2021年12月大學英語6級真題（卷二） (一)

2021年12月大學英語六級考試真題(第2套)

PartIWriting(30minutes)

Directions:Forthispart,youareallowed30minutestowriteanessayrelatedtothe

shortpassagegivenbelow.Inyouressay,youaretocommentonthephenomenon

describedinthepassageandsuggestmeasurestoaddresstheissue.Youshould

writeatleast15..Qwordsbutnomorethan虛words

Nowadaysstarchasingisprevalentamongmanyteenagers.Theytakepop

starsastheiridols,血itatingtheirwayoftalking,followingtheirstyleofdressing,

andseekingeverychancetomeettheminpersonatgreatexpenses.

PartIIListeningComprehension(30minutes)

SectionA

Directions:Inthissection,youwillheartwolongconversations.Attheendofeach

conversation,youwillhearfourquestions.Boththeconversationandthequestions

willbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebest

answerfromthefourchoicesmarkedA),B),C)andD).Thenmarkthe

correspondingletteronAnswerSheet1withasinglelinethroughthecentre.

Questions1to4arebasedontheconversationyouhavejustheard.

1.A)Ithasgivenrisetomuchcontroversy.C)Itwasprimarilywrittenforvegetarians

B)IthasbeenveryfavorablyreceivedD)Itoffendsmanyenvironmentalists.

2.A)Sheneglectspeople'seffortsinanimalprotection.

B)Shetriestoforcepeopletoacceptherradicalideas.

C)Sheignoresthevariousbenefitsofpublictransport.

D)Sheinsistsvegetariansareham血gtheenvironment.

3.A)TheyaresignificantC)Theyarerational.

B)Theyarerevolutionary.D)Theyaremodest.

4.A)Itwouldhelptoprotecttheenvironment.

B)Itwouldgeneratemoneyforpublichealth

C)Itwouldneedsupportfromthegeneralpublic

D)Itwouldforcepoorpeopletochangetheirdiet

Questions5to8arebasedontheconversationyouhavejusthearc.

5.A)Wheresuccessfulpeople'sstrengthscomefrom

B)Whymanypeoplefightsohardforsuccess.

C)Howsheachievedherlife'sgoal.

D)Whatmakespeoplesuccessful.

6.A)Havingsomeonewhohasconfidenceinthem.

B)Havingsomeonewhoisreadytohelpthem.

C)Havingafirmbeliefintheirownability.

D)Havingarealisticattitudetowardslife.

7.A)TheyadjusttheirgoalsaccordinglyC)Theystaypositive.

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B)TheytryhardtoappearoptimisticD)Theyremaincalm

8.A)AnunderstandingleadershipC)Mutualrespectamongcolleagues.

B)Anurturmgenvironment.D)Highlycooperativeteammates.

SectionB

Directions:Inthissection,youwillheartwopassages.Attheendofeachpassage,youwillhear,

threeorfourquestions.Boththepassageandthequestionswillbespokenonlyonce.Afteryouhear

aquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),BJ,C)andD)Then

markthecorrespondingletteronAnsv/erSheet1withasinglelinethroughthecentre.

Questions9to11arebasedonthepassageyouhavejustheard.

-9.A)Theyusetheirsenseofhearingtocapturetheirprey

B)Theirfoodmainlyconsistsofsmallanimalsandfish.

C)Theyhavebigeyesanddistinctivevisualcenters.

D)Theirancestorisdifferentfromthatofmicrobats.

10.A)WiththehelpofmoonlightC)Withtheaidofdaylightvision

B)Bymeansofecholocation.D)Bymeansofvisionandsmell.

11.A)Tomakeupfortheirnaturalabsenceofvision.

B)Toadaptthemselvestoaparticularlifestyle

C)Tofacilitatetheirtraveloverlongdistances.

D)Tosurviveintheever-changingweather.

Questions12to15arebasedonthepassageyouhavejustheard.

12.A)Theyacquireknowledgenotfoundinbooks.

B)Theylearnhowtointeractwiththeirpeers.

C)Theybecomemoreemotionallyaggressive.

D)Theygetmuchbetterpreparedforschool.

13.A)Theyarefarfromemotionallyprepared.

B)Theytendtobemoreattractedbyimages.

C)Theycan'tfollowtheconflictsintheshow.

D)TheylackthecognI|Jveandmemoryskills

14.A)Chooseappropriateprogramsfortheirchildren.

