본문 7과 연습

There [is/are] still [much/many] to [be learned/learn] about the human brain. [Around/round] the world, researchers are working hard to understand this [amazing/amazed] organ better. one type of research involves [to map/mapping] the brain [as/because] it develops, [seeing/to see] how it changes from year to year.

Some teenagers, now [approaching/approached] adulthood, [have been studied/ have studied]  for many years. Karl is one [such/like] teenager. He [has been taking part in/has been taken part in] Dr. Burke's brain development study [since/because] he was a baby. Today he is at the hospital, [looking/looked] at the results of the yearly mapping of his brain. He and Dr. Burke are [like/alike] old friends now.

Dr. Burke    : Well, Karl, as usual you did a great job [staying/stood] still while I scanned your brain. Please come [into/in] my office.

Karl     : Are those my images?

Dr. Burke    : Some of them, yes. I [took/made] a total of 420 pictures, each [shown/showing] a slice of your brain about as thick as a dime.

Karl     : Do they show [something/anything] unusual this time?

Dr. Burke    : No, no. Everything is OK. It'll [make/take] some time to analyze them, of course, but everything seems to be just the way [that/how] it should be.

Karl     : What about the other tests?

Dr. Burke    : You did great. Not [surprising/surprisingly], you did [good/better] on judging emotions than a year ago.

Karl     : Why did you expect that?

Dr. Burke    : Well, you're getting older. When I showed you the pictures and asked you [to identify/identifying] the emotions on the people's faces, you used your frontal lobe more.

Karl     : My frontal lobe?

Dr. Burke    : Yes, that's the part of the brain associated [with/of] planning and judgment. When you were younger, you used your amygdala more.

            That's the part in the temporal lobe [connected/connecting] [of/with] emotional and gut reactions. When you used that part, you tended to [take/make] mistakes. In particular, you sometimes confused fear with anger or [sad/sadness]; sometimes you thought a scared person was angry or sad [instead/instead of].

Karl     : Is that why I [am used/used] to get angry so easily, but now I'm calmer?

Dr. Burke    : Probably. You probably thought people were angry at you, and so you reacted [angrily/angry].

Karl     : Wow. How else does my brain development show up in my behavior?

Dr. Burke    : Well, I guess you like [exciting/excited] things. Is that right?

Karl     : Yes. I love skateboarding and loud music. Anything [exciting/excited]!

Dr. Burke    : I notice you have a cut on your leg. How did you get it?

Karl     : I got it a few days ago [during/while] I was skateboarding. A couple of girls were passing [by/away] and I wanted to show [up/off], so I tried [jumping/to jump] over a large box with my skateboard. Bad idea!

Dr. Burke    : That's your frontal lobe at work － or [quite/rather], not at work － again. You see, as a teenager, you have very active hormones in your brain's emotional center, the limbic system. This makes you [to want/want] excitement. The only problem is that the part of your brain [what/which] puts the brakes on risky behaviors, the frontal lobe, [is/are] still developing.

Karl     : Wow, I didn't know so much of my behavior was controlled by my brain.

Dr. Burke    : Not [controlled/controlling], but [influenced/influencing]. That's probably a better word.

Karl     : Can my brain explain why I'm so lazy? My mom always says I'm lazy [these days/those days]!

Dr. Burke    : Are you really lazy? Think about it. Maybe you're just [unmotivated/unmotivating].

Karl     : Yeah, maybe. My parents say that I have to study harder to get ready [to/for] college. But I want to have fun now! I don't feel [motivated/motivating] to [deal with/deal in] college yet!

Dr. Burke    : Sometimes it's hard [of/for] you to look for long－term rewards. Your brain is more [geared/gearing] toward immediate rewards right now. It's easier to study if there is a test the next day, right?

Karl      : Sure.

Dr. Burke : And, Karl, let me [to make/make] a guess about one more thing: you hate mornings, right?

Karl      : How did you know? I'd sleep [until/by] noon if I [would/could]!

Dr. Burke    : Well, as a teenager, your pineal gland, [that/which] is at the base of your brain, functions a little differently from [those/that] of a young child's or at adult's. It produces a hormone [called/calling] melatonin, [what/which] signals the body that it's time [sleeping/to sleep]. Melatonin stays at lower levels late [into/in] the night for a teenager, even if you do calm activities or it's dark outside. [Basically/Basical], your brain programs your body to start the night later than young children or adults [are/do].

Karl      : This is really [interesting/interested]. I wonder what next year's pictures will show.

Dr. Burke    : [When/As] time goes on, your brain will become more and more [alike/like] an adult's. Still, it'll be many years [after/before] you can make mature decisions [easy/easily].

Karl      : But I'm 17, [near/nearly] an adult.

Dr. Burke    : That's true legally, but [in terms of/in term of] brain development, you won't be an adult [by/until] you're about 25.

Karl leaves Dr. Burke's office a short time later, [wondering/wondered] how his brain will change [in/over] the next year. As he thinks about his plans to skateboard with his friends later in the evening, he wonders if their late－night activity has [nothing/something] to do with their age. When they get older, will they skateboard [earlier/early] in the day? Will they be more careful? Karl is [amazing/amazed] at the influence his [growing/grown] brain has on his daily decisions.