北京高三一模阅读CD汇编.docx

北京高三一模阅读CD汇编.docx

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北京高三一模阅读CD汇编

2019北京高三一模阅读CD汇编

GOINGTOUNIVERSITYissupposedtobeamind-broadeningexperience.Thatstatementisprobablymadeincomparisontotrainingforworkstraightafterschool,whichmightnotbesoencouraging.Butisitactuallytrue?

JessikaGolleoftheUniversityofTübingen,inGermany,thoughtshewouldtrytofindout.Herresult,however,isnotquitewhatmightbeexpected.AsshereportsinPsychologicalSciencethisweek,shefoundthatthosewhohavebeentouniversitydoindeedseemtoleavewithbroaderandmoreinquiringmindsthanthosewhohavespenttheirimmediatepost-schoolyearsinvocational（职业的）trainingforwork.However,itwasnotthecasethatuniversitybroadenedminds.Rather,workseemedtonarrowthem.

Dr.Gollecametothisconclusionaftersheandateamofcolleaguesstudiedtheearlycareersof2,095Germanyoungsters.Theteamusedtwostandardizedteststoassesstheirvolunteers.Onewasofpersonalitytraits,includingopenness,conscientiousness（认真）andsoon.Theotherwasofattitudes,suchasrealistic,investigativeandenterprising.Theyadministeredbothteststwice—oncetowardstheendofeachvolunteer’stimeatschool,andthenagainsixyearslater.Oftheoriginalgroup,382wereontheintermediatetrack,fromwhichtherewasachoicebetweentheacademicandvocationalroutes,anditwasonthesethattheresearchersfocused.Universitybeckonedfor212ofthem.Theremaining170chosevocationaltrainingandajob.

Whenitcametothesecondroundoftests,Dr.Gollefoundthatthepersonalitiesofthosewhohadgonetouniversityhadnotchangedsignificantly.Thosewhohadundergonevocationaltrainingandthengotjobswerenotthatmuchchangedinpersonality,either—exceptinonecrucialrespect.Theyhadbecomemoreconscientious.

Thatsoundslikeagoodthing,certainlycomparedwiththecommonpublicimageofundergraduatesasabunchoflazybones.Butchangesinattitudethattheresearchersrecordedwereratherworrying.Intheuniversitygroup,again,noneweredetectable.Butthosewhohadchosenthevocationalrouteshowedmarkeddropsininterestintasksthatareinvestigativeandenterprisinginnature.Andthatmightrestricttheirchoiceofcareers.

Someinvestigativeandenterprisingjobs,suchasscientificresearch,are,indeedbeyondthedegreeless.Butmany,particularlyinGermany,withitstraditionofvocationaltraining,arenot.Theresearchersmention,forexample,computerprogrammersandfinance-sectorworkersascareersrequiringthesetraits.IfDr.Golleiscorrect,andchangesinattitudebroughtaboutbytheverytrainingGermanypridesitselfonarenarrowingpeople’schoices,thatisindeedamatterworthyofseriousconsideration.

38.Whichofthefollowingcanbestreplace“beckonedfor”inParagraph2?

A.Examined.B.Attracted.C.Organized.D.Recognized.

39.Whatcanwelearnfromtheresearch?

A.Thedegreelesshavenotchangedinpersonalities.

B.Goingtouniversityisamind-broadeningexperience.

C.Workingstraightafterschoolnarrowspeople’sminds.

D.Collegestudentspridethemselvesontheireducation.

40.Accordingtothelasttwoparagraphs,.

A.collegestudentsenjoyaverygoodpublicimage

B.theundergraduateshavechangedsignificantlyinattitude

C.thedegreelessaremuchbetteratdealingwithchallengingtasks

D.peopleshowlessinterestininvestigativejobsduetovocationaltraining

41.Whatistheauthor’sattitudetowardsthefinding?

A.Concerned.B.Optimistic.C.Unclear.D.Sceptical.

2019一模海淀D

Smile!

Itmakeseveryoneintheroomfeelbetterbecausethey,consciouslyorunconsciously,aresmilingwithyou.Growingevidenceshowsthataninstinctforfacialmimicry（模仿）allowsustoempathizewithandevenexperienceotherpeople’sfeelings.Ifwecan’tmirroranotherperson’sface,itlimitsourabilitytoreadandproperlyreacttotheirexpressions.AreviewofthisemotionalmirroringappearsonFebruary11inTrendsinCognitiveSciences.

Intheirpaper,PaulaNiedenthalandAdrienneWood,socialpsychologistsattheUniversityofWisconsin,describehowpeopleinsocialsituationscopyothers’facialexpressionstocreateemotionalresponsesinthemselves.Forexample,ifyou’rewithafriendwholookssad,youmight“tryon”thatsadfaceyourselfwithoutrealizingyou’redoingso.In“tryingon”yourfriend’sexpression,ithelpsyoutorecognizewhatthey’refeelingbyassociatingitwithtimesinthepastwhenyoumadethatexpression.Humansgetthisemotionalmeaningfromfacialexpressionsinamatterofonlyafewhundredmilliseconds.

“Youreflectonyouremotionalfeelingsandthenyougeneratesomesortofrecognitionjudgment,andthemostimportantthingthatresultsinisthatyoutaketheappropriateaction—youapproachthepersonoryouavoidtheperson,”Niedenthalsays.“Yourownemotionalreactiontothefacechangesyourperceptionofhowyouseethefaceinsuchawaythatprovidesyouwithmoreinformationaboutwhatitmeans.”

