仅仅额外一年的学校教育就让人10%不那么可能去一家教堂、清真寺或寺庙，一个人祈祷或者描述自己为有宗教信仰，这是一份发表于10月6日的文章所做的总结，该文查看了宗教前程度和在校花费时间长度的关系。它用了11个欧洲国家1960年到1985年间义务的离校年龄的改变来梳理出在学校花费时间欧洲社会调查（一个长期进行的研究项目）中的应对者的对信仰及其做法的影响。
Just one extra year of schooling makes people[/someone] 10% less likely to go to[/attend] a church, mosque or temple, pray alone or describe themselves[/himself] as religious, concludes a paper published on October 6th which[/that] look[s] at the relationship between religiosity and the length of time spent in school. It use[s] [changes in the] compulsory school-leaving age in 11 European countries between 19[6]0 to 1985 to tease out the impact [of] time spent in school on religion and /the/ practice [among] respondents to [the] European Social Survey, a long-running research project.
通过比较类似背景，处于第一批呆更久的的人们，作者们可以相当肯定额外的学校教育实际上导致宗教虔诚度降低，而不是仅仅和下降相联系。在那些额外的年份里，数学和科学课程往往变得更加细致，其中一个作者Naci Mocan指出，对分析思维的增加暴露可能弱化了相信的倾向。
By comparing [people of] similar background[s] /and/ [who were among] the first /people/ to stay [on] longer, the authors could be reasonably certain that [the] extra schooling actually led to[/caused] /the fall of/ religiosity[/to fall], rather than merely [being] correlated with the decline. In[/During] those extra years, mathematics and sciences classes typically become more vigorous, points out Nanci Mocan, one of the authors, [and] increased exposure to analytical thinking may weaken the tendency to believe.
另一份文章，出版于今年早些时候，展示在土耳其于1997年把义务教育从5年提升到8年之后，女性辨认自己为有宗教信仰，盖头或者投票给一个伊斯兰党派的倾向下降了30-50%。而一份出版于2011年的研究，查看了加拿大各省于1950年代到60年代的离校年龄增长发现每增加一年学校教育都导致了4个百分点的辨识有宗教传统可能性下降。它认为，更长的学校教育，解释了大部分加拿大在1971年到2001年间的任何不隶属任何宗教的上升，从人口的4%到16%。
Another paper, published earlier this year, showed that after Turkey increased compulsory schooling from five years to eight [in 1997], women's propensity to identify themselves as religious, cover their heads or vote for a[n] Islamic party fell by 30-50%. And a paper[/study] published in 2011 that looked at the increase[/rise] [in the] school-leaving age in Canadian provinces between[/in the] 1950s to 1960s found that /for/ every[/each] extra years of schooling [led] to [a decline of] four percentage points [in the likelihood]of /fall of/ identifying with a religious tradition. Longer schooling, it reckon[ed], explains [most of] the rise[/increase] [in] non-affiliation to any religious in Canada from[/beween] 1971 to 2001, from 4% of the population to 16%.
最新的文章也展示每额外一年在教室里，导致了迷信做法的11%下降，虽然这些保持普遍。
The latest[most recent] paper also showed /for/ every[/each] extra year in the classroom [led] to [a drop of] 11 [percentage points] /decline/ in /the/ superstitious practice[s], though these remain common.
仅仅额外一年的学校教育就让人10%不那么可能去一家教堂、清真寺或寺庙，一个人祈祷或者描述自己为有宗教信仰，这是一份发表于10月6日的文章所做的总结，该文查看了宗教前程度和在校花费时间长度的关系。它用了11个欧洲国家1960年到1985年间义务的离校年龄的改变来梳理出在学校花费时间欧洲社会调查（一个长期进行的研究项目）中的应对者的对信仰及其做法的影响。
Just one extra year of schooling makes people[/someone] 10% less likely to go to[/attend] a church, mosque or temple, pray alone or describe themselves[/himself] as religious, concludes a paper published on October 6th which[/that] look[s] at the relationship between religiosity and the length of time spent in school. It use[s] [changes in the] compulsory school-leaving age in 11 European countries between 19[6]0 to 1985 to tease out the impact [of] time spent in school on religion and /the/ practice [among] respondents to [the] European Social Survey, a long-running research project.
通过比较类似背景，处于第一批呆更久的的人们，作者们可以相当肯定额外的学校教育实际上导致宗教虔诚度降低，而不是仅仅和下降相联系。在那些额外的年份里，数学和科学课程往往变得更加细致，其中一个作者Naci Mocan指出，对分析思维的增加暴露可能弱化了相信的倾向。
By comparing [people of] similar background[s] /and/ [who were among] the first /people/ to stay [on] longer, the authors could be reasonably certain that [the] extra schooling actually led to[/caused] /the fall of/ religiosity[/to fall], rather than merely [being] correlated with the decline. In[/During] those extra years, mathematics and sciences classes typically become more vigorous, points out Nanci Mocan, one of the authors, [and] increased exposure to analytical thinking may weaken the tendency to believe.
另一份文章，出版于今年早些时候，展示在土耳其于1997年把义务教育从5年提升到8年之后，女性辨认自己为有宗教信仰，盖头或者投票给一个伊斯兰党派的倾向下降了30-50%。而一份出版于2011年的研究，查看了加拿大各省于1950年代到60年代的离校年龄增长发现每增加一年学校教育都导致了4个百分点的辨识有宗教传统可能性下降。它认为，更长的学校教育，解释了大部分加拿大在1971年到2001年间的任何不隶属任何宗教的上升，从人口的4%到16%。
Another paper, published earlier this year, showed that after Turkey increased compulsory schooling from five years to eight [in 1997], women's propensity to identify themselves as religious, cover their heads or vote for a[n] Islamic party fell by 30-50%. And a paper[/study] published in 2011 that looked at the increase[/rise] [in the] school-leaving age in Canadian provinces between[/in the] 1950s to 1960s found that /for/ every[/each] extra years of schooling [led] to [a decline of] four percentage points [in the likelihood]of /fall of/ identifying with a religious tradition. Longer schooling, it reckon[ed], explains [most of] the rise[/increase] [in] non-affiliation to any religious in Canada from[/beween] 1971 to 2001, from 4% of the population to 16%.
最新的文章也展示每额外一年在教室里，导致了迷信做法的11%下降，虽然这些保持普遍。
The latest[most recent] paper also showed /for/ every[/each] extra year in the classroom [led] to [a drop of] 11 [percentage points] /decline/ in /the/ superstitious practice[s], though these remain common.
7.24
schooling/the length of time spent in school/in the classroom
less likely/likelihood/drop/fall
attend a church, mosque or temple, pray alone or describe himself as religious/cover their heads or vote for an Islamic party
relationship /being correlated with
cause/lead to
compulsory school-leaving age
tease out
mathematics and science classes/rigorous
increased exposure to analytical thinking/weaken the tendency to believe
impact on
respondents to the European Social Survey, a long-running research project.
time spent in school on belief and practice
propensity/tendency
rise/increase
each extra year /Longer schooling
non-affiliation to any religion
superstitious practices
