题目
题型：湖南省模拟题难度：来源：
told this exact tale before, to the person we"re boring with it now. Why do we make such memory mistakes?
According to research published in Psychological Science, it may have to do with the way our brains
process different types of memory.
Researchers Nigel Gopie, of the Rotman Research Institute in Toronto, and Colin MacLeod, of the University
of Waterloo, divided memory into two kinds. The first was source memory, or the ability to keep track of where
information is coming from. The second was destination memory, or the ability to recall whom we have given
information to.
They found that source memory functions better than destination memory, in part because of the direction
in which that information is travelling.
To study the differences between source and destination memory, the researchers did an experiment on 60
university students, according to a New York Times report. The students were asked to associate 50 random
(随意的) facts with the faces of 50 famous people. Half of the students "told" each fact to one of the faces,
reading it aloud when the celebrity"s picture appeared on a computer screen. The other half read each fact
silently and saw a different celebrity picture afterward.
When later asked to recall which facts went with which faces, the students who were giving information
out (destination memory) scored about 16 percent lower on memory perfonnance compared with the students
receiving information (source memory).
The researchers concluded that outgoing information was less associated with its environmental context (背
景) that is, the person-than incoming information.
This makes sense given what is known about attention. A person who is giving information even little facts,
will devote some mental resources to thinking about what is being said Because our attention is finite (有限的),
we give less attention to the person we are giving information to.
After a second experiment with another group of 40 students, the researchers concluded that self-focus is
another factor that undermines destination memory.
They asked half the students to continue giving out random information, while the other told things about
themselves. This time around, those who were talking about themselves did 15 percent worse than those giving
random information.
"When you start telling these personal facts compared with non-self facts, suddenly destination memory
goes down more, suggesting that it is the self-focus component (成分) that"s reducing the memory," Gopie told
Live Science.
B. tell what causes the memory to worsen
C. explain why we repeat stories to the same person
D. introduce different kinds of memories
B. have worse memory
C. are more likely to repeat stories
D. paid more attention to themselves
B. focuses more on what he is saying
C. has finite attention
D. pays much attention to his own behavior
B. benefits
C. explains
D. supports
B. Focusing attention on oneself leads to relatively poor source memory performane.
C. ASSociating personal experience with information helps people memorize better.
D. Self-focus is responsible for giving information twice or more to the same persor.
答案
核心考点
试题【Reading comprehension. We may all have had the embarrassing moment: Getting 】；主要考察你对题材分类等知识点的理解。[详细]
举一反三
Passage and the required words limit. Write your answers on your answer sheet.
They may also be nervous about the well-known fact that"they are likely to gain weight this school year.
While many of us remember the extra weight that showed up right around the start of our college careers,
we are not always clear on how much weight we realize gained or why.
Many nutrition experts and psychologists think that it is the change in environment and the stress of a
new begjnning that cause the typical college freshmen to gain extra pounds. As students start a new stage
of their lives, many eat to deal with the stress of change or loneliness. Often, college students are making
meals or choosing foods independently for the first time in their lives. If they live in the college dormitory,
they have a wide variety of foods to select from that may be higher in calories and fatter than the foods they
consumed living at home. In addition college social events usually center around food. I clearly remember
sitting in my dorm cafeteria for two or three hours on a Saturday morning socializing with my new friends.
Instead of eating only one meal, we would start with breakfast, eat throughout the duration of our socializing,
and finish with lunch. Food also makes an appearance after late-night parties, as part of a school day, or
simply to break the monotony (单调).
So will this year"s typical freshmen really gain 15 pounds? According to a 2006 Tufts University study,
students enrolling in college this fall will gain weight, but maybe not the assumed 15 pounds. Based on the
students surveyed, the study found that men can expect to gain an average of 6 pounds and women an
average of 4.5 pounds during the freshman year.
_____________________________________________________________________________________
2. What seems to play an important role in students" social events? (1 word)
_____________________________________________________________________________________
3. What causes many college freshmen gain weight according to many nutrition experts and psychologists?
(not more than 11 words)
_____________________________________________________________________________________
4. What is the result of the 2006 Tufts University study? (not more than 11 words)
_____________________________________________________________________________________
kind children?" My answer is "to begin by being a 1 adult". When your child 2 you going the extra
mile to help a friend, he will naturally 3 this as the right way to live.
We are mirrors for our 4 . When children observe your examples of kindness, they"ll know 5 to
begin. One day, I mentioned that I had a 6 , and my 8-year-old 7 upstairs to run a bath for me. You
know who 8 her stomachaches in just such a way.
Kindness is a quality that isn"t often 9 in our schools, so we must make a strong effort to acknowledge
(承认) it 10 . A busy mother I know is making a (an) 11 to acknowledge her young son"s kindness. She
says, "Once I was with my son on a bus, and he sat next to a classmate using a wheelchair. I was amazed
at 12 helpful and considerate he was, and I was 13 to praise him when we got home."
Kindness, compassion (同情), and love 14 from understanding and respect, and in turn create more
of 15 . It would help to acknowledge kids" thoughtfulness instead of comparing them and 16 competition.
