题目
题型：不详难度：来源：
The study looked at how dogs react when a companion is rewarded for the same trick in an unequal way. Friederike Range, a researcher at the University of Vienna in Austria, and her colleagues did a series of experiments with dogs who knew how to respond to the command “give the paw “. The dogs were normally happy to repeatedly give the paw, whether they got a reward or not. But that changed if they saw that another dog was being rewarded with a piece of food, while they received nothing.
“We found that the dogs hesitated significantly longer when obeying the command to give the paw,” the researchers write. The unrewarded dogs eventually stopped cooperating.
Scientists have long known that humans pay close attention to inequity. But researchers always assumed that animals didn’t share the trait. “The argument was that this is a uniquely human phenomenon,” says Frans de Waal, a professor of psychology at Emory University in Atlanta.
That changed in 2003 when he and a colleague did a study on monkeys. The monkeys had to hand a small rock to researchers to get a piece of cucumber in return. They were happy to do this. But if they saw that another monkey was getting a more delicious reward, a grape, for doing the same job, they would throw away the food and rock, and at some point just stopped performing.
In that experiment, the monkeys considered the fairness of two different types of payment. But when Range and her colleagues did a similar study with their trained dogs, testing to see if dogs would become upset if they only got dark bread when other dogs received sausage, they found that as long as the dogs got some kind of food payment, even if it wasn’t the most delicious kind, the animals would play along.
小题1:How did the dogs in Range’s study react to the order of “giving the paw”?
| A．They took the order even without being rewarded. |
| B．They took the order only when rewarded. |
| C．They turned a deaf ear to repeated orders. |
| D．They hesitated longer when given repeated orders. |
| A．originated from Range’s research on dogs. |
| B．showed that animals do pay attention to inequity. |
| C．began the argument that only humans are aware of inequity. |
| D．was conducted to find out how monkeys reacted to humans’ orders. |
| A．was given less work. |
| B．was given more food. |
| C．was given the same type of food. |
| D．was given more delicious food. |
| A．care more about whether they are rewarded. |
| B．care less about what they are rewarded with. |
| C．care more about what they are ordered to do. |
| D．care less about who gives them orders. |
| A．Animals have various ways to show their anger. |
| B．Dogs are less intelligent than monkeys. |
| C．Dogs have a sense of fairness. |
| D．Most animals want to be rewarded equally. |
答案
小题1:A
小题1:B
小题1:D
小题1:B
小题1:C
解析
核心考点
试题【Dogs have an understanding of fair play and become angry if they feel that anoth】；主要考察你对题材分类等知识点的理解。[详细]
举一反三
Researchers say people do not observe this slow reduction in mental ability until the loss affects their everyday activities.
Denise Park led the new study. She directs the Centre for Aging and Cognition at the Institute for Social Research at the University of Michigan. Her team studied more than 350 men and women between the ages of twenty and ninety years. The study identified people in their middle twenties with memory problems.
She says young adults do not know they are forgetting things because their brains have more information than they need.
But she says that people in their twenties and thirties are losing memory at the same rate as people in their sixties and seventies.
Ms. Park says people between the ages of sixty and seventy may note the decrease in their mental abilities. They begin to observe that they are having more trouble remembering and learning new information.
The study found that older adults are more likely to remember false information as being true. For example, they remembered false medical claims as being true. Younger people remembered hearing the information. But they were more likely to remember that it was false.
Ms. Park is now using modern imaging equipment to study what happens in the brains of people of different ages. She is studying what parts of the brain older adults use for different activities compared to younger adults. Ms. Park says mental performance is a direct result of brain activity and brain structure. She says keeping the brain active is important. She hopes future studies will identify ways to improve the operation of our aging minds.
