GRE书最新练习题一954.docx

1、GRE书最新练习题一954最新练习题一SECTION 11.A computer program can provide information in ways that force students to - learning instead of being merely - of knowledge.(A) shore up . reservoirs (B) accede to . consumers (C) participate in . recipients(D) compensate for. custodians (E) profit from . beneficiaries

2、2. The form and physiology of leaves vary according to the - in which they develop: for example, leaves display a wide range of adaptations to different degrees of light and moisture.(A) relationship(B) species (C) sequence (D) patterns (E) environment 3. One theory about intelligence sees - as the

3、logical structure underlying thinking and insists that since animals are mute, they must be - as well. (A) behavior. inactive (B) instinct. cooperative (C) heredity. thoughtful (D) adaptation. brutal (E) language. mindless 4. Though - in her personal life, Edna St. Vincent Millay was nonetheless - a

4、bout her work, usually producing several pages of complicated rhyme in a day.(A) jaded. feckless (B) verbose. ascetic(C) vain. humble (D) impulsive. disciplined (E) self-assured. sanguine5. The childrens - natures were in sharp contrast to the even-tempered dispositions of their parents. (A) mercuri

5、al(B) blithe(C) phlegmatic(D) introverted (E) artless 6. By - scientific rigor with a quantitative approach, researchers in the social sciences may often have - their scope to those narrowly circumscribed topics that are well suited to quantitative methods.(A) undermining. diminished (B) equating. e

6、nlarged (C) vitiating. expanded (D) identifying. limited (E) imbuing. broadened 7. As early as the seventeenth century, philosophers called attention to the - character of the issue, and their twentieth-century counterparts still approach it with -.(A) absorbing. indifference(B) unusual. composure(C

7、) 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: photograph9. AQUATIC: WATER:(A) cumulus: clouds (B) inorganic: elements(C) variegated: leaves (D) rural: soil(E) arboreal: t

8、rees 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

9、) 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(

10、B) decorum: complacent(C) caprice: whimsical(D) discretion: literal(E) ignorance: pedantic15. 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: c

11、oncession(C) embargo: commerce(D) vaccination: inoculation (E) prison: reform Influenced by the view of some twentieth-century feminists that womens position within the family is one of the central factors determining womens social position, some historians have underestimated the signi-(5) ficance

12、of the woman suffrage movement. These histor- ians contend that nineteenth-century suffragist was less radical and, hence, less important than, for example, the moral reform movement or domestic feminismtwo nineteenth-century movements in which women strug-(10)gled for more power and autonomy within

13、 the family. True, by emphasizing these struggles, such historians have broadened the conventional view of nineteenth-century feminism, but they do a historical disservice to suffragism. Nineteenth-century feminists and anti-(15)feminist alike perceived the suffragists demand for enfranchisement as

14、the most radical element in womens protest, in part because suffragists were demandingpower that was not based on the institution of the family, womens traditional sphere. When evaluating (20)nineteenth-century feminism as a social force, contem-porary historians should consider the perceptions of a

15、ctual participants in the historical events.17.The author asserts that the historians discussed in the passage have(A) influenced feminist theorists who concentrate on the family(B) honored the perceptions of the women who participated in the women suffrage movement (C) treated feminism as a social

16、force rather than as an intellectual tradition(D) paid little attention to feminist movements(E) expanded the conventional view of nineteenth-century feminism18.The author of the passage asserts that some twentieth-century feminists have influenced some historians view of the (A) significance of the

17、 woman suffrage movement (B) importance to society of the family as an institution(C) degree to which feminism changed nineteenth-century society(D) philosophical traditions on which contemporary feminism is based (E) public response to domestic feminism in the nineteenth century 19.The author of th

18、e passage suggests that which of the following was true of nineteenth-century feminists?(A) Those who participated in the moral reform movement were motivated primarily by a desire to reconcile their private lives with their public positions.(B) Those who advocated domestic feminism, although less v

19、isible than the suffragists, were in some ways the more radical of the two groups.(C) Those who participated in the woman suffrage movement sought social roles for women that were not defined by womens familial roles. (D) Those who advocated domestic feminism regarded the gaining of more autonomy wi

20、thin the family as a step toward more participation in public life.(E) Those who participated in the nineteenth-century moral reform movement stood midway between the positions of domestic feminism and suffragism.20.The author implies that which of the following is true of the historians discussed i

21、n the passage?(A) They argue that nineteenth-century feminism was not as significant a social force as twentieth-century feminism has been.(B) They rely too greatly on the perceptions of the actual participants in the events they study. (C)Their assessment of the relative success of nineteenth-centu

22、ry domestic feminism does not adequately take into account the effects of antifeminist rhetoric.(D)Their assessment of the significance of nineteenth-century suffragism differs considerably from that of nineteenth-century feminists.(E) They devote too much attention to nineteenth-century suffragism

23、at the expense of more radical movements that emerged shortly after the turn of the century. Many objects in daily use have clearly been influenced by science, but their form and function, their dimensions and appearance, were determined by technologists artisans, designers, inventors, and engineers

24、-using non-(5) scientific modes of thought. Many features and qualities of the objects that a technologist thinks about cannot be reduced to unambiguous verbal descriptions; they are dealt with in the mind by a visual, nonverbal process. In the development of Western technology, it has been non-(10)

25、verbal thinking, by and large, that has fixed the outlines and filled in the details of our material surroundings. Pyramids, cathedrals, and rockets exist not because of geometry or thermodynamics, but because they were first a picture in the minds of those who built them. (15) The creative shaping

26、process of a technologists mind can be seen in nearly every artifact that exists. For exam-ple, in designing a diesel engine, a technologist might impress individual ways of nonverbal thinking on the machine by continually using an intuitive sense of right-(20)ness and fitness. What would be the sha

27、pe of the com-bustion chamber? Where should the valves be placed? Should it have a long or short piston? Such questions have a range of answers that are supplied by experience, by physical requirements, by limitations of available (25)space, and not least by a sense of form. Some decisions, such as

28、wall thickness and pin diameter, may depend on scientific calculations, but the nonscientific component of design remains primary. Design courses, then, should be an essential element (30)in engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, t

29、he stock-in-trade of the artist, not the scientist. Because perceptive processes are not assumed to entail hard thinking, nonverbal thought is sometimes seen as a prim-(35)itive stage in the development of cognitive processes and inferior to verbal or mathematical thought. But it is para-doxical tha

30、t when the staff of the Historic American Engineering Record wished to have drawings made of machines and isometric views of industrial processes for (40)its historical record of American engineering, the only college students with the requisite abilities were not engi-neering students, but rather s

31、tudents attending architec-tural schools. It courses in design, which in a strongly analytical (45)engineering curriculum provide the background required for practical problem- solving, are not provided, we can expect to encounter silly but costly errors occurring in advanced engineering systems. For example, early models of high-speed railroad cars loaded with sophisticated (50)controls were unable to operate in a