In an achievement-oriented (成绩导向型) culture, we may focus more 17 grades and sports victories than
on 18 of the heart. 19 the time to acknowledge kind actions as having true worth. We can 20 kindness
in our everydaylives, for example, by creating a "kindness board".
| ( )1.A. normal ( )2.A. sees ( )3.A. think ( )4.A. students ( )5.A. when ( )6.A. headache ( )7.A. walked ( )8.A. had treated ( )9.A. given ( )10.A. in public ( )11.A. plan ( )12.A. what ( )13.A. quick ( )14.A. leave ( )15.A. both ( )16.A. increasing ( )17.A. in ( )18.A. weight ( )19.A. Spend ( )20.A. push | B. knowledgeable B. watches B. consider B. kids B. why B. fever B. moved B. was treating B. rewarded B. in secret B. trick B. how B. late B. give B. none B. reducing B. with B. values B. Cost B. form | C. helpful C. stares C. respect C. parents C. where C. cold C. rushed C. has treated C. received C. at home C. promise C. so C. slow C. make C. neither C. preventing C. for C. easiness C. Waste C. throw | D. kind D. inspects D. look D. adults D. what D. stomachache D. stepped D. would treat D. accepted D. on a bus D. effort D. such D. sorry D. grow D. all D. filling D. on D. satisfaction D. Take D. make |
| 阅读理解。 | |||
| In a time of low academic (学术的) achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic (经济上的) success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little stress is put on academic instruction. In one study, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese listed "to give children a good start academically" as one of their top three reasons for a society to have preschools. In comparison, over half the Americans chose this as one of"their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as determination, concentration, and the ability to function as a member of a group. In the recent comparison of Japanese and American preschool education, 91 percent of Japanese chose group experience as one of their top three reasons while 62 percent of the more individually oriented (强调 个性发展的) Americans chose it. A stress on the importance of the group continues into Japanese primary school education Like in America, there is diversity (多样性) in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have primary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children"s chances of finally being admitted to top-rated schools and universities. | |||
| 1. We learn from the first paragraph that many Americans believe _____. | |||
| [ ] | |||
| A. Japanese parents pay more attention to preschool education than American parents B. Japan"s economic success is a result of its scientific achievements C. Japanese preschool education stresses academic instruction D. Japan"s higher education is better than theirs | |||
| 2. More than three fifths of the American respondents (答卷者) believe that preschools should also attach importance to _____. | |||
| [ ] | |||
| A. problem solving B. group experience C. parental guidance D. individually oriented development | |||
| 3. In Japan"s preschool education, the focus is on _____. | |||
| [ ] | |||
| A. preparing children academically B. developing children"s artistic interests C. developing children"s potential D. improving children"s personal qualities | |||
| 4. Why do some Japanese parents send their children to university-based kindergartens? | |||
| [ ] | |||
| A. They can do better in their future studies. B. They can gain more group experience there. C. They can be individually oriented when they grow up. D. They can have better chances of getting a first-rate education. | |||
| 阅读理解。 | |||
| The Red Panda isn"t much bigger than an average size house cat. At first you may think it"s a bear because of its name. They"re actually a member of the raccoon (浣熊) family which you can tell if you look at their appearance. The Red Panda has a long bushy tail that is useful in two ways. It helps them stay balanced when they are high up in the trees and it keeps them warm in cold weather. Their fur is thick and reddish brown, which may be why they"re known as the firefox. The Red Panda can be found in forested mountains. They"re originally from the forested mountain in the Himalayas in India, Nepal and southern China. Bamboo is the most important part of their diet. They only eat the young leaves and shoots of a bamhoo plant. Red Pandas have a very low metabolic rate (代谢率) in order to deal with their low energy diet and cool environmental temperatures. They"re very shy and gentle and don"t hang around the wild too much during the day. If they feel endangered, they"ll stand on their back legs and make a hissing (嘶嘶的) sound. Red Pandas are good climbers and spend most of their time living mainly in trees. Their claws are very strong and help them hold onto the branches. They sleep in an unusual way by curling up tightly and wrapping their tail around their head while sitting on a branch. Sometimes they"ll sleep with their head beneath their chest and behind their back feet. This is the same position as an American raccoon sleeps. | |||
| 1. You can tell that the Red Panda is a member of the raccoon family from _____. | |||
| [ ] | |||
| A. its name B. its appearance C. its diet D. its living place | |||
| 2. Which of the following is TRUE according to the passage? | |||
| [ ] | |||
| A. The Red Panda can only be found in India, Ncpal and southern China. B The Red Panda"s tail can help it stay balanced when it is high up in the tree. C. The Red Panda eats the whole of the bamboo. D. The Red Panda has high metabolic rate when the temperature is high. | |||
| 3. What will Red Pandas do when they are in trouble? | |||
| [ ] | |||
| A. They will hang around the wild during the day. B. They will climb into the trees. C. They will wrap their tails around their head. D. They will stand on their back legs and make a hissing sound. | |||
| 4. The Red Panda holds onto the branches with their _____. | |||
| [ ] | |||
| A. tails B. fur C. back legs D. claws | |||
| 根据短文内容，从下框的A-F选项中选出能概括每一段主题的最佳选项，选项中有一项为多余选项。 | |||