2009年考研英語真題一二通用20 21后續(xù)服務務必加版

Section UseofReadthefollowingtext.Choosethebestword(s)foreachnumberedblankandmarkA,B,CorDonANSWERSHEET1.(10points)Researchonanimalintelligencealwaysmakesuswonderjusthowsmarthumansare.1thefruit-flyexperimentsdescribedbyCarlZimmerintheScienceTimes.Fruitflieswhoweretaughttobesmarterthantheaveragefruitfly2toliveshorterlives.Thissuggeststhat3bulbsburnlonger,thatthereisa(n)4innotbeingtoobright.Intelligence,it5,isahigh-pricedoption.Ittakesmoreupkeep,burnsmorefuelandisslow6thestartinglinebecauseitdependsonlearning–a(n)7process–insteadofinstinct.Plentyofotherspeciesareabletolearn,andoneofthethingsthey’veapparentlylearnediswhento8.Isthereanadaptivevalueto9intelligence?That’sthequestionbehindthisnewresearch.Insteadofcastingawistfulglance10atallthespecieswe’veleftinthedustI.Q.-wise,itimplicitlyaskswhatthereal11ofourownintelligencemightbe.Thisis12themindofeveryanimalwe’veevermet.Researchonanimalintelligencealsomakesuswonderwhatexperimentsanimalswould13onhumansiftheyhadthechance.Everycatwithanowner,14,isrunningasmall-scalestudyinoperantconditioning.Webelievethat15animalsranthelabs,theywouldtestusto16thelimitsofourpatience,ourfaithfulness,ourmemoryforlocations.Theywouldtrytodecidewhatintelligenceinhumansisreally17,notmerelyhowmuchofitthereis.18,theywouldhopetostudya(n)19question:Arehumansactuallyawareoftheworldtheylivein?20theresultsareinconclusive.1.[A][B][C][D]2.[A][B][C][D]3.[A][B][C][D]4.[A][B][C][D]5.[A]insists[B]sums[C]turns[D]puts6.[A][B][C][D]7.[A][B][C][D]8.[A][B][C][D]9.[A][B][C][D]10.[A][B][C][D]11.[A][B][C][D]12.[A][B][C][D]13.[A][B][C][D]14.[A]by[B]in[C]as[D]for15.[A][B][C][D]16.[A][B][C][D]17.[A][B][C][D]18.[A]Above[B]After[C][D]19.[A][B][C][D]20.[A]By[B]In[C]So[D]BetterSection ReadingPartAReadthefollowingfourtexts.AnswerthequestionsbeloweachtextbychoosingA,B,CorD.MarkyouranswersonANSWERSHEET1.(40points)Habitsareafunnything.Wereachforthemmindlessly,settingourbrainsonauto-pilotandrelaxingintotheunconsciouscomfortoffamiliarroutine.“Notchoice,buthabitrulestheunreflectingherd,”WilliamWordsworthsaidinthe19thcentury.Intheever-changing21stcentury,eventheword“habit”carriesanegativeimplication.Soitseemsparadoxicaltotalkabouthabitsinthesamecontextascreativityandinnovation.Butbrainresearchershavediscoveredthatwhenweconsciouslydevelopnewhabits,wecreateparallelpaths,andevenentirelynewbraincells,thatcanjumpourtrainsofthoughtontonew,innovativetracks.Ratherthandismissingourselvesasunchangeablecreaturesofhabit,wecaninsteaddirectourownchangebyconsciouslydevelopingnewhabits.Infact,themorenewthingswetry–themorewestepoutsideourcomfortzone–themoreinherentlycreativewebecome,bothintheworkplaceandinourpersonallives.Butdon’tbothertryingtokilloffoldhabits;oncethoserutsofprocedurearewornintothebrain,they’retheretostay.Instead,thenewhabitswedeliberatelypressintoourselvescreateparallelpathwaysthatcanbypassthoseoldroads.“Thefirstthingneededforinnovationisafascinationwithwonder,”saysDawnaMarkova,authorofTheOpenMind.“Butwearetaughtinsteadto‘decide’,justasourpresidentcallshimself‘theDecider’.”Sheadds,however,that“todecideistokilloffallpossibilitiesbutone.Agoodinnovationalthinkerisalwaysexploringthemanyotherpossibilities.”Allofusworkthroughproblemsinwaysofwhichwe’reunaware,shesays.Researchersinthelate1960sdiscoveredthathumansarebornwiththecapacitytoapproachchallengesinfourprimaryways:analytically,procedurally,relationally(orcollaboratively)andinnovatively.Attheendofadolescence,however,thebrainshutsdownhalfofthatcapacity,preservingonlythosemodesofthoughtthathaveseemedmostvaluableduringthefirstdecadeorsooflife.Thecurrentemphasisonstandardizedtestinghighlightsanalysisandprocedure,meaningthatfewofusinherentlyuseourinnovativeandcollaborativemodesofthought.