translate the following paragraphs into Chinese.  The manifestation of the deceleration of cognitive activity is demonstrated in a number of fabricated stories. There
are many instances of confusion in the fabricated story of subject number 7:
And I’m winding and...and it’s da...dark and the flashlight doesn’t reach to see anything from the water and...it
wound (change in tense) and then I’m sort of standing at the end of the...pier....Nu, usually fish at Tel Baruch
(jumping from one subject to another). I’m standing at the end of the pier when...so it doesn’t get caught, if
there’s anything I thought for sure some garbage from the sea. And...then I start to pull up the...uh...it and I
wind up the reel. And dr...I pull it up (superfluous repetitions) and I feel...I see some (a problem with the
description that the narrator did not know how to solve) I don’t know what to call it, it’s sort of black and...at the
end. At the end something moved and I thought (change in tense) some plastic bags and seaweed got caught
(superfluous repetitions) and I lay it on the pier, and I shine the flashlight on it and an octopus emerged. A giant.
Th...a giant uh. For us ( pronoun changes) it was big, more than a kilo (superfluous repetitions).
Subject number 33’s fabricated story contains deviations in the story structure. This story clearly lacks the closing
non-essential text, which should be the gradual concluding of the story and distancing from the event. In their stead,
there is a compressing of all that happened in the end into one sentence. Such compression is likely to indicate the
subject’s desire to conclude the description hastily and to distance herself from the invented situation:
And on...on the day the course ended, I was sitting with another uh...one who finished the course with me, we
sat together and sang, she played the piano and I sang. She commented that I have a very nice voice and why
didn’t I go and audition, and I told her I simply didn’t know how. And...a few days after that, she told me that
...a friend of hers was one of the judges, and she spoke with her, spoke about her, spoke about me with her. And
she got me an audition and I went, and...I sang and I performed, but in the end they discovered that I’m religious
so they turned me down.
An example of a story with a low TTR (56.2%) can be found in the fabricated story of subject number 27
(for purposes of comparison, it should be pointed out that the average TTR results in the true stories was 78%):
The first story, uh, my boyfriend, lived in Beer Sheva, and I lived in Jerusalem at the time, and...he apparently
was crazy about me, and...he used to come almost every day, uh, to visit me. He used to...work awfully hard,
and...at the end of every da...almost, al...almost every day of the week he used to come to visit. He used to
drive...in the evening and go back very very late at night. Used to drive like a...lunatic, he used to brag about it
too every time how fast he drives.
Negative attitude. The speaker’s negative attitude toward his invention has its source in the speaker’s insecurity
from being in the position of misleading the listener. This attitude is expressed in negative affects, which the speaker integrates into his words (Knapp et al., 1974; DePaulo et al., 1985; Miller and Burgoon, 1996). This research finds
evidence of the speaker’s negative attitude toward being in the position of lying in his overuse of negative words in
narratives with invented scripts. These were found in the semantic examination. Negative words—these are words of negation (no, there is no, can’t) or words with a negative semantic load, such as
failure, hit, attack, evil, etc. The use of negative words was found to be greater in narratives with invented scripts in
comparison with those of factual ones. The large number of negative words is evidence of the speaker’s negative
attitude toward what he is saying (Sovran, 2000:79–81). This finding shows the great weight of upbringing and social
conventions, which reject misleading, both by the speaker and in his language (Fraser, 1994). From early childhood, a
person is taught that misleading is negative and forbidden. This education does not necessarily guarantee that a person
will be absolutely honest at all times, but it does influence his attitude toward the act of misleading. This attitude is
expressed in the words the individual chooses to use. In terms of content, nothing about the use of these particular
words changes the story in any way, but semantically there is a difference between the words selected when fabricating
and those in use in other circumstances. This difference can indicate a fact that the speaker does not want to reveal—
his negative attitude toward what he himself is saying.