资格考试最新整理GRE试题六Word文档格式.docx
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（C）timeliness……updating
（D）meticulousness……revising
（E）exhaustiveness……omitting
4.AlthoughSimpsonwasingeniousat——toappearinnovativeandspontaneous，beneaththeruseheremaineduninspiredandrigidinhisapproachtoproblem-solving.
（A）intending
（B）contriving
（C）forbearing
（D）declining
（E）deserving
5.Shewascriticizedbyherfellowlawyersnotbecauseshewasnot——，butbecausesheso——pre-paredhercasesthatshefailedtobringtheexpectednumbertotrial.
（A）wellversed……knowledgeably
（B）welltrained……enthusiastically
（C）congenial……rapidly
（D）hardworking……minutely
（E）astute……efficiently
6.Schlesingerhasrecentlyassumedaconciliatoryatti-tudethatisnot——byhiscolleagues，whocon-tinueto——compromise.
（A）eschewed……dread
（B）shared……defend
（C）questioned……reject
（D）understood……advocate
（E）commended……disparage
7.TheNationalArchivescontaininformationso——thatresearchershavebeenknownnevertopublishbecausetheycannotbeartobringtheirstudiestoanend.
（A）divisive
（B）seductive
（C）selective
（D）repetitive
（E）resourceful
8.HILL：
MOUNTAIN：
：
（A）grass：
rocks
（B）autumn：
winter
（C）creek：
river
（D）star：
sun
（E）cliff：
slope
9.AERATE：
OXYGEN：
（A）eclipse：
light
（B）desiccate：
moisture
（C）precipitate：
additive
（D）hydrate：
water
（E）striate：
texture
10.ORCHESTRA：
MUSICIAN：
（A）cube：
side
（B）kilometer：
meter
（C）sonnet：
poem
（D）biped：
foot
（E）pack：
wolf
11.EQUIVOCATION：
MISLEADING：
（A）mitigation：
severe
（B）advice：
peremptory
（C）bromide：
hackneyed
（D）precept：
obedient
（E）explanation：
unintelligible
12.CENSORSHIP：
COMMUNICATION：
（A）propaganda：
ideology
（B）preservative：
decay
（C）revision：
accuracy
（D）rest：
atrophy
（E）exercise：
fitness
13.BUS：
PASSENGERS：
（A）flock：
birds
（B）tanker：
liquid
（C）envelope：
letter
（D）bin：
coal
（E）automobile：
gasoline
14.BALLAD：
STANZA：
（A）novel：
chapter
（B）poem：
（C）play：
dialogue
（D）movie：
script
（E）photograph：
caption
15.DISABUSE：
FALLACY：
（A）cure：
disease
（B）persevere：
dereliction
（C）belittle：
imperfection
（D）discredit：
reputation
（E）discern：
discrimination
16.BLANDISHMENT：
CAJOLE：
（A）prediction：
convince
（B）obstacle：
impede
（C）embellishment：
praise
（D）deficiency：
compensate
（E）compliment：
exaggerate
Althoughthehormoneadrenalineisknowntoregulatememorystorage，itdoesnotpassfromthebloodintobraincells.Wearefacedwithanapparentparadox：
howcanahormonethatdoesnotactdirectlyonthebrainhavesucha（5）largeeffectonbrainfunction？
Recently，wetestedthepossibilitythatoneofthehormone‘sactionsoutsidethebrainmightberesponsible.Sinceoneconsequenceofadrenalinereleaseinananimalisanincreaseinbloodglucoselevels，weexaminedthe（10）effectsofglucoseonmemoryinrats.Wefoundthatglu-coseinjectedimmediatelyaftertrainingenhancesmemorytestedthenextday.Additionalevidencewasprovidedbynegativefindings：
drugscalledadrenergicantagonists，whichblockperipheraladrenalinereceptors，disrupted（15）adrenaline’sabilitytoregulatememorybutdidnotaffectmemoryenhancementsproducedbyglucosethatwasnotstimulatedbyadrenaline.Theseresultsareastheyshouldbeifadrenalineaffectsmemorymodulationbyincreasingbloodglucoselevels.
17.Theprimarypurposeofthepassageisto
（A）reconciletwoopposingtheories
（B）comparetwodifferentexplanationsforaphe-nomenon
（C）describeexperimentalresearchthatappearstosupportanunpopulartheory
（D）presentevidencethatmayhelptoresolveanapparentcontradiction
（E）describeahypothesisthathascauseacon-troversy
18.Itcanbeinferredfromthepassagethattheauthorwouldmostlikelydescribethe"
additionalevidence"
（line12）providedbyexperimentswithadrenergicantagonistsas
（A）revolutionary
（B）disappointing
（C）incomplete
（D）unexpected
（E）corroborative
19.Thepassageprovidesinformationaboutwhichofthefollowingtopics？
（A）Themechanismbywhichglucoseaffectsmemorystorage
（B）Theevidencethatpromptedscientisttotesttheeffectsofadrenalineonmemoryregulation
（C）Thereasonthattheeffectsofglucoseonmemoryweretested
（D）Thewaysthatmemorystoragemodifiesthestruc-tureofthebrain
（E）Thekindsoftrainingusedtotestmemoryenhance-mentinrats
20.Theauthorreferstotheresultsoftheexperimentusingadrenergicantagonistsas"
negativefindings"
（line13）
mostlikelybecausetheadrenergicantagonists
（A）failedtodisruptadrenaline‘seffectonmemory
（B）didnotaffectglucose‘sabilitytoenhancememory.
