大学英语六级阅读真题文档格式.docx

1、 Each choice in the bank is identified by a letter。 Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre。 You may not use any of the words in the bank more than once。 Did Sarah Josepha Hale write “Marys Little Lamb，” the eternal nursery rhyme （儿歌

2、） about girl named Mary with a stubborn lamb？ This is still disputed， but its clear that the woman 26 for writing it was one of Americas most fascinating 27 。 In honor of the poem publication on May 24，1830， heres more about the 28 authors life。 Hale wasnt just a writer， she was also a 29 social adv

3、ocate， and she was particularly 30 with an ideal New England， which she associated with abundant Thanksgiving meals that she claimed had “a deep moral influence，” she began a nationwide 31 to have a national holiday declared that would bring families together while celebrating the 32 festivals。 In 1

4、863， after 17 years of advocacy including letters to five presidents， Hale got it。 President Abraham Lincoln during the Civil War， issued a _33_ setting aside the last Thursday in November for the holiday。 The true authorship of “Marys Little Lamb” is disputed。 According to New England Historical So

5、ciety， Hale wrote only one part of the poem， but claimed authorship。 Regardless of the author， it seems that the poem was _34_by a real event。 When young Mary Sawyer was followed to school by a lamb in 1816， it caused some problems。 A bystander named John Roulstone wrote a poem about the event， then

6、， at some point， Hale herself seems to have helped write it。 However， if a 1916 piece by her great-niece is to be trusted， Hale claimed for the _35_of her life that “Some other people pretended that someone else wrote the poem”。 A） campaign I） proclamation B） career J） rectified C） characters K） rep

7、uted D） features L） rest E） fierce M） supposed F） inspired N） traditional G） latter O） versatile H） obsessed Section B In this section， you are going to read a passage with ten statements attached to it。 Each statement contains information given in one of the paragraphs。 Identify the paragraph from

8、which the information is derived。 You may choose a paragraph more than once。 Each paragraph is marked with a letter。 Answer the question by marking the corresponding letter on Answer Sheet 2。 Peer Pressure Has a Positive Side A。 Parents of teenagers often view their childrens friends with something

9、like suspicion。 They worry that the adolescent peer group has the power to push its members into behavior that is foolish and even dangerous。 Such wariness is well founded： statistics show， for example， that a teenage driver with a same-age passenger in the car is at higher risk of a fatal crash tha

10、n an adolescent driving alone or with an adult。 B。 In a 2005 study， psychologist Laurence Steinberg of Temple University and his co-author， psychologist Margo Gardner， then at Temple， divided 306 people into three age groups： young adolescents， with a mean age of 14； older adolescents， with a mean a

11、ge of 19； and adults， aged 24 and older。 Subjects played a computerized driving game in which the player must avoid crashing into a wall that materializes， without warning， on the roadway。 Steinberg and Gardner randomly assigned some participants to play alone or with two same-age peers looking on。

12、C。 Older adolescents scored about 50 percent higher on an index of risky driving when their peers were in the roomand the driving of early adolescents was fully twice as reckless when other young teens were around。 In contrast， adults behaved in similar ways regardless of whether they were on their

13、own or observed by others。 “The presence of peers makes adolescents and youth， but not adults， more likely to take risks，” Steinberg and Gardner concluded。 D。 Yet in the years following the publication of this study， Steinberg began to believe that this interpretation did not capture the whole pictu

14、re。 As he and other researchers examined the question of why teens were more apt to take risks in the company of other teenagers， they came to suspect that a crowds influence need not always be negative。 Now some experts are proposing that we should take advantage of the teen brains keen sensitivity

15、 to the presence of friends and leverage it to improve education。 E。 In a 2011 study， Steinberg and his colleagues turned to functional MRI （磁共振） to investigate how the presence of peers affects the activity in the adolescent brain。 They scanned the brains of 40 teens and adults who were playing a v