小题1:The passage is meant to _____________.
| A．emphasize the importance of exercising the brain |
| B．analyze the difference between different age groups on the loss of memory |
| C．reveal the decrease in mental ability of young adults as well as older adults |
| D．introduce effective ways to improve memory |
| A．they lose their memory at a slower rate |
| B．they rarely realize they have memory problems |
| C．their brains can store much more information |
| D．all of the above |
| A．Not until the loss of memory affects their daily activities, do people notice the decrease in their mental abilities. |
| B．People begin to lose memory in their twenties. |
| C．Older people tend to remember false information as being true. |
| D．Younger people find it easier to remember the information that is proven false. |
| A．mental performance can be improved |
| B．mental ability is determined entirely by brain structure |
| C．people of different ages use different parts of the brain for memorizing |
| D．different parts of the brain are responsible for different mental activities |
| A．The Mysterious Brain | B．The Ability to Forget |
| C．Memory Reduction | D．Mental Performance |
Manned submersibles (潜水器), like spaceships, must maintain living conditions in an unnatural environment. While a spaceship must simply be sealed against the vacuum space, a submersible must be able to bear extreme pressure if it is not to break up in deep water.
In exploring space, unmanned vehicles were employed before astronauts. In undersea exploration, on the other hand, men paved the way, and only recently have unmanned remote-operated vehicles (ROVs) been put to use.
One reason for this is that communicating with vehicles in orbit is much easier than talking to those underwater. A vacuum is an ideal medium for radio communications, but underwater communications are limited to much slower sound waves. Thus, most undersea vehicles — particularly ROVs — operate at the end of long ropes.(电缆终端)
For a similar reason, knowing where you are undersea is much more difficult than in space. A spaceship’s position can be located by following its radio signal, or by using telescopes and radar. For an undersea vehicle, however, a special network of sonar （声纳系统）devices must be laid out in advance on the ocean floor in the area of a dive to locate the vehicle’s position.
Though undersea exploration is more challenging than outer space in a number of respects, it has a distinct advantage: going to the ocean depths doesn’t require the power necessary to escape Earth’s gravity. Thus, it remains far less expensive.
小题1:The purpose of the passage is ______.
| A．to persuade you to explore the depths of the ocean |
| B．to stress the importance of the undersea exploration |
| C．to make you believe that the undersea exploration is better |
| D．to tell some differences between two kinds of explorations |
| A．unmanned vehicles were used in the beginning |
| B．men covered the ocean floor with stones and bricks |
| C．manned vehicles were employed before unmanned ones |
| D．men invented unmanned remote-operated vehicles in the past |
| A．from time to time |
| B．after the undersea vehicles dive |
| C．before the undersea vehicles dive |
| D．when the undersea vehicles are diving |
| A．Submersibles usually break up in deep water. |
| B．Undersea vehicles can receive signals immediately. |
| C．Going to space needs power to escape the gravity. |
| D．Radio communications are quite difficult in a vacuum. |
If you are talking to a group of managers, you may refer to the disorganized methods of their secretaries; alternatively if you are addressing secretaries, you may want to comment on their disorganized bosses.
Here is an example, which I heard at a nurses" convention, of a story which works well because the audience all shared the same view of doctors. A man arrives in heaven and is being shown around by St. Peter. He sees wonderful accommodations, beautiful gardens, sunny weather, and so on. Everyone is very peaceful, polite and friendly until, waiting in a line for lunch, the new arrival is suddenly pushed aside by a man in a white coat, who rushes to the head of the line, grabs his food and stomps over to a table by himself. "Who is that?" the new arrival asked St. Peter. "Oh, that"s God." came the reply, "but sometimes he thinks he"s a doctor."
If you are part of the group which you are addressing, you will be in a position to know the experiences and problems which are common to all of you and it"ll be appropriate for you to make a passing remark about the inedible canteen food or the chairman"s notorious bad taste in ties. With other audiences you mustn"t attempt to cut in with humor as they will resent an outsider making disparaging remarks about their canteen or their chairman. You will be on safer ground if you stick to scapegoats like the Post Office or the telephone system.
