大学英语六级阅读真题文档格式.docx
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Eachchoiceinthebankisidentifiedbyaletter。
PleasemarkthecorrespondingletterforeachitemonAnswerSheet2withasinglelinethroughthecentre。
Youmaynotuseanyofthewordsinthebankmorethanonce。
DidSarahJosephaHalewrite“Mary’sLittleLamb,”theeternalnurseryrhyme(儿歌)aboutgirlnamedMarywithastubbornlamb?
Thisisstilldisputed,butit’sclearthatthewoman26forwritingitwasoneofAmerica’smostfascinating27。
InhonorofthepoempublicationonMay24,1830,here’smoreaboutthe28author’slife。
Halewasn’tjustawriter,shewasalsoa29socialadvocate,andshewasparticularly30withanidealNewEngland,whichsheassociatedwithabundantThanksgivingmealsthatsheclaimedhad“adeepmoralinfluence,”shebegananationwide31tohaveanationalholidaydeclaredthatwouldbringfamiliestogetherwhilecelebratingthe32festivals。
In1863,after17yearsofadvocacyincludingletterstofivepresidents,Halegotit。
PresidentAbrahamLincolnduringtheCivilWar,issueda__33__settingasidethelastThursdayinNovemberfortheholiday。
Thetrueauthorshipof“Mary’sLittleLamb”isdisputed。
AccordingtoNewEnglandHistoricalSociety,Halewroteonlyonepartofthepoem,butclaimedauthorship。
Regardlessoftheauthor,itseemsthatthepoemwas__34__byarealevent。
WhenyoungMarySawyerwasfollowedtoschoolbyalambin1816,itcausedsomeproblems。
AbystandernamedJohnRoulstonewroteapoemabouttheevent,then,atsomepoint,Haleherselfseemstohavehelpedwriteit。
However,ifa1916piecebyhergreat-nieceistobetrusted,Haleclaimedforthe__35__ofherlifethat“Someotherpeoplepretendedthatsomeoneelsewrotethepoem”。
A)campaignI)proclamation
B)careerJ)rectified
C)charactersK)reputed
D)featuresL)rest
E)fierceM)supposed
F)inspiredN)traditional
G)latterO)versatile
H)obsessed
SectionB
Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit。
Eachstatementcontainsinformationgiveninoneoftheparagraphs。
Identifytheparagraphfromwhichtheinformationisderived。
Youmaychooseaparagraphmorethanonce。
Eachparagraphismarkedwithaletter。
AnswerthequestionbymarkingthecorrespondingletteronAnswerSheet2。
PeerPressureHasaPositiveSide
A。
Parentsofteenagersoftenviewtheirchildren‘sfriendswithsomethinglikesuspicion。
Theyworrythattheadolescentpeergrouphasthepowertopushitsmembersintobehaviorthatisfoolishandevendangerous。
Suchwarinessiswellfounded:
statisticsshow,forexample,thatateenagedriverwithasame-agepassengerinthecarisathigherriskofafatalcrashthananadolescentdrivingaloneorwithanadult。
B。
Ina2005study,psychologistLaurenceSteinbergofTempleUniversityandhisco-author,psychologistMargoGardner,thenatTemple,divided306peopleintothreeagegroups:
youngadolescents,withameanageof14;
olderadolescents,withameanageof19;
andadults,aged24andolder。
Subjectsplayedacomputerizeddrivinggameinwhichtheplayermustavoidcrashingintoawallthatmaterializes,withoutwarning,ontheroadway。
SteinbergandGardnerrandomlyassignedsomeparticipantstoplayaloneorwithtwosame-agepeerslookingon。
C。
Olderadolescentsscoredabout50percenthigheronanindexofriskydrivingwhentheirpeerswereintheroom—andthedrivingofearlyadolescentswasfullytwiceasrecklesswhenotheryoungteenswerearound。
Incontrast,adultsbehavedinsimilarwaysregardlessofwhethertheywereontheirownorobservedbyothers。
“Thepresenceofpeersmakesadolescentsandyouth,butnotadults,morelikelytotakerisks,”SteinbergandGardnerconcluded。
D。
Yetintheyearsfollowingthepublicationofthisstudy,Steinbergbegantobelievethatthisinterpretationdidnotcapturethewholepicture。
Asheandotherresearchersexaminedthequestionofwhyteensweremoreapttotakerisksinthecompanyofotherteenagers,theycametosuspectthatacrowd‘sinfluenceneednotalwaysbenegative。
Nowsomeexpertsareproposingthatweshouldtakeadvantageoftheteenbrain’skeensensitivitytothepresenceoffriendsandleverageittoimproveeducation。
E。
Ina2011study,SteinbergandhiscolleaguesturnedtofunctionalMRI(磁共振)toinvestigatehowthepresenceofpeersaffectstheactivityintheadolescentbrain。
Theyscannedthebrainsof40teensandadultswhowereplayingavirtualdrivinggamedesignedtotestwhetherplayerswouldbrakeatayellowlightorspeedonthroughthecrossroad。
F。
Thebrainsofteenagers,butnotadults,showedgreateractivityintworegionsassociatedwithrewardswhentheywerebeingobservedbysame-agepeersthanwhenalone。
Inotherwords,rewardsaremoreintenseforteenswhentheyarewithpeers,whichmotivatesthemtopursuehigher-riskexperiencesthatmightbringabigpayoff(suchasthethrillofjustmakingthelightbeforeitturnsred)。
ButSteinbergsuspectedthistendencycouldalsohaveitsadvantages。
Inhislatestexperiment,publishedonlineinAugust,SteinbergandhiscolleaguesusedacomputerizedversionofacardgamecalledtheIowaGamblingTasktoinvestigatehowthepresenceofpeersaffectsthewayyoungpeoplegatherandapplyinformation。
G。
Theresults:
TeenswhoplayedtheIowaGamblingTaskundertheeyesoffellowadolescentsengagedinmoreexploratorybehavior,learnedfasterfrombothpositiveandnegativeoutcomes,andachievedbetterperformanceonthetaskthanthosewhoplayedinsolitude。
“Whatourstudysuggestsisthatteenagerslearnmorequicklyandmoreeffectivelywhentheirpeersarepresentthanwhenthey‘reontheirown,”Steinbergsays。
Andthisfindingcouldhaveimportantimplicationsforhowwethinkabouteducatingadolescents。
H。
MatthewD。
Lieberman,asocialcognitiveneuroscientistattheUniversityofCalifornia,LosAngeles,andauthorofthe2013bookSocial:
WhyOurBrainsAreWiredtoConnect,suspectsthatthehumanbrainisespeciallyadeptatlearningsociallysalientinformation。
Hepointstoaclassic2004studyinwhichpsychologistsatDartmouthCollegeandHarvardUniversityusedfunctionalMRItotrackbrainactivityin17youngmenastheylistenedtodescriptionsofpeoplewhileconcentratingoneithersociallyrelevantcues(forexample,tryingtoformanimpressionofapersonbasedonthedescription)ormoresociallyneutralinformation(suchasnotingtheorderofdetailsinthedescription)。
Thedescriptionswerethesameineachcondition,butpeoplecouldbetterrememberthesestatementswhengivenasocialmotivation。
I。
Thestudyalsofoundthatwhensubjectsthoughtaboutandlaterrecalleddescriptionsintermsoftheirinformationalcontent,regionsassociatedwithfactualmemory,suchasthemedialtemporallobe,becameactive。
Butthinkingaboutorrememberingdescriptionsintermsoftheirsocialmeaningactivatedthedorsomedialprefrontalcortex—partofthebrain‘ssocialnetwork—evenastraditionalmemoryregionsregisteredlowlevelsofactivity。
Morerecently,ashereportedina2012review,Liebermanhasdiscoveredthatthisregionmaybepartofadistinctnetworkinvolvedinsociallymotivatedlearningandmemory。
Suchfindings,hesays,suggestthat“thisnetworkcanbecalledontoprocessandstorethekindofinformationtaughtinschool—potentiallygivingstudentsaccesstoarangeofuntappedmentalpowers。
”
J。
Ifhumansaregenerallygearedtorecalldetailsaboutoneanother,thispatternisprobablyevenmorepowerfulamongteenagerswhoarehyperattentivetosocialminutiae:
whoisin,whoisout,wholikeswhom,whoismadatwhom。
Theirpenchantforsocialdramaisnot—ornotonly—awayofdistractingthemselvesfromtheirschoolworkorofdrivingadultscrazy。
Itisactuallyaneurological(神经的)sensitivity,initiatedbyhormonalchanges。
Evolutionarilyspeaking,peopleinthisagegroupareatastageinwhichtheycanpreparetofindamateandstarttheirownfamilywhileseparatingfromparentsandstrikingoutontheirown。
Todothissuccessfully,theirbrainpromptsthemtothinkandevenobsessaboutothers。
K。
Yetourschoolsfocusprimarilyonstudentsasindividualentities。
Whatwouldhappenifeducatorsinsteadtookadvantageofthefactthatteensarepowerfullycompelledtothinkinsocialterms?
InSocial,Liebermanlaysoutanumberofwaystodoso。
HistoryandEnglishcouldbepresentedthroughthelensofthepsychologicaldrivesofthepeopleinvolved。
OnecouldthereforepresentNapoleonintermsofhisdesiretoimpressorChurchillintermsofhislonelymelancholy。
Lessinherentlyinterpersonalsubjects,suchasmath,couldacquireasocialaspectthroughteamproblemsolvingandpeertutoring。
Researchshowsthatwhenweabsorbinformationinordertoteachittosomeoneelse,welearnitmoreaccuratelyanddeeply,perhapsinpartbecauseweareengagingoursocialcognition。
L。
Andalthoughanxiousparentsmaynotwelcomethenotion,educatorscouldturnadolescentrecklessnesstoacademicends。
“Risktakinginaneducationalcontextisavitalskillthatenablesprogressandcreativity,”wroteSarah-JayneBlakemore,acognitiveneuroscientistatUniversityCollegeLondon,inareviewpublishedlastyear。
Yet,shenoted,manyyoungpeopleareespeciallyriskaverseatschool—afraidthatonelowtestscoreormediocre