SECTION B INTERVIEW Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview. 听力原文：Interviewer: In your study, you identified students who stood out from the crowd because they, more than their peers, could find enjoyment in both work and play. You also found students who were disengaged and passive about most of the activities they participated in. What was the context of your longitudinal study? Interviewee: With the help from a grant from a famous Foundation, we identified 1,000 children who were in 6th, 8th, 10th, and 12th grades in 12 school districts from three states and everywhere in between. Nine years later, we are still following some of the participants as young adults, although a much smaller group of them. We selected students randomly. We were not looking for children who enjoyed school or did not enjoy school. We just tried to get as much of a cress-section as possible. We developed questionnaires and interviewed these students, but we obtained most of our data through giving each student a programmable pager for a week. This pager would go off eight times a day, early morning to 11 p.m. , at random moments, Whenever the pager signaled, the students would take out a little booklet and write where they were, what they were doing, what they were thinking about, their level of concentration, how happy they were, and how creative they felt when doing different activities. They reported about 30 times during the week, so we received about 30,000 reports. And that allowed us to begin to see these children's experiences, the feelings and thoughts they had during the day, both at school and out of school. For instance, every time the pager went off, they had to say whether what they were doing was more like play, more like work, or like neither work nor play. Interviewer: Was life more like work or play for these teenagers? Interviewee: About 30 percent of the time they stated that it was like work 30 percent of the time, they said that what they were doing was like play 30 percent neither and they reported that for 10 percent of their time. what they were doing was like both work and play. Interviewer: In your follow-up studies, you concluded that students who often say that what they are doing is like both work and play are more likely to go on to college or make a successful transition to work. Interviewee: Those students who say that whatever they do is more like work seem to do well in high school. Although they say that what they are doing is work and they don't enjoy it at the moment, they record on the response sheet that the activity is important to their future. So they understand that, 'Okay. This is work. It's not pleasant. But it will profit me in the future.' Those kids who say that what they do is mostly play enjoy their activities, but they don't think of them as being important for the future. But the best situation is when a person sees a life activity as both work and play. Unfortunately, only about 10 percent of the time do students report this experience. Some kids never report that they have this experience. The worst thing is to frequently feel that what you do is neither enjoyable right now nor good preparation for the future. Interviewer: We've published many articles on multiple intelligences and learning styles. Do you think people of a certain kind of intelligence are more likely to have the flow experience? Interviewee: It depends on whether there are opportunities for your particular skill or intelligence. If you are musically inclined, for instance, and there is no opportunity to play music at your school and no other place to get the experience of playing, then you