“ThisbreaksthemajorruleintheAmericanbeliefsystem–thatanyonecandoanything,”explainsM.J.Ryan,authorofthe2006bookThisYearIWill...andMs.Markova’sbusinesspartner.“That’saliethatwehaveperpetuated,anditfosterscommonness.Knowingwhatyou’regoodatanddoingevenmoreofitcreatesexcellence.”Thisiswheredevelopingnewhabitscomesin.BrainresearchershavediscoveredthattheformationofnewhabitscanTheword“ruts”(Para.4)isclosestinmeaningDawnaMarkovawouldmostprobablyagreeideasarebornofarelaxinginnovativenesscouldbedecisivenessderivesfromfantasticcuriosityactivatescreativeRyan’scommentssuggestthatthepracticeofstandardizedpreventsnewhabitsfrombeingnolongeremphasizesmaintainstheinherentAmericanthinkingcomplieswiththeAmericanbeliefItisawisefatherthatknowshisownchild,buttodayamancanboosthispaternal(fatherly)wisdom–oratleastconfirmthathe’sthekid’sdad.Allheneedstodoisshellout$30forapaternitytestingkit(PTK)athislocaldrugstore–andanother$120togettheMorethan60,000peoplehavepurchasedthePTKssincetheyfirstbecameavailablewithoutprescriptionslastyear,accordingtoDougFogg,chiefoperatingofficerofIdentigene,whichmakestheover-the-counterkits.MorethantwodozencompaniessellDNAtestsdirectlytothepublic,ranginginpricefromafewhundreddollarstomorethan$2,500.Amongthemostpopular:paternityandkinshiptesting,whichadoptedchildrencanusetofindtheirbiologicalrelativesandfamiliescanusetotrackdownkidsputupforadoption.DNAtestingisalsothelatestrageamongpassionategenealogists–andsupportsbusinessesthatoffertosearchforafamily’sgeographicroots.Mosttestsrequirecollectingcellsbyswabbingsalivainthemouthandsendingittothecompanyfortesting.AlltestsrequireapotentialcandidatewithwhomtocompareDNA.Butsomeobserversareskeptical.“There’sakindoffalseprecisionbeinghawkedbypeopleclaimingtheyaredoingancestrytesting,”saysTroyDuster,aNewYorkUniversitysociologist.Henotesthateachindividualhasmanyancestors–numberinginthehundredsjustafewcenturiesback.Yetmostancestrytestingonlyconsidersasinglelineage,eithertheYchromosomeinheritedthroughmeninafather’slineormitochondrialDNA,whichispasseddownonlyfrommothers.ThisDNAcanrevealgeneticinformationaboutonlyoneortwoancestors,eventhough,forexample,justthreegenerationsbackpeoplealsohavesixothergreat-grandparentsor,fourgenerationsback,14othergreat-great-grandparents.Criticsalsoarguethatcommercialgenetictestingisonlyasgoodasthereferencecollectionstowhichasampleiscompared.Databasesusedbysomecompaniesdon’trelyondatacollectedsystematicallybutratherlumptogetherinformationfromdifferentresearchprojects.ThismeansthataDNAdatabasemayhavealotofdatafromsomeregionsandnotothers,soaperson’stestresultsmaydifferdependingonthecompanythatprocessestheresults.Inaddition,thecomputerprogramsacompanyusestoestimaterelationshipsmaybepatentedandnotsubjecttopeerrevieworoutsideevaluation.InParagraphs1and2,thetextshowseasyflexibilityinsuccessfulpromotionpopularitywithPTKisusedlocateone’sbirthpromotegeneticchoosechildrenforSkepticalobserversbelievethatancestrytestingfailstracedistantrebuildreliablefullyusegeneticachievetheclaimedInthelastparagraph,aproblemcommercialgenetictestingfacesdisorganizeddataoverlappingdatabaseexcessivesamplelackofpatentAnappropriatetitleforthetextismostlikelytoForsandAgainstsofDNADNATestingandItsLiesBehindDNATherelationshipbetweenformaleducationandeconomicgrowthinpoorcountriesiswidelymisunderstoodbyeconomistsandpoliticiansalike