B)Helptheirchildrenunderstandtheprogram'splot.

C)Outlinetheprogram'splotfortheirchildrenfirst.

D)Monitortheirchildren'swatchingofTVprograms

15.A)Explainitsmessagetotheirchildren.

B)Checkiftheirchildrenhaveenjoyedit.

C)Encouragetheirchildrentoretellthestory.

D)Asktheirchildrentodescribeitscharacters.

SectionC

Directions:Inthissection,youwillhearthreerecordingsoflecturesortalksfollowedby

threeorfourquestions.Therecordingswillbeplayedonlyonce.Ateryouhearaquestion,

youmustchoosethebestanswerfromthefourchoicesmarkedA),BJ,CJandDJ.Then

markthecorrespondingletteronAnswerSheetTwithasinglelinethroughthecentre

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Questions16to18arebasedontherecordingyouhavejustheard.

16.A)Theyareafraidofinjuringtheirfeet.B)C)Theybelievealittle,dirtharmsnoone.

Theyhaveneverdevelopedthehabit.D)Theyfinditrathertroublesometodoso.

17-A)Differenttypesofbacteriaexistedonpublic-toiletfloors.

B)Thereweremorebacteriaonsidewalksthaninthehome.

C)Officecarpetscollectedmorebacteriathanelsewhere.

D)Alargenumberofbacteriacollectedonasingleshoe.

18.A)Thechemicalsonshoescandeteriorateairquality.

B)Shoescanupsetfamilymemberswiththeirnoise.

C)Themarksleftbyshoesarehardtoerase.

D)Shoescanleavescratchesonthefloor.

Questions19to21arebasedontherecordingyouhavejustheard.

19.A)Itissinfulandimmoral.C)Itisanuncontrollablebehavior.

B)Itisdeemeduncivilized.D)Itisaviolationoffaithandtrust.

20.A)Assesstheirconsequences.C)Acceptthemasnormal.

B)Guardagainsttheirharm.D)Findouttheircauses.

21.A)Trytounderstandwhatmessagestheyconvey.

B)Payattentiontotheirpossibleconsequences.

C)Considerthemfromdifferentperspectives.

D)Makesuretheyarebroughtundercontrol.

Questions22to25arebasedontherecordingyouhavejustheard.

22.A)Cultivationofnewvarietiesofcrops.

B)Measurestocopewithclimatechange

C)Developmentofmoreeffectivepesticides.

D)Applicationofmorenitrogen-richfertilizers.

23.A)Theexpansionoffam仆andindevelopingcountries.

B)Theresearchoncroprotationindevelopingcountries

C)Thecooperationoftheworld'sagriculturalscientists.

D)Theimprovementofagriculturalinfrastructure.

24.A)Forencouragingfarmerstoembracenewfarmingtechniques

B)Foraligningtheirresearchwithadvancesinfarmingtechnology.

C)Forturningtheirfocustotheneedsoffarmersinpoorercountries.

D)Forcooperatingcloselywithpolicymakersindevelopingcountries.

25.A)Rapidtransitiontobecomeafoodexporter.

B)Substantialfundinginagriculturalresearch.

C)Quickrisetobecomealeadinggrainproducer

D)Assumptionofhumanitarianresponsibilities.

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PartIIIReadingComprehension(40minutes)SectionA

Directions:Inthissection,thereisapassagewithtenblanks.Youarerequiredtoselectoneword

foreachblankfromalistofchoicesgiveninawordbankfollowingthepassage.Readthe

passagethroughcarefullybeforemakingyourchoices.Eachchoiceinthebankisidentifiedbya

letter.PleasemarkthecorrespondingletterforeachitemonAnswerSheet2withasingleline

throughthecentre.YoumaynotuseanyofthewordsinthebankmorethanOnce.

AccordingtopsychologistSharonDraper,ourclothingchoicescanabsolutelyaffect

ourwell-being.Whenwewearill-fittingclothes,orfeelover-orunder-dressedforan

event,it'snaturaltofeelself-consciousorevenstressed.Conversely,shesays,opting

forclothesthatfitwelland_ILwithyoursenseofstylecanimproveyourconfidence.

