[考研类试卷]考研英语（阅读）模拟试卷78
Part A
Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)
0 In the following article, some sentences have been removed. For questions 1 — 5, choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices which you do not need to use.
Gregory Currie, a professor of philosophy at the University of Nottingham, recently argued that we ought not to claim that literature improves us as people, because there is no \reading Tolstoy\
Actually, there is such evidence. Raymond Mar, a psychologist at York University in Canada, and the other professor reported in studies published in 2006 and 2009 that individuals who often read fiction appear to be better able to understand other people, empathize with them and view the world from their perspective. 【R1】______. . \— as opposed to the often superficial reading we do on the Web — is an endangered practice. Its disappearance would threaten the intellectual and emotional development of generations growing up online, as well as the perpetuation of a critical part of our culture: the novels, poems and other kinds of literature that can be appreciated only by readers whose brains, quite literally, have been trained to apprehend them. Recent research has demonstrated that deep reading — slow, immersive, rich in sensory detail and emotional and moral complexity — is a distinctive experience, different in kind from the mere decoding of words. 【R2】______. A book's lack of hyperlinks, for example, frees the reader from making decisions — Should I click on this link or not? — allowing her to remain fully immersed in the narrative.
That immersion is supported by the way the brain handles language rich in detail, allusion and metaphor; by creating a mental representation that draws on the same brain regions that would be active if the scene were unfolding in real life. 【R3】______. None of this is likely to happen when we're surfing TMZ. Although we call the activity by the same name, the deep reading of books and the information-driven reading we do on the Web are very different, both in the experience they produce and in the capacities they develop. 【R4】______.
To understand why we should be concerned about how young people read, and not just whether they're reading at all, it helps to know something about the way the ability to read evolved. \the Center for Reading and Language
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Research at Tufts University. 【R5】______. The \recruited from structures in the brain that evolved for other purposes — and these circuits can be feeble or they can be robust, depending on how often and how vigorously we use them.
[A]The combination of fast, fluent decoding of words and slow, unhurried progress on the page gives deep readers time to enrich their reading with reflection, analysis, and their own memories and opinions.
[B]The emotional situations and moral dilemmas that are the stuff of literature are also vigorous exercise for the brain, propelling us inside the heads of fictional characters and even, studies suggest, increasing our real-life capacity for empathy.
[C]Unlike the ability to understand and produce spoken language, which under normal circumstances will unfold according to a program dictated by our genes, the ability to read must be painstakingly acquired by each individual.
[D]This link persisted even after the researchers factored in the possibility that more empathetic individuals might choose to read more novels.
[E]The study also found that young people who read daily only onscreen were nearly two times less likely to be above-average readers than those who read daily in print or both in print and onscreen.
[F]A growing body of evidence suggests that online reading may be less engaging and less satisfying, even for the \
[G]Although deep reading does not, strictly speaking, require a conventional book, the built-in limits of the printed page are uniquely beneficial to the deep reading experience.
1 【R1】
2 【R2】
3 【R3】
4 【R4】
5 【R5】
5 In the following article, some sentences have been removed. For questions 1 — 5, choose the most suitable one from the list A—G to fit into each of the numbered blank. There are two extra choices which you do not need to use.
With the pace of technological change making heads spin, we tend to think of our age as the most innovative ever. We have smartphones and supercomputers, big data and nanotechnologies, gene therapy and stem-cell transplants. Yet nobody recently has come
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up with an invention half as useful as those sprang from late-19th and early-20th-century brains such as cars, planes, the telephone, radio and antibiotics.
Modern science has failed to make anything like the same impact, and this is why a growing band of thinkers claim that the pace of innovation has slowed. 【R1】______. Yet that pattern is not as conclusively gloomy as the doomsayers claim. It is too early to write off the innovative impact of the present age.
This generation's contribution to technological progress lies mostly in information technology(IT).
【R2】______. But as with electricity, companies will take time to learn how to use them, so it will probably be many decades before their full impact is felt.
On the other hand, globalisation should make our period a fruitful one for innovation. 【R3】______
So there are good reasons for thinking that the 21st century's innovative juices will flow fast. But there are also reasons to watch out for impediments. The biggest danger is government.
When government was smaller, innovation was easier. Industrialists could introduce new processes or change a product's design without a man from the ministry claiming some regulation had been brokea It is a good thing that these days pharmaceuticals are stringently tested and factory emissions controlled. 【R4】______.
The state has also notably failed to open itself up to innovation. 【R5】______. There is vast scope for IT to boost productivity in health care and education, if only those sectors were more open to change.
