研英语一试题及答案解析(3).docx

考研英语一真题及答案分析SectionIU搜寻引擎优化fEnglishReadthefollowingtext.Choosethebestword(s)foreachnumberedblankandmarkA,B,CorDonANSWERSHEET1.(10points)Researchonanimalintelligencealwaysmakesmewonderjusthowsmarthumansare.1thefruit-flyexperimentsdescribedinCarlZimmerspieceintheScienceTimesonTuesday.Fruitflieswhoweretaughttobesmarterthantheaveragefruitfly2toliveshorterlives.Thissuggeststhat3bulbsburnlonger,thatthereisan4innotbeingtooterrificallybright.Intelligence,it5out,isahigh-pricedoption.Ittakesmoreupkeep,burnsmorefuelandisslow6thestartinglinebecauseitdependsonlearningagradual7insteadofinstinct.Plentyofotherspeciesareabletolearn,andoneofthethingstheyveapparentlylearnediswhento8.Isthereanadaptivevalueto9intelligence?Thatsthequestionbehindthisnewresearch.Ilikeit.Insteadofcastingawistfulglance10atallthespeciesweveleftinthedustI.Q.-wise,itimplicitlyaskswhatthereal11ofourownintelligencemightbe.Thisis12themindofeveryanimalIveevermet.Researchonanimalintelligencealsomakesmewonderwhatexperimentsanimalswould13onhumansiftheyhadthechance.Everycatwithanowner,14,isrunningasmall-scalestudyinoperantconditioning.webelievethat15animalsranthelabs,theywouldtestusto16thelimitsofourpatience,ourfaithfulness,ourmemoryforterrain.Theywouldtrytodecidewhatintelligenceinhumansisreally17,notmerelyhowmuchofitthereis.18,theywouldhopetostudya19question:Arehumansactuallyawareoftheworldtheylivein?20theresultsareinconclusive.1.ASupposeBConsiderCObserveDImagine2.AtendedBfearedChappenedDthreatened3.AthinnerBstablerClighterDdimmer4.AtendencyBadvantageCinclinationDpriority5.AinsistsonBsumsupCturnsoutDputsforward6.AoffBbehindCoverDalong7.AincredibleBspontaneousCinevitableDgradual8.AfightBdoubtCstopDthink9.AinvisibleBlimitedCindefiniteDdifferent10.AupwardBforwardCafterwardDbackward11.AfeaturesBinfluencesCresultsDcosts12.AoutsideBonCbyDacross13.AdeliverBcarryCperformDapply14.AbychanceBincontrastCasusualDforinstance15.AifBunlessCasDlest16.AmoderateBovercomeCdetermineDreach17.AatBforCafterDwith18.AAboveallBAfterallCHoweverDOtherwise19.AfundamentalBcomprehensiveCequivalentDhostile20.AByaccidentBIntimeCSofarDBetterstillSectionIIReadingComprehensionPartADirections:Readthefollowingfourtexts.AnswerthequestionsbeloweachtextbychoosingA,B,CorD.MarkyouranswersonANSWERSHEET1.(40points)Text1Habitsareafunnything.Wereachforthemmindlessly,settingourbrainsonauto-pilotandrelaxingintotheunconsciouscomfortoffamiliarroutine.“Notchoice,buthabitrulestheunreflectingherd,WilliamWordsworthsaidinthe19thcentury.Intheever-changing21stcentury,eventheword“habitcarriesanegativeconnotation.Soitseemsantitheticaltotalkabouthabitsinthesamecontextascreativityandinnovation.Butbrainresearchershavediscoveredthatwhenweconsciouslydevelopnewhabits,wecreateparallelsynapticpaths,andevenentirelynewbraincells,thatcanjumpourtrainsofthoughtontonew,innovativetracks.Butdontbothertryingtokilloffoldhabits;oncethoserutsofprocedurearewornintothehippocampus,theyretheretostay.Instead,thenewhabitswedeliberatelyingrainintoourselvescreateparallelpathwaysthatcanbypasstho搜寻引擎优化ldroads.“Thefirstthingneededforinnovationisafascinationwithwonder,saysDawnaMarkova,authorof“TheOpenMindandanexecutivechangeconsultantforProfessionalThinkingPartners.