GRE书最新练习题一954Word下载.docx
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day.
(A)jaded..feckless
(B)verbose..ascetic
(C)vain..humble
(D)impulsive..disciplined
(E)self-assured..sanguine
5.Thechildren'
s----natureswereinsharpcontrast
totheeven-tempereddispositionsoftheirparents.
(A)mercurial
(B)blithe
(C)phlegmatic
(D)introverted
(E)artless
6.By----scientificrigorwithaquantitativeapproach,
researchersinthesocialsciencesmayoftenhave----
theirscopetothosenarrowlycircumscribedtopicsthat
arewellsuitedtoquantitativemethods.
(A)undermining..diminished
(B)equating..enlarged
(C)vitiating..expanded
(D)identifying..limited
(E)imbuing..broadened
7.Asearlyastheseventeenthcentury,philosophers
calledattentiontothe----characteroftheissue,
andtheirtwentieth-centurycounterpartsstillapproach
itwith----.
(A)absorbing..indifference
(B)unusual..composure
(C)complex..antipathy
(D)auspicious..caution
(E)problematic..uneasiness
8.TRIPOD:
CAMERA:
:
(A)scaffolding:
ceiling
(B)prop:
set
(C)easel:
canvas
(D)projector:
film
(E)frame:
photograph
9.AQUATIC:
WATER:
(A)cumulus:
clouds
(B)inorganic:
elements
(C)variegated:
leaves
(D)rural:
soil
(E)arboreal:
trees
10.EMOLLIENT:
SUPPLENESS:
(A)unguent:
elasticity
(B)precipitant:
absorption
(C)additive:
fusion
(D)desiccant:
dryness
(E)retardant:
permeability
11.DRAW:
DOODLE:
(A)talk:
whisper
(B)travel:
ramble
(C)run:
walk
(D)calculate:
add
(E)eat:
gobble
12.CONSPICUOUS:
SEE:
(A)repulsive:
forget
(B)prohibited:
discount
(C)deceptive:
delude
(D)impetuous:
disregard
(E)transparent:
understand
13.IMMATURE:
DEVELOPED:
(A)accessible:
exposed
(B)theoretical:
conceived
(C)tangible:
identified
(D)irregular:
classified
(E)incipient:
realized
14.PERSPICACITY:
ACUTE:
(A)adaptability:
prescient
(B)decorum:
complacent
(C)caprice:
whimsical
(D)discretion:
literal
(E)ignorance:
pedantic
15.PLAYFUL:
BANTER:
(A)animated:
originality
(B)exaggerated:
hyperbole
(C)insidious:
effrontery
(D)pompous:
irrationality
(E)taciturn:
solemnity
16.QUARANTINE:
CONTAGION:
(A)blockage:
obstacle
(B)strike:
concession
(C)embargo:
commerce
(D)vaccination:
inoculation
(E)prison:
reform
Influencedbytheviewofsometwentieth-century
feministsthatwomen'
spositionwithinthefamilyis
oneofthecentralfactorsdeterminingwomen'
ssocial
position,somehistorianshaveunderestimatedthesigni-
(5)ficanceofthewomansuffragemovement.Thesehistor-
ianscontendthatnineteenth-centurysuffragistwasless
radicaland,hence,lessimportantthan,forexample,the
moralreformmovementordomesticfeminism—two
nineteenth-centurymovementsinwhichwomenstrug-
(10)gledformorepowerandautonomywithinthefamily.
True,byemphasizingthesestruggles,suchhistorians
havebroadenedtheconventionalviewofnineteenth-
centuryfeminism,buttheydoahistoricaldisserviceto
suffragism.Nineteenth-centuryfeministsandanti-
(15)feministalikeperceivedthesuffragists'
demandfor
enfranchisementasthemostradicalelementinwomen'
s
protest,inpartbecausesuffragistsweredemanding
powerthatwasnotbasedontheinstitutionofthe
family,women'
straditionalsphere.Whenevaluating
(20)nineteenth-centuryfeminismasasocialforce,contem-
poraryhistoriansshouldconsidertheperceptionsof
actualparticipantsinthehistoricalevents.
17.Theauthorassertsthatthehistoriansdiscussedin
thepassagehave
(A)influencedfeministtheoristswhoconcentrateon
thefamily
(B)honoredtheperceptionsofthewomenwho
participatedinthewomensuffragemovement
(C)treatedfeminismasasocialforceratherthanas
anintellectualtradition
(D)paidlittleattentiontofeministmovements
(E)expandedtheconventionalviewofnineteenth-
centuryfeminism
18.Theauthorofthepassageassertsthatsome
twentieth-centuryfeministshaveinfluencedsome
historiansviewofthe
(A)significanceofthewomansuffragemovement
(B)importancetosocietyofthefamilyasan
institution
(C)degreetowhichfeminismchangednineteenth-
centurysociety
(D)philosophicaltraditionsonwhichcontemporary
feminismisbased
(E)publicresponsetodomesticfeminisminthe
nineteenthcentury
19.Theauthorofthepassagesuggeststhatwhichofthe
followingwastrueofnineteenth-centuryfeminists?