Aperson’sabilitytorecognizeand“share”others’emotionscanbepreventedwhentheycan’tmimicfaces.Thisisacommoncomplaintforpeoplewithmotordiseases,likefacialparalysis（瘫痪）fromastroke,orevenduetonervedamagefromplasticsurgery.Niedenthalnotesthatthesamewouldnotbetrueforpeoplewhosufferfromparalysisfrombirth,becauseifyou’veneverhadtheabilitytomimicfacialexpressions,youwillhavedevelopedcompensatorywaysofinterpretingemotions.

Peoplewithsocialdisordersassociatedwithmimicryoremotion-recognitiondamage,likeautism（自闭症）,canexperiencesimilarchallenges.“Therearesomesymptomsinautismwherelackoffacialmimicrymayinpartbeduetolimitationofeyecontact,”Niedenthalsays.

Niedenthalnextwantstoexplorewhatpartinthebrainisfunctioningtohelpwithfacialexpressionrecognition.Abetterunderstandingofthatpart,shesays,willgiveusabetterideaofhowtotreatrelateddisorders.

42.Accordingtothepassage,facialmimicryhelps.

A.experienceone’sownfeelingsclearlyB.changeothers’emotionsquickly

C.respondtoothers’expressionsproperlyD.developfriendshipwithotherseasily

43.WecanknowfromParagraph4and5that.

A.peoplewithmotordiseasesmayalsosufferfromautism

B.peoplebornwithfacialparalysismaystillrecognizeemotions

C.peoplewithsocialdisorderscan’thaveeyecontactwithothers

D.peoplereceivingplasticsurgeryhavedifficultyinmimickingfaces

44.AccordingtoNiedenthal,thenextstepofthestudywillfocuson.

A.howwecantreatbraindisorders

B.whatcanbedonetoregainfacialmimicry

C.howourbrainhelpsuswithemotionalmirroring

D.whatpartofourbrainhelpsrecognizefacialexpression

45.Thepassageiswrittento.

A.discusshowpeoplereactpositivelytoothers’smilesB.drawpeople’sattentiontothosewithsocialdisorders

C.introduceanewtrendinfacialexpressionrecognition

D.explainhowemotionalmirroringaffectspeople’sempathy

2019一模西城C

Likemanyotherpeoplewhospeakmorethanonelanguage,IoftenhavethesensethatI’maslightlydifferentpersonineachofmylanguages—moreconfidentinEnglish,morerelaxedinFrench,moreemotionalinCzech.Isitpossiblethat,alongwiththesedifferences,mymoralcompass（指南针）alsopointsinsomewhatdifferentdirectionsdependingonthelanguageI’musingatthetime?

Psychologistswhostudymoraljudgmentshavebecomeveryinterestedinthisquestion.Thefindingsofseveralrecentstudiessuggestthatwhenpeoplearefacedwithmoraldilemmas（困境）,theydoindeedresponddifferentlywhenconsideringtheminaforeignlanguagethanwhenusingtheirnativetongue.

Ina2014paperledbyAlbertCosta,volunteerswerepresentedwithamoraldilemmaknownasthe“trolleyproblem”:

imaginethatarunawaytrolleyismovingquicklytowardagroupoffivepeoplestandingonthetracks,unabletomove.Youarenexttoaswitchthatcanmovethetrolleytoadifferentsetoftracks,thereforesparingthefivepeople,butresultinginthedeathofonewhoisstandingonthesidetracks.Doyoupulltheswitch?

Mostpeopleagreethattheywould.Butwhatiftheonlywaytostopthetrolleyisbypushingalargestrangeroffafootbridgeintoitspath?

Peopletendtobeveryhesitanttosaytheywoulddothis,eventhoughinbothsituations,onepersonissacrificedtosavefive.ButCostaandhiscolleaguesfoundthatpresentingthedilemmainalanguagethatvolunteershadlearnedasaforeigntonguedramaticallyincreasedtheirstatedwillingnesstopushthesacrificialpersonoffthefootbridge,fromfewerthan20%ofrespondentsworkingintheirnativelanguagetoabout50%ofthoseusingtheforeignone.

Whydoesitmatterwhetherwejudgemoralityinournativelanguageoraforeignone?

Accordingtooneexplanation,suchjudgmentsinvolvetwoseparateandcompetingwaysofthinking—oneofthese,aquick,natural“feeling,”andtheother,carefuldeliberationaboutthegreatestgoodforthegreatestnumber.Whenweuseaforeignlanguage,weunconsciouslysinkintothemorecarefulwaysimplybecausetheeffortofoperatinginournon-nativelanguagesignalsourcognitive（认知的）systemtopreparefordifficultactivity.

Analternativeexplanationisthatdifferencesarisebetweennativeandforeigntonguesbecauseourchildhood

languagesarefilledwithgreateremotionsthanarethoselearnedinmoreacademicsettings.Asaresult,moraljudgmentsmadeinaforeignlanguagearelessfilledwiththeemotionalreactionsthatsurfacewhenweusealanguagelearnedinchildhood.

There’sstrongevidencethatmemoryconnectsalanguagewiththeexperiencesandinteractionsthroughwhichthatlanguagewaslearned.Forexample,peoplewhoarebilingual（双语的）aremore