If you feel awkward being humorous, you must practice so that it becomes more natural. Include a few casual and apparently off-the-cuff(即兴的)remarks which you can deliver in a relaxed and unforced manner. Often it"s the delivery which causes the audience to smile, so speak slowly and remember that a raised eyebrow or an unbelieving look may help to show that you are making a light-hearted remark.
Look for the humor. It often comes from the unexpected. A twist on a familiar quote "If at first you don"t succeed, give up" or a play on words or on a situation. Search for exaggeration and understatements. Look at your talk and pick out a few words or sentences which you can turn about and inject with humor.
小题1:To make your humor work, you should ________.
| A．take advantage of different kinds of audience |
| B．make fun of the disorganized people. |
| C．address different problems to different people. |
| D．show sympathy for your listeners. |
| A．impolite to new arrivals. |
| B．very conscious of their godlike role. |
| C．entitled to some privileges. |
| D．very busy even during lunch hours. |
| A．have benefited many people. |
| B．are the focus of public attention. |
| C．are an inappropriate subject for humor. |
| D．have often been the laughing stock. |
| A．in well-worded language. | B．as awkwardly as possible. |
| C．in exaggerated statement. | D．as casually as possible. |
| A．Use Humor Effectively. | B．Various Kinds of Humor. |
| C．Add Humor to Speech. | D．Different Humor Strategies. |
their learning by always looking up new words and finding out what they mean. They should keep a dictionary and a thesaurus close at hand.
Make clear lists: Students should make a list of everything that they need to get done. They should check off assignments（作业）once completed. They should include clear due dates.
Make a commitment: Active learners will resolve to keep up –to-date from the start. They will avoid procrastinating. They will complete most of their work as early as possible.
Independent work is best: Students will do all assignments independently—they will never copy! Students who copy are passive learners. Passive learners do not give their mind a chance to think on its own.
Organization is key: Students should keep an excellent folder and notebook. All problems should be clearly stated and solutions given. All tests and quizzes should be corrected and used as study guides for exams and finals.
All actions without solutions are dead: Active learners will always show their work needed to solve a problem. Active learners will never turn in a list of answers without giving an explanation or a solution.
Advanced reading: Students should do any required reading for the topic before class. They should write an outline of the section or chapter. They should actively take notes as they read to help them remember.
小题1:If you want to be successful in exams and finals you should .
| A．give your mind a chance to think on its own |
| B．check off your papers once completed |
| C．keep an excellent folder and notebook |
| D．hand in your homework on time |
| A．be active doing something |
| B．finishing doing something |
| C．delaying doing something |
| D．doing something ahead |
| A．How to Be an Effective Reader |
| B．How to Get Good Scores in Tests |
| C．How to Collect Academic Information |
| D．How to Actively Study in High School |
The idea of the genome as a book is not, strictly speaking, even a metaphor (比喻), It is true to a great extent. A book is a piece of digital information, written in one-directional form and defined by a code that translates a small alphabet of letters into a large dictionary of meanings through the order of their groupings. So is a genome. The only complication is that all English books read from left to right, while some parts of the genome read from left to right, and some from right to left, though never both at the same time.
While English books are written in words of different lengths using twenty-six letters. Genomes are written entirely in three-letter words, using only four letters, And instead of being written on flat pages, they are written on long chains of DNA molecules (分子), The genome is a very clever book, because in the right conditions it can both photocopy itself and read itself.
小题1:How do human genomes read according to the passage?
| A．Only from left to right. | B．Only from right to left. |
| C．From both directions at the same time | D．From one direction at a time |
| A．is as long as the River Danube |
| B．can be easily placed on the head of a pin |
| C．is coded with and alphabet of four letters |
| D．is smart enough to read and take photos of itself |
| A．specialists in the field | B．general readers |
| C．natural scientists | D．readers with academic background |
| A．to focus on the differences between the two |
| B．to lay emphasis on the similarities between the two |
| C．to simplify the concept of the human genome |
| D．to give an exact description of the human genome |
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