.Progressinbothareasisundoubtedlynecessaryforthesocial,political,andintellectualdevelopmentoftheseandallothersocieties;however,theconventionalviewthateducationshouldbeoneoftheveryhighestprioritiesforpromotingrapideconomicdevelopmentinpoorcountriesiswrong.Wearefortunatethatitis,becausebuildingneweducationalsystemsthereandputtingenoughpeoplethroughthemtoimproveeconomicperformancewouldrequiretwoorthreegenerations.Thefindingsofaresearchinstitutionhaveconsistentlyshownthatworkersinallcountriescanbetrainedonthejobtoachieveradicallyhigherproductivityand,asaresult,radicallyhigherstandardsofliving.Ironically,thefirstevidenceforthisideaappearedintheUnitedStates.Notlongago,withthecountryenteringarecessionandJapanatitspre-bubblepeak,theU.S.workforcewasderidedaspoorlyeducatedandoneoftheprimarycausesofthepoorU.S.economicperformance.Japanwas,andremains,thegloballeaderinautomotive-assemblyproductivity.YettheresearchrevealedthattheU.S.factoriesofHonda,Nissan,andToyotaachievedabout95percentoftheproductivityoftheirJapanesecounterparts–aresultofthetrainingthatU.S.workersreceivedonthejob.Morerecently,whileexamininghousingconstruction,theresearchersdiscoveredthatilliterate,non-English-speakingMexicanworkersinHouston,Texas,consistentlymetbest-practicelaborproductivitystandardsdespitethecomplexityofthebuildingindustry’swork.Whatistherealrelationshipbetweeneducationandeconomicdevelopment?Wehavetosuspectthatcontinuingeconomicgrowthpromotesthedevelopmentofeducationevenwhengovernmentsdon’tforceit.Afterall,that’showeducationgotstarted.Whenourancestorswerehuntersandgatherers10,000yearsago,theydidn’thavetimetowondermuchaboutanythingbesidesfindingfood.Onlywhenhumanitybegantogetitsfoodinamoreproductivewaywastheretimeforotherthings.Aseducationimproved,humanity’sproductivitypotentialincreasedaswell.Whenthecompetitiveenvironmentpushedourancestorstoachievethatpotential,theycouldinturnaffordmoreeducation.Thisincreasinglyhighlevelofeducationisprobablyanecessary,butnotasufficient,conditionforthecomplexpoliticalsystemsrequiredbyadvancedeconomicperformance.Thuspoorcountriesmightnotbeabletoescapetheirpovertytrapswithoutpoliticalchangesthatmaybepossibleonlywithbroaderformaleducation.Alackofformaleducation,however,doesn’tconstraintheabilityofthedevelopingworld’sworkforcetosubstantiallyimproveproductivityfortheforeseeablefuture.Onthecontrary,constraintsonimprovingproductivityexplainwhyeducationisn’tdevelopingmorequicklytherethanitis.TheauthorholdsinParagraph1thattheimportanceofeducationinpoorissubjecttogroundlesshasfallenvictimofisconventionallyhasbeenItisstatedinParagraph1thattheconstructionofaneweducationalchallengeseconomistsandtakeseffortsofdemandspriorityfromtherequiressufficientlaborAmajordifferencebetweentheJapaneseandU.S.workforcesistheJapaneseworkforceisbettertheJapaneseworkforceismoretheU.S.workforcehasabettertheU.S.workforceismoreTheauthorquotestheexampleofourancestorstoshowthateducationwhenpeoplehadenoughpriortobetterwaysoffindingwhenpeoplenolongerwentasaresultofpressureonAccordingtothelastparagraph,developmentofresultsdirectlyfromcompetitivedoesnotdependoneconomicfollowsimprovedcannotaffordpoliticalThemostthoroughlystudiedintellectualsinthehistoryoftheNewWorldaretheministersandpoliticalleadersofseventeenth-centuryNewEngland.AccordingtothestandardhistoryofAmericanphilosophy,nowhereelseincolonialAmericawas“somuchimportanceattachedtointellectualpursuits.”Accordingtomanybooksandarticles,NewEngland’sleadersestablishedthebasicthemesandpreoccupationsofanunfolding,dominantPuritantraditioninAmericanintellectuallife.TotakethisapproachtotheNewEnglandersnormallymeanstostartwiththePuritans’theologicalinnovationsandtheirdistinctiveideasaboutthechurch–importantsubjectsthatwemaynotneglect.Butinkeepingwithourexaminationofsouthernintellectuallife,wemayconsidertheoriginalPuritansascarriersofEuropeanculture,adjustingtoNewWorldcircumstances.TheNewEnglandcolonieswerethescenesofimportantepisodesinthepursuitofwidelyunderstoodidealsofcivilityandvirtuosity.TheearlysettlersofMassachusettsBayincludedmenofimpressiveeducationandinfluenceinEngland.BesidestheninetyorsolearnedministerswhocametoMassachusettschurchesinthedecadeafter1629,therewerepoliticalleaderslikeJohnWinthrop,aneducatedgentleman,lawyer,andofficialoftheCrownbeforehejourneyedtoBoston.Thesemenwroteandpublishedextensively,reachingbothNewWorldandOldWorldaudiences,andgivingNewEnglandanatmosphereofintellectualearnestness.Weshouldnotforget,however,thatmostNewEnglanderswerelesswelleducated.Whilefewcraftsmenorfarmers,letalonedependentsandservants,leftliterarycompositionstobeanalyzed,itisobviousthattheirviewswerelessfullyintellectualized.Theirthinkingoftenhadatraditionalsuperstitiousquality.AtailornamedJohnDane,whoemigratedinthelate1630s,leftanaccountofhisreasonsforleavingEnglandthatisfilledwithsigns.Sexualconfusion,economicfrustrations,andreligioushope–allcametogetherinadecisivemomentwhenheopenedtheBible,toldhisfatherthatthefirstlinehesawwouldsettlehisfate,andreadthemagicalwords:“Comeoutfromamongthem,touchnouncleanthing,andIwillbeyourGodandyoushallbemypeople.”O(jiān)newonderswhatDanethoughtofthecarefulsermonsexplainingtheBiblethatheheardinPuritanchurches.Meanwhile,manysettlershadslighterreligiouscommitmentsthanDane’s,asoneclergymanlearnedinconfrontingfolkalongthecoastwhomockedthattheyhadnotcometotheNewWorldforreligion.“Ourmainendwastocatchfish.”Theauthorholdsthatintheseventeenth-centuryNewPuritantraditiondominatedpoliticalintellectualinterestswerepoliticsbenefitedmuchfromintellectualintellectualpursuitsenjoyedaliberalItissuggestedinParagraph2thatNewexperiencedacomparativelypeacefulearlybroughtwiththemthecultureoftheOldpaidlittleattentiontosouthernintellectualwereobsessedwithreligiousTheearlyministersandpoliticalleadersinMassachusettswerefamousintheNewWorldfortheirgainedincreasingimportanceinreligiousabandonedhighpositionsbeforecomingtotheNewcreatedanewintellectualatmosphereinNewThestoryofJohnDaneshowsthatlesswell-educatedNewEnglanderswereinfluencedbytroubledwithreligiouspuzzledbychurchfrustratedwithfamilyThetextsuggeststhatearlysettlersinNewweremostlyengagedinpoliticalweremotivatedbyanillusorycamefromdifferentintellectualleftfewformalrecordsforlaterPartBInthefollowingtext,somesegmentshavebeenremoved.ForQuestions41-choosethemostsuitableonefromthelistA-Gtofitintoeachofthenumberedblanks.Therearetwoextrachoices,whichdonotfitinanyoftheblanks.MarkyouranswersonANSWERSHEET1.(10points)CoincidingwiththegroundbreakingtheoryofbiologicalevolutionproposedbyBritishnaturalistCharlesDarwininthe1860s,BritishsocialphilosopherHerbertSpencerputforwardhisowntheoryofbiologicalandculturalevolution.Spencerarguedthatallworldlyphenomena,includinghumansocieties,changedovertime,advancingtowardperfection.(41)AmericansocialscientistLewisHenryMorganintroducedanothertheoryofculturalevolutioninthelate1800s.Morganhelpedfoundmodernanthropology–thescientificstudyofhumansocieties,customsandbeliefs–thusbecomingoneoftheearliestanthropologists.Inhiswork,heattemptedtoshowhowallaspectsofculturechangedtogetherintheevolutionofsocieties.