19年北京一模阅读CD.docx

1、2019 一模海淀 CGOING TO UNIVERSITY is supposed to be a mind-broadening experience. That statement is probably made in comparison to training for work straight after school, which might not be so encouraging. But is it actually true? Jessika Golle of the University of Tbingen, in Germany, thought she wou

2、ld try to find out. Her result, however, is not quite what might be expected. As she reports in Psychological Science this week, she found that those who have been to university do indeed seem to leave with broader and more inquiring minds than those who have spent their immediate post-school years

3、in vocational (职业的) training for work. However, it was not the case that university broadened minds. Rather, work seemed to narrow them.Dr. Golle came to this conclusion after she and a team of colleagues studied the early careers of 2,095 German youngsters. The team used two standardized tests to a

4、ssess their volunteers. One was of personality traits, including openness, conscientiousness （ 认 真 ） and so on. The other was of attitudes, such as realistic, investigative and enterprising. They administered both tests twiceonce towards the end of each volunteers time at school, and then again six

5、years later. Of the original group, 382 were on the intermediate track, from which there was a choice between the academic and vocational routes, and it was on these that the researchers focused. University beckoned for 212 of them. The remaining 170 chose vocational training and a job.When it came

6、to the second round of tests, Dr. Golle found that the personalities of those who had gone to university had not changed significantly. Those who had undergone vocational training and then got jobs were not that much changed in personality, eitherexcept in one crucial respect. They had become more c

7、onscientious.That sounds like a good thing, certainly compared with the common public image of undergraduates as a bunch of lazybones. But changes in attitude that the researchers recorded were rather worrying. In the university group, again, none were detectable. But those who had chosen the vocati

8、onal route showed marked drops in interest in tasks that are investigative and enterprising in nature. And that might restrict their choice of careers.Some investigative and enterprising jobs, such as scientific research, are, indeed beyond the degreeless. But many, particularly in Germany, with its

9、 tradition of vocational training, are not. The researchers mention, for example, computer programmers and finance-sector workers as careers requiring these traits. If Dr. Golle is correct, and changes in attitude brought about by the very training Germany prides itself on are narrowing peoples choi

10、ces, that is indeed a matter worthy of serious consideration.38. Which of the following can best replace “beckoned for” in Paragraph 2?A. Examined. B. Attracted. C. Organized. D. Recognized.39. What can we learn from the research?A. The degreeless have not changed in personalities.B. Going to univer

11、sity is a mind-broadening experience. C. Working straight after school narrows peoples minds. D. College students pride themselves on their education.40. According to the last two paragraphs, . A. college students enjoy a very good public imageB. the undergraduates have changed significantly in atti

12、tudeC. the degreeless are much better at dealing with challenging tasksD. people show less interest in investigative jobs due to vocational training41. What is the authors attitude towards the finding?A. Concerned. B. Optimistic. C. Unclear. D. Sceptical.2019 一模海淀 DSmile! It makes everyone in the ro

13、om feel better because they, consciously or unconsciously, are smiling with you. Growing evidence shows that an instinct for facial mimicry( 模 仿 ) allows us to empathize with and even experience other peoples feelings. If we cant mirror another persons face, it limits our ability to read and properl

14、y react to their expressions. A review of this emotional mirroring appears on February 11 in Trends in Cognitive Sciences.In their paper, Paula Niedenthal and Adrienne Wood, social psychologists at the University of Wisconsin, describe how people in social situations copy others facial expressions t

15、o create emotional responses in themselves. For example, if youre with a friend who looks sad, you might “try on” that sad face yourself without realizing youre doing so. In “trying on” your friends expression, it helps you to recognize what theyre feeling by associating it with times in the past wh

16、en you made that expression. Humans get this emotional meaning from facial expressions in a matter of only a few hundred milliseconds.“You reflect on your emotional feelings and then you generate some sort of recognition judgment, and the most important thing that results in is that you take the app