Butcanyouimproveyourhealththroughyour_1]_clothing,withouthavingto

dashoutandbuyawholenewIL_?"Absolutely,"saysDraper.Ifyourgoalisto

improveyourthinking,sherecommendspickingclothesthatfitwellandareunlikelyto

encouragerestlessness,so,avoidbows,tiesandunnecessary2_2_.Italsohelpstooptfor

clothesyou__J_Q_astyinginwithyourgoals,so,ifyouwanttoperformbetteratwork,

selectpiecesyouviewasprofessional.Drapersaysthisfitsinwiththeconceptof

behavioralactivation,wherebyILJnabehavior(inthiscase,selectingclothes)can

setyouonthepathtothenachievingyourgoals(workingharder)

AnotherwaytoimproveyourILofmindistomixthingsup.Drapersayswe

oftenfeelstuckinarut(常規(guī))ifwewearthesameclothes—evenifthey'reour

favorites—thusoptingforanitemyoudon'twearoften,oraddingsomethingdifferenttoan

outfit,suchasahat,can__11_shiftyourmood.Ondayswhenyou'rereallyJ1._to

bravetheworld,Drapersuggestsselectingsentimentalitemsofclothing,such

asonesyouworeonaspecialday,orgiventoyoubyalovedone,asclothes

withli_associationscanhelpyoutapintoconstructiveemotions.

A)accessonesI)perceive

B)alignJ)positively

C)concurrentlyK)profile

D)current)

Lprospenng

E)engagmgM)reluctant

F)fondN)showcase

G)frame0)wardrobe

H)locations

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SectionB

Directions:Inthissection,youaregoingtoreadapassagewithtenstatements

attachedto兒Eachstatementcontainsinformationgiveninoneoftheparagraph.s.

Identifytheparagraphfromwhichtheinformationisderived.Youmaychoosea

paragraphmorethanonce.Eachparagraphismarkedwithaletter.Answerthe

questionsbymarkingthecorrespondingletteronAnswerSheet2.

Domusiclessonsreallymakechildrensmarter?

A)Arecentanalysisfoundthatmostresearchmischaracterizestherelationship

betweenmusicandsk川senhancement.

B)In2004,apaperappearedinthejournalPsychologicalScience,titled"Music

LessonsEnhanceIQ."Theauthor,composerandpsychologistGlennSchellenberg

hadconductedanexperimentwith144childrenrandomlyassignedtofourgroups:

onelearnedthekeyboardforayear,onetooksinginglessons,onejoinedanacting

class,andacontrolgrouphadnoextracurriculartraining.TheIQofithechildrenin

thetwomusicalgroupsrosebyanaverageofsevenpointsinthecourseofayear;

thoseintheothertwogroupsgainedanaverageof4.3points

C)Schellenberghadlongbeenskepticalofthesciencesupportingclaimsthat

musiceducatione汕-anceschildren'sabstractreasoning,math,-orlanguage

sk彳卜Is.Ifchildrenwhoplaythepianoaresmarter,hesays,itdoesn't

necessarilymeantheyaresmarterbecausetheyplaythepiano.Itcouldbe

thattheyoungsterswhoplaythepianoalsohappentobemoreambitiousor

betteratfocusingonatask.Correlation,afterall,doesnotprovecausation.

D)The2004paperwasspecificallydesignedtoaddressthoseconcerns.Andasa

passionatemusician,Schellenbergwasdelightedwhenheturnedupcredible

evidencethatmusichastransfereffectsongeneralintelligence.Butnearlya

decadelater,in2013,theEcucationEndowmentFoundationfundedabiggerstudy

withmorethan900students.ThatstudyfailedtoconfirmSchellenberg'sfindings,

producingnoevidencethatmusiclessonsimprovedmathandliteracyskills.

E)Schellenberglookthatnewsinstridewhilecontinuinglocasta.skepticaleyeonthe

researchinhisfield.Recently,hedecidedtoformallyinvestigatejusthowoftenhisfellow

researchersinpsychologyandneurosciencemakewhathebelievesareerroneous

-oratleastpremature-causalconnectionsbetweenmusicandintelligence.

Hisresults,publishedinMay,suggestthatmanyofhispeersdojustthat

F)Forhisrecentstudy,Schellenbergaskedtworesearchassistantstolookfor

correlationalstudiesontheeffectsofmusiceducation.Theyfoundatotalof114papers

publishedsince2000.Toassesswhethertheauthorsclaimedanycausation,

researchersthenlookedfortelltaleverbsineachpaper'stitleandabstract,verbslike

"enhance,"^promote,""facilitate,'*and"strengthen."Thepaperswerecategorizedas

neuroscienceifthestudyemployedabrainimagingmethodlikemagneticresonance,

orifthestudyappearedinajournalthathad"brain,""neuroscience,"orarelatedterm

initstitle.Otherwisethepaperswerecategorizedaspsychology.Schellenbergdidn't

tellhisassistantswhatexactlyhewastryingtoprove.