（C）didnotblockadrenaline‘sabilitytoincreasebloodglucoselevels
（D）onlypartiallyaffectedadrenaline‘sabilitytoenhancememory
（E）disruptedbothadrenaline‘sandglucose’seffectonmemory
Theageatwhichyoungchildrenbegintomakemoraldiscriminationsaboutharmfulactionscommittedagainstthemselvesorothershasbeenthefocusofrecentresearchintothemoraldevelopmentofchildren.Untilrecently，（5）childpsychologistssupportedpioneerdevelopmentalistJean.Piagetinhishypothesisthatbecauseoftheirimmaturity，childrenunderagesevendonottakeintoaccounttheinten-tionsofapersoncommittingaccidentalordeliberateharm，butrathersimplyassignpunishmentfortransgressionson（10）thebasisofthemagnitudeofthenegativeconsequencescaused.AccordingtoPiaget，childrenunderagesevenoccupythefirststageofmoraldevelopment，whichischar-acterizedbymoralabsolutism（rulesmadebyauthoritiesmustbeobeyed）andimminentjustice（ifrulesarebroken，（15）punishmentwillbemetedout）。
Untilyoungchildrenmature，theirmoraljudgmentsarebasedentirelyontheeffectratherthanthecauseofatransgression.However，inrecentresearch，Keaseyfoundthatsix-year-oldchildrennotonlydistinguishbetweenaccidentalandintentionalharm，but（20）alsojudgeintentionalharmasnaughtier，regardlessoftheamountofdamageproduced.Bothofthesefindingsseemtoindicatethatchildren，atanearlieragethanPiagetclaimed，advanceintothesecondstageofmoraldevelop-ment，moralautonomy，inwhichtheyacceptsocialrules（25）butviewthemasmorearbitrarythandochildreninthefirststage.Keasey‘sresearchraisestwokeyquestionsfordevelop-mentalpsychologistsaboutchildrenunderageseven：
dotheyrecognizejustificationsforharmfulactions，anddo（30）theymakedistinctionsbetweenharmfulactsthatarepre-ventableandthoseactsthathaveunforeseenharmfulcon-sequences？
Studiesindicatethatjustificationsexcusingharmfulactionsmightincludepublicduty，self-defense，andprovocation.Forexample，NesdaleandRuleconcludedthat（35）childrenwerecapableofconsideringwhetherornotanaggressor’sactionwasjustifiedbypublicduty：
fiveyearoldsreactedverydifferentlyto"
BonniewrecksAnn‘spretendhouse"
dependingonwhetherBonniedidit"
sosomebodywon’tfalloverit"
orbecauseBonniewanted"
to（40）makeAnnfeelbad."
Thus，achildoffivebeginstounder-standthatcertainharmfulactions，thoughintentional，canbejustified；
theconstraintsofmoralabsolutismnolongersolelyguidetheirjudgments.Psychologistshavedeterminedthatduringkindergarten（45）childrenlearntomakesubtledistinctionsinvolvingharm.Darleyobservedthatamongactsinvolvingunintentionalharm，six-year-oldchildrenjustenteringkindergartencouldnotdifferentiatebetweenforeseeable，andthuspreventable，harmandunforeseeableharmforwhichtheperpetrator（50）cannotbeblamed.Sevenmonthslater，however，Darleyfoundthatthesesamechildrencouldmakebothdistinc-tions，thusdemonstratingthattheyhadbecomemorallyautonomous.
21.Whichofthefollowingbestdescribesthepassageasawhole？
（A）Anoutlineforfutureresearch
（B）Anexpandeddefinitionofcommonlymisunder-stoodterms
（C）Ananalysisofadisputebetweentwotheorists
（D）Adiscussionofresearchfindingsinanongoinginquiry
（E）Aconfirmationofanestablishedauthority‘stheory
22.Accordingtothepassage，Darleyfoundthataftersevenmonthsofkindergartensixyearoldsacquiredwhichofthefollowingabilities？
（A）Differentiatingbetweenforeseeableandunforesee-ableharm
（B）Identifyingwiththeperpetratorofaharmfulaction
（C）Justifyingharmfulactionsthatresultfromprovo-cation
（D）Evaluatingthemagnitudeofnegativeconsequencesresultingfromthebreakingofrules
（E）Recognizingthedifferencebetweenmoralabsolu-tismandmoralautonomy
23.Accordingtothepassage，PiagetandKeaseywouldnothaveagreedonwhichofthefollowingpoints？
（A）Thekindsofexcuseschildrengiveforharmfulactstheycommit
（B）Theageatwhichchildrenbegintodiscriminatebetweenintentionalandunintentionalharm
（C）Theintentionschildrenhaveinperpetratingharm
（D）Thecircumstancesunderwhichchildrenpunishharmfulacts
（E）Thejustificationschildrenre
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