17、ropriate actionyou approach the person or you avoid the person,” Niedenthal says. “Your own emotional reaction to the face changes your perception of how you see the face in such a way that provides you with more information about what it means.”A persons ability to recognize and “share” others emot

18、ions can be prevented when they cant mimic faces. This is a common complaint for people with motor diseases, like facial paralysis(瘫痪) from a stroke, or even due to nerve damage from plastic surgery. Niedenthal notes that the same would not be true for people who suffer from paralysis from birth, be

19、cause if youve never had the ability to mimic facial expressions, you will have developed compensatory ways of interpreting emotions.People with social disorders associated with mimicry or emotion-recognition damage, like autism( 自闭症), can experience similar challenges. “There are some symptoms in a

20、utism where lack of facial mimicry may in part be due to limitation of eye contact,” Niedenthal says.Niedenthal next wants to explore what part in the brain is functioning to help with facial expression recognition. A better understanding of that part, she says, will give us a better idea of how to

21、treat related disorders.42. According to the passage, facial mimicry helps .A. experience ones own feelings clearlyB. change others emotions quicklyC. respond to others expressions properlyD. develop friendship with others easily43. We can know from Paragraph 4 and 5 that . A. people with motor dise

22、ases may also suffer from autismB. people born with facial paralysis may still recognize emotionsC. people with social disorders cant have eye contact with othersD. people receiving plastic surgery have difficulty in mimicking faces44. According to Niedenthal, the next step of the study will focus o

23、n . A. how we can treat brain disordersB. what can be done to regain facial mimicryC. how our brain helps us with emotional mirroringD. what part of our brain helps recognize facial expression45. The passage is written to .A. discuss how people react positively to otherssmiles B. draw peoples attent

24、ion to those with social disordersC. introduce a new trend in facial expression recognitionD. explain how emotional mirroring affects peoples empathy2019 一模西城 CLike many other people who speak more than one language, I often have the sense that Im a slightly different person in each of my languagesm

25、ore confident in English, more relaxed in French, more emotional in Czech. Is it possible that, along with these differences, my moral compass ( 指 南 针 ) also points in somewhat different directions depending on the language Im using at the time?Psychologists who study moral judgments have become ver

26、y interested in this question. The findings of several recent studies suggest that when people are faced with moral dilemmas ( 困境 ), they do indeed respond differently when considering them in a foreign language than when using their native tongue.In a 2014 paper led by Albert Costa, volunteers were

27、 presented with a moral dilemma known as the “trolley problem”: imagine that a runaway trolley is moving quickly toward a group of five people standing on the tracks, unable to move. You are next to a switch that can move the trolley to a different set of tracks, therefore sparing the five people, b

28、ut resulting in the death of one who is standing on the side tracks. Do you pull the switch?Most people agree that they would. But what if the only way to stop the trolley is by pushing a large stranger off a footbridge into its path? People tend to be very hesitant to say they would do this, even t

29、hough in both situations, one person is sacrificed to save five. But Costa and his colleagues found that presenting the dilemma in a language that volunteers had learned as a foreign tongue dramatically increased their stated willingness to push the sacrificial person off the footbridge, from fewer

30、than 20% of respondents working in their native language to about50% of those using the foreign one.Why does it matter whether we judge morality in our native language or a foreign one? According to one explanation, such judgments involve two separate and competing ways of thinkingone of these, a qu

31、ick, natural “feeling,” and the other, careful deliberation about the greatest good for the greatest number. When we use a foreign language, we unconsciously sink into the more careful way simply because the effort of operating in our non-native language signals our cognitive (认知的) system to prepare

32、 for difficult activity.An alternative explanation is that differences arise between native and foreign tongues because our childhood languages are filled with greater emotions than are those learned in more academic settings. As a result, moral judgments made in a foreign language are less filled w

33、ith the emotional reactions that surface when we use a language learned in childhood.Theres strong evidence that memory connects a language with the experiences and interactions through which that language was learned. For example, people who are bilingual (双语的) are more likely to recall an experien

