simply the echo.
Krol suspects that the cue is a combination of light, temperature, ceiling height and the behaviour of the first person through the door. In one experiment, a single confederate speaking normally was enough to raise the volume of everyone who entered afterwards. (4) People cannot usually explain why they were whispering, and many deny that they were.
(5) Some researchers argue that the effect is simply learned: we are taught as children to be quiet in churches, and we obey the label on the building rather than the room. Krol accepts that this explains a good deal, but not why the same drop appears in buildings that visitors cannot identify at all. (6)
- Hueco 1ABCDEFGE. Abre la investigación: la pregunta es fácil de plantear y difícil de contestar.
- Hueco 2ABCDEFGC. Esperaba lo contrario, y por eso sorprende que los que más rato pasaban fueran los más callados.
- Hueco 3ABCDEFGG. Mismo eco, voces altas: el sonido solo explica una parte.
- Hueco 4ABCDEFGF. Enlaza con que la gente no sabe explicar por qué susurraba.
- Hueco 5ABCDEFGB. Introduce a los investigadores que discrepan.
- Hueco 6ABCDEFGA. Cierra con el dato que deja abierta la cuestión: al decirles qué se medía, el efecto se esfumaba.