(42)Intheearly1900sinNorthAmerica,German-bornAmericananthropologistFranzBoasdevelopedanewtheoryofcultureknownashistoricalparticularism.Historicalparticularism,whichemphasizedtheuniquenessofallcultures,gavenewdirectiontoanthropology.(43)Boasfeltthatthecultureofanysocietymustbeunderstoodastheresultofauniquehistoryandnotasoneofmanyculturesbelongingtoabroaderevolutionarystageortypeofculture.(44)HistoricalparticularismbecameadominantapproachtothestudyofcultureinAmericananthropology,largelythroughtheinfluenceofmanystudentsofBoas.Butanumberofanthropologistsintheearly1900salsorejectedtheparticularisttheoryofcultureinfavorofdiffusionism.Someattributedvirtuallyeveryimportantculturalachievementtotheinventionsofafew,especiallygiftedpeoplesthat,accordingtodiffusionists,thenspreadtoothercultures.(45)Alsointheearly1900s,FrenchsociologistémileDurkheimdevelopedatheoryofculturethatwouldgreatlyinfluenceanthropology.Durkheimproposedthatreligiousbeliefsfunctionedtoreinforcesocialsolidarity.AninterestintherelationshipbetweenthefunctionofsocietyandculturebecameamajorthemeinEuropean,andespeciallyBritish,anthropology.Otheranthropologistsbelievedthatculturalinnovations,suchasinventions,hadasingleoriginandpassedfromsocietytosociety.Thistheorywasknownas Inordertostudyparticularculturesascompletelyaspossible,hebecameskilledinlinguistics,thestudyoflanguages,andinphysicalanthropology,thestudyofhumanbiologyandanatomy.Hearguedthathumanevolutionwascharacterizedbyastrugglehecalledthe“survivalofthefittest,”inwhichweakerracesandsocietiesmusteventuallybereplacedbystronger,moreadvancedracesandsocieties. Theyalsofocusedonimportantritualsthatappearedtopreserveapeople’ssocialstructure,suchasinitiationceremoniesthatformallysignifychildren’sentranceintoadulthood.Thus,inhisview,diverseaspectsofculture,suchasthestructureoffamilies,formsofmarriage,categoriesofkinship,ownershipofproperty,formsofgovernment,technology,andsystemsoffoodproduction,allchangedassocietiesevolved.Supportersofthetheoryviewedcultureasacollectionofintegratedpartsthatworktogethertokeepasocietyfunctioning. Forexample,BritishanthropologistsGraftonElliotSmithandW.J.Perryincorrectlysuggested,onthebasisofinadequateinformation,thatfarming,potterymaking,andmetallurgyalloriginatedinancientEgyptanddiffusedthroughouttheworld.Infact,alloftheseculturaldevelopmentsoccurredseparatelyatdifferenttimesinmanypartsoftheworld.PartReadthefollowingtextcarefullyandthentranslatetheunderlinedsegmentsintoChinese.YourtranslationshouldbewrittenclearlyonANSWERSHEET2.(10Thereisamarkeddifferencebetweentheeducationwhicheveryonegetsfromlivingwithothersandthedeliberateeducatingoftheyoung.Intheformercasetheeducationisincidental;itisnaturalandimportant,butitisnottheexpressreasonoftheassociation.(46)Itmaybesaidthatthemeasureoftheworthofanysocialinstitutionisitseffectinenlargingandimprovingexperience,butthiseffectisnotapartofitsoriginalmotive.Religiousassociationsbegan,forexample,inthedesiretosecurethefavorofoverrulingpowersandtowardoffevilinfluences;familylifeinthedesiretogratifyappetitesandsecurefamilyperpetuity;systematiclabor,forthemostpart,becauseofenslavementtoothers,etc.(47)Onlygraduallywastheby-productoftheinstitutionnoted,andonlymoregraduallystillwasthiseffectconsideredasadirectivefactorintheconductoftheinstitution.Eventoday,inourindustriallife,apartfromcertainvaluesofindustriousnessandthrift,theintellectualandemotionalreactionoftheformsofhumanassociationunderwhichtheworld’sworkiscarriedonreceiveslittleattentionascomparedwithphysicaloutput.Butindealingwiththeyoung,thefactofass