“Butwearetaughtinsteadtodecide,justasourpresidentcallshimselftheDecider.Sheadds,however,that“todecideistokilloffallpossibilitiesbutone.Agoodinnovationalthinkerisalwaysexploringthemanyotherpossibilities.Allofusworkthroughproblemsinwaysofwhichwereunaware,shesays.Researchersinthelate1960coveredthathumansarebornwiththecapacitytoapproachchallengesinfourprimaryways:analytically,procedurally,relationally(orcollaboratively)andinnovatively.Atpuberty,however,thebrainshutsdownhalfofthatcapacity,preservingonlythosemodesofthoughtthathaveseemedmostvaluableduringthefirstdecadeorsooflife.Thecurrentemphasisonstandardizedtestinghighlightsanalysisandprocedure,meaningthatfewofusinherentlyu搜寻引擎优化urinnovativeandcollaborativemodesofthought.“ThisbreaksthemajorruleintheAmericanbeliefsystemthatanyonecandoanything,explainsM.J.Ryan,authorofthe2006book“ThisYearIWill.andMs.Markovasbusinesspartner.“Thatsaliethatwehaveperpetuated,anditfosterscommonness.Knowingwhatyouregoodatanddoingevenmoreofitcreatesexcellence.Thisiswheredevelopingnewhabitscomesin.21.TheviewofWordsworthhabitisclaimedbybeingA.casualB.familiarC.mechanicalD.changeable.22.TheresearchershavediscoveredthattheformationofhabitcanbeA.predictedB.regulatedC.tracedD.guided23.ruts(inlineone,paragraph3)hasclosestmeaningtoA.tracksB.seriesC.characteristicsD.connections24.Ms.Markovascommentssuggestthatthepracticeofstandardtesting?A,preventsnewhabitsformbeingformedB,nolongeremphasizescommonnessC,maintainstheinherentAmericanthinkingmodelD,complieswiththeAmericanbeliefsystem25.RyanmostprobablyagreethatA.ideasarebornofarelaxingmindB.innovativenesscouldbetaughtC.decisivenessderivesfromfantasticideasD.curiosityactivatescreativemindsText2Itisawisefatherthatknowshisownchild,buttodayamancanboosthispaternal(fatherly)wisdomoratleastconfirmthathesthekidsdad.Allheneedstodoisshellour$30forpaternitytestingkit(PTK)athislocaldrugstoreandanother$120togettheresults.Morethan60,000peoplehavepurchasedthePTKssincetheyfirstbecomeavailablewithoutprescriptionslastyears,accordingtoDougFog,chiefoperatingofficerofIdentigene,whichmakestheover-the-counterkits.MorethantwodozencompaniessellDNAtestsDirectlytothepublic,ranginginpricefromafewhundreddollarstomorethan$2500.Amongthemostpopular:paternityandkinshiptesting,whichadoptedchildrencanusetofindtheirbiologicalrelativesandlatestrageamanypassionategenealogists-andsupportsbusinessesthatoffertosearchforafamilysgeographicroots.Mosttestsrequirecollectingcellsbywebbingsalivainthemouthandsendingittothecompanyfortesting.AlltestsrequireapotentialcandidatewithwhomtocompareDNA.Butsomeobserversareskeptical,“Thereisakindoffalseprecisionbeinghawkedbypeopleclaimingtheyaredoingancestrytesting,saysTreyDuster,aNewYorkUniversitysociologist.Henotesthateachindividualhasmanyancestors-numberinginthehundredsjustafewcenturiesback.Yetmostancestrytestingonlyconsidersasinglelineage,eithertheYchromosomeinheritedthroughmeninafatherslineormitochondrialDNA,whichapasseddownonlyfrommothers.ThisDNAcanrevealgeneticinformationaboutonlyoneortwoancestors,eventhough,forexample,justthreegenerationsbackpeoplealsohavesixothergreat-grandparentsor,fourgenerationsback,14othergreat-great-grandparents.Criticsalsoarguethatcommercialgenetictestingisonlyasgoodasthereferencecollectionstowhichasampleiscompared.Databasesusedbysomecompaniesdontrelyondatacollectedsystematicallybutratherlumptogetherinformationfromdifferentresearchprojects.ThismeansthataDNAdatabasemaydifferdependingonthecompanythatprocessestheresults.Inaddition,thecomputerprogramsacompanyusestoestimaterelationshipsmaybepatentedandnotsubjecttopeerrevieworoutsideevaluation.26.Inparagraphs1and2,thetextshowsPTKs_.AeasyavailabilityBflexibilityinpricingCsuccessfulpromotionDpopularitywithhouseholds27.PTKisusedto_.AlocateonesbirthplaceBpromotegeneticresearchCidentifyparent-childkinshipDchoosechildrenforadoption28.Skepticalobserversbelievethatancestrytestingfailsto_.AtracedistantancestorsBrebuildreliablebloodlinesCfullyusegeneticinformationDachievetheclaimedaccuracy29.Inthelastparagraph,aproblemcommercialgenetictestingfacesis_.AdisorganizeddatacollectionBoverlappingdatabasebuilding30.Anappropriatetitleforthetextismostlikelytobe_.AForsandAgainstsofDNAtestingBDNAtestingandItsproblemsCDNAtestingoutsidethelabDliesbehindDNAtestingText3Therelationshipbetweenformaleducationandeconomicgrowthinpoorcountriesiswidelymisunderstoodbyeconomistsandpoliticiansalikeprogressinbothareaisundoubtedlynecessaryforthesocial,politicalandintellectualdevelopmentoftheseandallothersocieties;however,theconventionalviewthateducationshouldbeoneoftheveryhighestprioritiesforpromotingrapideconomicdevelopmentinpoorcountriesiswrong.Wearefortunatethatisit,becauseneweducationalsystemsthereandputtingenoughpeoplethroughthemtoimproveeconomicperformancewouldrequiretwoorthreegenerations.Thefindingsofaresearchinstitutionhaveconsistentlyshownthatworkersinallcountriescanbetrainedonthejobtoachieveradicalhigherproductivityand,asaresult,radicallyhigherstandardsofliving.Ironically,thefirstevidenceforthisideaappearedintheUnitedStates.Notlongago,withthecountryenteringarecessingandJapanatitspre-bubblepeak.TheU.S.workforcewasderidedaspoorlyeducatedandoneofprimarycau搜寻引擎优化fthepoorU.S.economicperformance.Japanwas,andremains,thegloballeaderinautomotive-assemblyproductivity.YettheresearchrevealedthattheU.S.factoriesofHondaNissan,andToyotaachievedabout95percentoftheproductivityoftheirJapanesecounterepantsaresultofthetrainingthatU.S.workersreceivedonthejob.Morerecently,whileexaminghousingconstruction,theresearchersdiscoveredthatilliterate,non-English-speakingMexicanworkersinHouston,Texas,consistentlymetbest-practicelaborproductivitystandardsdespitethecomplexityofthebuildingindustryswork.Whatistherealrelationshipbetweeneducationandeconomicdevelopment?Wehavetosuspectthatcontinuingeconomicgrowthpromotesthedevelopmentofeducationevenwhengovernmentsdontforceit.Afterall,thatshoweducationgotstarted.Whenourancestorswerehuntersandgatherers10,000yearsago,theydidnthavetimetowondermuchaboutanythingbesidesfindingfood.Onlywhenhumanitybegantogetitsfoodinamoreproductivewaywastheretimeforotherthings.Aseducationimproved,humanitysproductivitypotential,theycouldinturnaffordmoreeducation.Thisincreasinglyhighlevelofeducationisprobablyanecessary,butnotasufficient,conditionforthecomplexpoliticalsystemsrequiredbyadvancedeconomicperformance.Thuspoorcountriesmightnotbeabletoescapetheirpovertytrapswithoutpoliticalchangesthatmaybepossibleonlywithbroaderformaleducation.Alackofformaleducation,however,doesntconstraintheabilityofthedevelopingworldsworkforcetosubstantiallyimproveproductivityfortheforestedfuture.Onthecontrary,constraintsonimprovingproductivityexplainwhyeducationisntdevelopingmorequicklytherethanitis.31.Theauthorholdsinparagraph1thattheimportantofeducationinpoorcountries_.AissubjectgroundlessdoubtsBhasfallenvictimofbiasCisconventionaldowngradedDhasbeenoverestimated32.Itisstatedinparagraph1thatconstructionofaneweducationsystem_.AchallengeseconomistsandpoliticiansBtakeseffortsofgenerationsCdemandspriorityfromthegovernmentDrequiressufficientlaborforce33.AmajordifferencebetweentheJapaneseandU.Sworkforcesisthat_.AtheJapaneseworkforceisbetterdisciplinedBtheJapaneseworkforceismoreproductiveCtheU.SworkforcehasabettereducationDtheU.Sworkforceismoreorganize34.Theauthorquotestheexampleofourancestorstoshowthateducationemerged_.AwhenpeoplehadenoughtimeBpriortobetterwaysoffindingfoodCwhenpeopleonlongerwenthungDasaresultofpressureongovernment35.Accordingtothelastparagraph,developmentofeducation_.AresultsdirectlyfromcompetitiveenvironmentsBdoesnotdependoneconomicperformanceCfollowsimprovedproductivityDcannotaffordpoliticalchangesText4Themostthoroughlystudiedinthehistoryofthenewworldaretheministersandpoliticalleadersofseventeenth-centuryNewEngland.AccordingtothestandardhistoryofAmericanphilosophy,nowhereelseincolonialAmericawas“SomuchimportantattachedtointellectualpursuitsAccordingtomanybooksandarticles,NewEnglandsleadersestablishedthebasicthemesandpreoccupationsofanunfolding,dominantPuritantraditioninAmericanintellectuallife.TotakethisapproachtotheNewEnglandersnormallymeantostartwiththePuritanstheologicalinnovationsandtheirdistinctiveideasaboutthechurch-importantsubjectsthatwemaynotneglect.Butinkeepingwithourexaminationofsouthernintellectuallife,wemayconsidertheoriginalPuritansascarriersofEuropeancultureadjustingtoNewworldcircumstances.TheNewEnglandcolonieswerethescenesofimportantepisodesinthepursuitofwidelyunderstoodidealsofcivilityandvirtuosity.TheearlysettlersofMassachusettsBayincludedmenofimpressiveeducationandinfluenceinEngland.BesidestheninetyorsolearnedministerswhocametoMassachusettschurchinthedecadeafter1629,TherewerepoliticalleaderslikeJohnWinthrop,aneducatedgentleman,lawyer,andofficialoftheCrownbeforehejourneyedtoBoston.Theremenwroteandpublishedextensively,reachingbothNewWorldandOldWorldaudiences,andgivingNewEnglandanatmosphereofintellectualearnestness.Weshouldnotforget,however,thatmostNewEnglanderswerelesswelleducated.Whilefewcraftsmenorfarmers,letalonedependentsandservants,leftliterarycompositionstobeanalyzed,Theinthinkingoftenhadatraditionalsuperstitionsquality.AtailornamedJohnDane,whoemigratedinthelate1630s,leftanaccountofhisreasonsforleavingEnglandthatisfilledwithsigns.sexualconfusion,economicfrustrations,andreligioushope-allnametogetherinadecisivemomentwhenheopenedtheBible,toldhisfatherthefirstlinehesawwouldsettlehisfate,andreadthemagicalwords:“comeoutfromamongthem,touchnouncleanthing,andIwillbeyourGodandyoushallbemypeople.OnewonderswhatDanethoughtofthecarefulsermonsexplainingtheBiblethatheheardinpuritanchurched.Meanwhile,manysettleshadslighterreligiouscommitmentsthanDanes,asoneclergymanlearnedinconfrontingfolkalongthecoastwhomockedthattheyhadnotcometotheNewworldforreligion.“Ourmainendwastocatchfish.36.Theauthornotesthatintheseventeenth-centuryNewEngland_.APuritantraditiondominatedpoliticallife.Bintellectualinterestswereencouraged.CPoliticsbenefitedmuchfromintellectualendeavors.Dintellectualpursuitsenjoyedaliberalenvironment.37.Itissuggestedinparagraph2thatNewEnglanders_.Aexperiencedacomparativelypeacefulearlyhistory.BbroughtwiththemthecultureoftheOldWorldCpaidlittleattentiontosouthernintellectuallifeDwereobsessedwithreligiousinnovations38.TheearlyministersandpoliticalleadersinMassachusettsBay_.AwerefamousintheNewWorldfortheirwritingsBgainedincreasingimportanceinreligiousaffairsCabandonedhighpositionsbeforecomingtotheNewWorldDcreatedanewintellectualatmosphereinNewEngland39.ThestoryofJohnDaneshowsthatlesswell-educatedNewEnglanderswereoften_.AinfluencedbysuperstitionsBtroubledwithreligiousbeliefsCpuzzledbychurchsermonsDfrustratedwithfamilyearnings40.ThetextsuggeststhatearlysettlersinNewEngland_.AweremostlyengagedinpoliticalactivitiesBweremotivatedbyanillusoryprospectCcamefromdifferentbackgrounds.Dleftfe