(A)Thosewhoparticipatedinthemoralreform
movementweremotivatedprimarilybya
desiretoreconciletheirprivateliveswiththeir
publicpositions.
(B)Thosewhoadvocateddomesticfeminism,
althoughlessvisiblethanthesuffragists,were
insomewaysthemoreradicalofthetwo
groups.
(C)Thosewhoparticipatedinthewomansuffrage
movementsoughtsocialrolesforwomenthat
werenotdefinedbywomen'
sfamilialroles.
(D)Thosewhoadvocateddomesticfeminism
regardedthegainingofmoreautonomywithin
thefamilyasasteptowardmoreparticipation
inpubliclife.
(E)Thosewhoparticipatedinthenineteenth-
centurymoralreformmovementstoodmidway
betweenthepositionsofdomesticfeminism
andsuffragism.
20.Theauthorimpliesthatwhichofthefollowingis
trueofthehistoriansdiscussedinthepassage?
(A)Theyarguethatnineteenth-centuryfeminism
wasnotassignificantasocialforceas
twentieth-centuryfeminismhasbeen.
(B)Theyrelytoogreatlyontheperceptionsofthe
actualparticipantsintheeventstheystudy.
(C)Theirassessmentoftherelativesuccessof
nineteenth-centurydomesticfeminismdoes
notadequatelytakeintoaccounttheeffectsof
antifeministrhetoric.
(D)Theirassessmentofthesignificanceof
nineteenth-centurysuffragismdiffers
considerablyfromthatofnineteenth-century
feminists.
(E)Theydevotetoomuchattentiontonineteenth-
centurysuffragismattheexpenseofmore
radicalmovementsthatemergedshortlyafter
theturnofthecentury.
Manyobjectsindailyusehaveclearlybeeninfluenced
byscience,buttheirformandfunction,theirdimensions
andappearance,weredeterminedbytechnologists
artisans,designers,inventors,andengineers---usingnon-
(5)scientificmodesofthought.Manyfeaturesandqualities
oftheobjectsthatatechnologistthinksaboutcannotbe
reducedtounambiguousverbaldescriptions;
theyare
dealtwithinthemindbyavisual,nonverbalprocess.In
thedevelopmentofWesterntechnology,ithasbeennon-
(10)verbalthinking,byandlarge,thathasfixedtheoutlines
andfilledinthedetailsofourmaterialsurroundings.
Pyramids,cathedrals,androcketsexistnotbecauseof
geometryorthermodynamics,butbecausetheywerefirst
apictureinthemindsofthosewhobuiltthem.
(15)Thecreativeshapingprocessofatechnologist'
smind
canbeseeninnearlyeveryartifactthatexists.Forexam-
ple,indesigningadieselengine,atechnologistmight
impressindividualwaysofnonverbalthinkingonthe
machinebycontinuallyusinganintuitivesenseofright-
(20)nessandfitness.Whatwouldbetheshapeofthecom-
bustionchamber?
Whereshouldthevalvesbeplaced?
Shouldithavealongorshortpiston?
Suchquestions
havearangeofanswersthataresuppliedbyexperience,
byphysicalrequirements,bylimitationsofavailable
(25)space,andnotleastbyasenseofform.Somedecisions,
suchaswallthicknessandpindiameter,maydependon
scientificcalculations,butthenonscientificcomponent
ofdesignremainsprimary.
Designcourses,then,shouldbeanessentialelement
(30)inengineeringcurricula.Nonverbalthinking,acentral
mechanisminengineeringdesign,involvesperceptions,
thestock-in-tradeoftheartist,notthescientist.Because
perceptiveprocessesarenotassumedtoentail"
hard
thinking,"
nonverbalthoughtissometimesseenasaprim-
(35)itivestageinthedevelopmentofcognitiveprocessesand
inferiortoverbalormathematicalthought.Butitispara-
doxicalthatwhenthestaffoftheHistoricAmerican
EngineeringRecordwishedtohavedrawingsmadeof
machinesandisometricviewsofindustrialprocessesfor
(40)itshistoricalrecordofAmericanengineering,theonly
collegestudentswiththerequisiteabilitieswerenotengi-
neeringstudents,butratherstudentsattendingarchitec-
turalschools.
Itcoursesindesign,whichinastronglyanalytical
(45)engineeringcurriculumprovidethebackgroundrequired
forpracticalproblem-solving,arenotprovided,wecan
expecttoencountersillybutcostlyerrorsoccurringin
advancedengineeringsystems.Forexample,earlymodels
ofhigh-speedrailroadcarsloadedwithsophisticated
(50)controlswereunabletooperateina