The rapid growth in the rich world before the 1970s was encouraged by public
spending on infrastructure(including in sewage systems)and basic research: the computer, the internet and the green revolution in food technology all sprang out of science, where there was no immediate commercial aim. Even in those straitened war times, money should still be found for basic research into areas such as carbon capture and storage. For governments that do these things well, the rewards could be huge. The risk that innovation may slow is a real one, but can be avoided. Whether it happens or not is, like most aspects of mankind's fate, up to him.
[A]Many more brains are at work now than were 100 years ago: Western inventors have been joined in the race to produce cool new stuff by inventors from other countries. [B]Productivity is mostly stagnant in the public sector. Unions have often managed to prevent governments even publishing the performance indicators which, elsewhere, have encouraged managers to innovate.
[C]According to Robert Gordon, productivity supports the pessimists' case: it took off in the mid-19th century, accelerated in the early 20th century and held up pretty well until the early 1970s. It then dipped sharply, ticked up in late 1990s with computerisation and dipped again in the mid-2000s.
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[D]But officialdom tends to write far more rules than are necessary for the public good, which is strangling innovation. Even many regulations designed to help innovation are not working well. The West's intellectual-property system, for instance, is a mess, because it grants too many patents of dubious merit.
[E]But the pollution control mechanisms adopted in the United States have tended toward detailed regulation of technology, leaving polluters little choice in how to achieve the environmental goals. This \of pollution controls and may even slow our progress toward a cleaner environment. [F]Rather as electrification changed everything by allowing energy to be used far from where it was generated, computing and communications technologies transform lives and businesses by allowing people to make calculations and connections far beyond their unaided capacity.
[G]The specific example we discussed was that there is increasing evidence that when a professor or company gets a patent in the field of genetics research, other researchers simply stop doing work in that specific area.
6 【R1】
7 【R2】
8 【R3】
9 【R4】
10 【R5】
10 In the following article, some sentences have been removed. For questions 1 — 5, choose the most suitable one from the list A—G to fit into each of the numbered blank. There are two extra choices which you do not need to use.
Many animal species are \behaviors and skills from groupmates via social learning. Thus, whales socially learn some hunting techniques from others, capuchin monkeys socially learn some grooming-type behaviors from others, and chimpanzees acquire the use of some tools by observing the tool-use activities of others in their social group.
But human culture is clearly different. Nonhuman primate(and other animal)culture is essentially individualistic, or maybe even exploitative. 【R1】______.
In contrast, human culture and cultural transmission are fundamentally cooperative. Synchronically, humans engage in much more cooperative behavior in terms of such things as collaborative problem solving and cooperative communication. Moreover,
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human individuals live in a world in which the group expects them to conform to its particular conventions and social norms or else! 【R2】______.
Diachronically, this cooperative way of living translates into established members of the group teaching things to youngsters, who not only learn but actively conform.
【R3】______. The result is human handicrafts and symbol systems with \called cumulative cultural evolution.
Underlying humans' uniquely cooperative lifeways and modes of cultural transmission are a set of species-unique social-cognitive processes, which we may refer to collectively as skills and motivations for shared intentionality. 【R4】______. Skills and motivations of shared intentionality arose as part of a coevolutionary process in which humans
evolved species-unique ways of operating, indeed cooperating, within their own self-built cultural worlds.
It must be emphasized that the evolutionary dimension of culture highlighted here is clearly only one aspect of the process. 【R5】______. Human cognitive and
motivational adaptations for culture are simply psychological enabling conditions for the generation and maintenance of the specific cultural handicrafts and practices created by specific cultural groups — which, by all appearances, are endlessly creative.
[A]Teaching and conformity are main contributors to the stability of cultural practices in a group and precisely because of this stability — to the unique ways in which human cultural practices develop in complexity over historical time.
[B]That is to say, when a chimpanzee individual observes another using a tool and then learns something that facilitates her own use, she is simply gathering information that is useful to her - much as she might gather information from the inanimate world. The one being observed may not even know that the observer is gathering information from her actions.
[C]Moreover, in experimental studies using, for example, the ultimatum game, humans in all cultures show some kinds of social norms in distributing resources, whereas
chimpanzees in an ultimatum game behave in an almost totally self-centered manner. [D]The result is a society structured by cooperatively created and enforced conventions and norms for how to behave as one of \institutions.
[E]The specific cultural practices and products generated by individuals interacting with one another in cultural groups - everything from specific linguistic constructions to techniques for building kayaks or skyscrapers — can in no way be reduced to biology. [F]The ultimate outcome of social norms in human groups is the creation of social institutions, whose existence is constituted by the collective agreement of all group members that things should be done in a particular way.
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[考研类试卷]考研英语(阅读)模拟试卷78.doc