34、ce if reminded in the language in which that event occurred. Our childhood languages, learned in the middle of passionate emotion, become filled with deep feeling. By comparison, languages acquired late in life, especially if they are learned through limited interactions in the classroom or dully de

35、livered over computer screens and headphones, enter our minds lacking the emotionality that is present for their native speakers.38. What does “this question” in Paragraph 2 refer to?A. What contributes to ones language improvements?B. Is it necessary to learn more than one foreign language?C. Does

36、the language one uses influence ones moral judgments?D. How do people deal with moral dilemmas in a foreign language?39. When the “trolley problem” was presented in a foreign language, volunteers were more likely to .A. care less about the five peopleB. pull the switch to the side tracksC. remain he

37、sitant about what to doD. sacrifice the stranger on the footbridge40. The underlined word in Paragraph 5 is closest in meaning to .A. considerationB. guidanceC. selectionD. arrangement41. What can we learn from the last two paragraphs?A. Bilingual people are less emotional than others.B. Native lang

38、uage learning involves greater emotions.C. Childhood memories limit foreign language learning. D. Academic settings promote foreign language learning.2019 一模西城 DWe talk continuously about how to make children more “resilient (有恢复力的)”, but whatever were doing, its not working. Rates of anxiety disord

39、ers and depression are rising rapidly among teenagers. What are we doing wrong?Nassim Taleb invented the word “antifragile” and used it to describe a small but very important class of systems that gain from shocks, challenges, and disorder. The immune ( 免 疫 的 ) system is one of them: it requires exp

40、osure to certain kinds of bacteria and potential allergens (过敏原) in childhood in order to develop to its full ability.Childrens social and emotional abilities are as antifragile as their immune systems. If we overprotect kids and keep them “safe” from unpleasant social situations and negative emotio

41、ns, we deprive ( 剥 夺 ) them of the challenges and opportunities for skill-building they need to grow strong. Such children are likely to suffer more when exposed later to other unpleasant but ordinary life events, such as teasing and social rejection.Its not the kids fault. In the UK, as in the US,

42、parents became much more fearful in the 1980s and 1990s as cable TV and later the Internet exposed everyone, more and more, to those rare occurrences of crimes and accidents that now occur less and less. Outdoor play and independent mobility went down; screen time and adult-monitored activities went

43、 up.Yet free play in which kids work out their own rules of engagement, take small risks, and learn to master small dangers turns out to be vital for the development of adult social and even physical competence. Depriving them of free play prevents their social-emotional growth. Norwegian play resea

44、rchers Ellen Sandseter and Leif Kennair warned: “We may observe an increased anxiety or mental disorders in society if children are forbidden from participating in age adequate risky play.”They wrote those words in 2011. Over the following few years, their prediction came true. Kids born after1994 a

45、re suffering from much higher rates of anxiety disorders and depression than did the previous generation. Besides, there is also a rise in the rate at which teenage girls are admitted to hospital for deliberately harming themselves.What can we do to change these trends? How can we raise kids strong

46、enough to handle the ordinary and extraordinary challenges of life? We cant guarantee that giving primary school children more independence today will bring down the rate of teenage suicide tomorrow. The links between childhood overprotection and teenage mental illness are suggestive but not clear-c

47、ut. Yet there are good reasons to suspect that by depriving our naturally antifragile kids of the wide range of experiences they need to become strong, we are systematically preventing their growth. We should let goand let them grow.42. Why does the author mention the immune system in Paragraph 2?A.

48、 To stress its importance.B. To analyze the cause of anxiety. C. To question the latest discovery. D. To help understand a new word.43. Parents overprotect children because .A. they are concerned about their childrens safetyB. they want to keep children from being teasedC. parent-monitored activities are a mustD. children are not independent enough44. According to the author, free play can .A. promote childrens resilienceB. strengthen childrens friendshipC. reduce childrens risky behaviorD. develop childrens lead