16、irtual driving game designed to test whether players would brake at a yellow light or speed on through the crossroad。 F。 The brains of teenagers， but not adults， showed greater activity in two regions associated with rewards when they were being observed by same-age peers than when alone。 In other w

17、ords， rewards are more intense for teens when they are with peers， which motivates them to pursue higher-risk experiences that might bring a big payoff （such as the thrill of just making the light before it turns red）。 But Steinberg suspected this tendency could also have its advantages。 In his late

18、st experiment， published online in August， Steinberg and his colleagues used a computerized version of a card game called the Iowa Gambling Task to investigate how the presence of peers affects the way young people gather and apply information。 G。 The results： Teens who played the Iowa Gambling Task

19、 under the eyes of fellow adolescents engaged in more exploratory behavior， learned faster from both positive and negative outcomes， and achieved better performance on the task than those who played in solitude。 “What our study suggests is that teenagers learn more quickly and more effectively when

20、their peers are present than when theyre on their own，” Steinberg says。 And this finding could have important implications for how we think about educating adolescents。 H。 Matthew D。 Lieberman， a social cognitive neuroscientist at the University of California， Los Angeles， and author of the 2013 boo

21、k Social： Why Our Brains Are Wired to Connect， suspects that the human brain is especially adept at learning socially salient information。 He points to a classic 2004 study in which psychologists at Dartmouth College and Harvard University used functional MRI to track brain activity in 17 young men

22、as they listened to descriptions of people while concentrating on either socially relevant cues （for example， trying to form an impression of a person based on the description） or more socially neutral information （such as noting the order of details in the description）。 The descriptions were the sa

23、me in each condition， but people could better remember these statements when given a social motivation。 I。 The study also found that when subjects thought about and later recalled descriptions in terms of their informational content， regions associated with factual memory， such as the medial tempora

24、l lobe， became active。 But thinking about or remembering descriptions in terms of their social meaning activated the dorsomedial prefrontal cortexpart of the brains social networkeven as traditional memory regions registered low levels of activity。 More recently， as he reported in a 2012 review， Lie

25、berman has discovered that this region may be part of a distinct network involved in socially motivated learning and memory。 Such findings， he says， suggest that “this network can be called on to process and store the kind of information taught in schoolpotentially giving students access to a range

26、of untapped mental powers。” J。 If humans are generally geared to recall details about one another， this pattern is probably even more powerful among teenagers who are hyperattentive to social minutiae： who is in， who is out， who likes whom， who is mad at whom。 Their penchant for social drama is noto

27、r not onlya way of distracting themselves from their schoolwork or of driving adults crazy。 It is actually a neurological（神经的） sensitivity， initiated by hormonal changes。 Evolutionarily speaking， people in this age group are at a stage in which they can prepare to find a mate and start their own fam

28、ily while separating from parents and striking out on their own。 To do this successfully， their brain prompts them to think and even obsess about others。 K。 Yet our schools focus primarily on students as individual entities。 What would happen if educators instead took advantage of the fact that teen

29、s are powerfully compelled to think in social terms？ In Social， Lieberman lays out a number of ways to do so。 History and English could be presented through the lens of the psychological drives of the people involved。 One could therefore present Napoleon in terms of his desire to impress or Churchil

30、l in terms of his lonely melancholy。 Less inherently interpersonal subjects， such as math， could acquire a social aspect through team problem solving and peer tutoring。 Research shows that when we absorb information in order to teach it to someone else， we learn it more accurately and deeply， perhap

31、s in part because we are engaging our social cognition。 L。 And although anxious parents may not welcome the notion， educators could turn adolescent recklessness to academic ends。 “Risk taking in an educational context is a vital skill that enables progress and creativity，” wrote Sarah-Jayne Blakemore， a cognitive neuroscientist at University College London， in a review published last year。 Yet， she noted， many young people are especially risk averse at schoolafraid that one low test score or mediocre