英语六级冲刺练习题Word格式.docx

英语六级冲刺练习题Word格式.docx

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Youhearthatyoushouldn'

ttakeallthesephotosandinterrupttheexperience,andit'

sbadforyou,andwe'

renotlivinginthepresentmoment,"

saysKristinDiehl,associateprofessorofmarketingattheUniversityofSouthernCaliforniaMarshallSchoolofBusiness.

Diehlandherfellowresearcherswantedtofindoutifthatwastrue,sotheyembarkedonaseriesofnineexperimentsinthelabandinthefieldtestingpeople'

senjoymentinthepresenceorabsenceofacamera.Theresults,publishedintheJournalofPersonalityandSocialPsychology,surprisedthem.Takingphotosactuallymakespeopleenjoywhatthey'

redoingmore,notless.

"

Whatwefindisyouactuallylookattheworldslightlydifferently,becauseyou'

relookingforthingsyouwanttocapture,thatyoumaywanttohangonto，"

Diehlexplains."

Thatgetspeoplemoreengagedintheexperience,andtheytendtoenjoyitmore."

Takesightseeing.Inoneexperiment,nearly200participantsboardedadouble-deckerbusforatourofPhiladelphia.Bothbustoursforbadetheuseofcellphonesbutonetourprovideddigitalcamerasandencouragedpeopletotakephotos.Thepeoplewhotookphotosenjoyedtheexperiencesignificantlymore,andsaidtheyweremoreengaged,thanthosewhodidn'

t.

Snappingaphotodirectsattention,whichheightensthepleasureyougetfromwhateveryou'

relookingat,Diehlsays.Itworksforthingsasboringasarchaeological（考古的）museums,wherepeopleweregiveneye-trackingglassesandinstructedeithertotakephotosornot."

Peoplelooklongeratthingstheywanttophotograph,"

Diehlsays.Theyreportlikingtheexhibitsmore,too.

TothereliefofInstagrammers（Instagram用户）everywhere,itcanevenmakemealsmoreenjoyable.Whenpeoplewereencouragedtotakeatleastthreephotoswhiletheyatelunch,theyweremoreimmersedintheirmealsthanthosewhoweren'

ttoldtotakephotos.

Wasitthesatisfyingclickofthecamera?

Thephysicalactofthesnap?

No,theyfound:

justtheactofplanningtotakeaphoto—andnotactuallytakingit—hadthesamejoy-boostingeffect."

Ifyouwanttotakementalphotos,thatworksthesameway,'

'

Diehlsays."

Thinkingaboutwhatyouwouldwanttophotographalsogetsyoumoreengaged."

51.Whatdoestheauthorsayaboutphoto-takinginthepast?

A）Itwasapainstakingeffortforrecordinglife’smajorevents.

B）Itwasaluxurythatonlyafewwealthypeoplecouldenjoy.

C）Itwasagoodwaytopreserveone'

spreciousimages.

D）Itwasaskillthatrequiredlotsofpracticetomaster.

52.KristinDiehlconductedaseriesofexperimentsonphoto-takingtofindout_______.

A）whatkindofpleasureitwouldactuallybringtophoto-takers

B）whetherpeopleenjoyeditwhentheydidsightseeing

C）howitcouldhelptoenrichpeople'

slifeexperiences

D）whetheritpreventedpeopleenjoyingwhattheyweredoing

53.WhatdotheresultsofDiehl'

sexperimentsshowaboutpeopletakingpictures?

A）Theyaredistractedfromwhattheyaredoing.

B）Theycanbetterrememberwhattheyseeordo.

C）Theyaremoreabsorbedinwhatcatchestheireye.

D）Theycanhaveabetterunderstandingoftheworld.

54.Whatisfoundaboutmuseumvisitorswiththeaidofeye-trackingglasses?

A）Theycomeoutwithbetterphotographsoftheexhibits.

B）Theyfocusmoreontheexhibitswhentakingpictures.

C）Theyhaveabetterviewofwhatareondisplay.

D）Theyfollowthehistoricaleventsmoreeasily.

55.Whatdowelearnfromthelastparagraph?

A）Itisbettertomakeplansbeforetakingphotos.

B）Mentalphotoscanbeasbeautifulassnapshots.

C）Photographerscanderivegreatjoyfromtheclickofthecamera.

D）Eventheverythoughtoftakingaphotocanhaveapositiveeffect.

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,suspectsthatthehumanbrainisespeciallyskillfulatlearningsociallysignificantinformation.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,thispatternisprobablyevenmorepowerfulamongteenagerswhoareveryattentivetosocialdetails:

whoisin,whoisout,wholikeswhom,whoismadatwhom.Theirdesireforsocialdramaisnot—ornotonly—awayofdistractingthemselvesfromtheirschoolworkorofdrivingadultscrazy.Itisactuallyaneurological（神经的）sensitivity,initiatedbyhormonalchanges.Evolutionarilyspeaking,peopleinthisagegroupareatastageinwhichtheycanpre