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G)Aftercomputingtheirassessments,Schellenbergconcludedthatthemajorityofthe

articleserroneouslyclaimedthatmusictraininghadacausaleffect.Theoverselling,he

alsofound,wasmoreprevalentamongneurosciencestudits,threequartersofwhich

mischaracterizedamereassociationbetweenmusictrainingandskillsenhancement

asacause-and-effectrelationship.Thismaycomeasasurprisetosome.

Psychologistshavebeenbattlingchargesthattheydon'tdo"real"scienceforsome

time-inlargepartbecausemanyfindingsfromclassicexperimentshaveproved

unreproducibleNeuroscientists,ontheotherhand,armedwithbrainscansandEEGs

(腦電圖)，havenotbeensubjecttothesamedegreeofcritique.

H)Toargueforacause-and-effectrelationship,scientistsmustattempttoexplainwhyand

howaconnectioncouldoccur.Whenitcomestotransfereffectsofmusic,scientists

frequentlypointtobrainplasticitythefactthatthebrainchangesaccordingtohowwe

useit.Whenachildlearnstoplaytheviolin,forexample,severalstud【匕shaveshown

thatthebrainregionresponsibleforthefinemotorsk/、Isofthelefthand'sfingersis

likelytogrow.Andmanyexperimentshaveshownthatmusicaltrainingimproves

certainhearingcapabilities,likefilteringvoicesfrombackgroundnoisedrdistinguishing

thedifferencebetweentheconsonants(輔音)b‘and'g'.

I)ButSchellenbergremainshighlycriticalofhowtheconceptofplasticityhas

beenappliedinhisfield."Plasticityhasbecomeanindustryofitsown,"he

wroteinhisMaypaper.Practicedoeschangethebrain,heallows,butwhat

isquestionableistheassertionthatthesechangesaffectotherbrainregions,

suchasthoseresponsibleforspatialreasoningormathproblems

J)NeuropsychologistLutzJanckeagrees."Mostofthesestudiesdon'tallowfor

causalinferences,*'hesaid.Forovertwodecades,Janckehasresearched

theeffectsofmusiclessons,andlikeSchellenberg,hebelievesthattheonly

waytotrulyunderstandthe訂effectsistorunlongitudinalstudies.Insuch

studies,researcherswouldneedtofollowgroupsofchildrenwithandwithout

musiclessonsoveralongperiodoftime-eveniftheassignmentsarenot

completelyrandom.Thentheycouldcompareoutcomesforeachgroup.

K)Someresearchersarestartingtodojustthat.TheneuroscientistPeterSchneiderfrom

HeidelbergUniversityinGermany,forexample,hasbeenfollowingagroupofchildren

fortenyearsnow.Someofthemwerehandedmusicalinstrumentsandgivenlessons

throughaschool-basedprogramintheRuhrregionofGermanycalledJedemKindein

Instrument,or"aninstrumentforeverychild,"whichwascarriedoutwithgovernment

funding.Amongthesechildren,Schneiderhasfoundthatthosewhowereenthusiastic

aboutmusicandwhopracticedvoluntarilyshowedimprovementsinhearingability,as

wellasinmoregeneralcompetencies,suchastheabilitytoconcentrate

L)Toestablishwhethereffectssuchasimprovedconcentrationarecausedbymusic

participationitself,andnotbyinvestingtimeinanextracurricularactivityofanykind,

AssalHab曲，apsychologyprofessorattheUniversityofSouthernCalifornia,is

conductingafive-yearlongitudinalstudywithchildrenfromlow-incomecommon巾

esinLosAngeles.Theyoungstersfallintothreegroups:thosewhotakeafter-

schoolmusic,thosewhodoafter-schoolsports,andthosewithnostructured

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after-schoolprogramatall.Aftertwoyears,Hab伽andhercolleaguesreported

seeingstructuralchangesinthebrainsofthemusicallytrainedchildren,both

locallyandinthepathwaysconnectingdifferentpartsofthebrain.

M)Thatmayseemcompelling,butHab彳田schildrenwerenotselectedrandomly.

Didthechildrenwhoweredrawntomusicperhapshavesomethinginthem

fromthestartthatmadethemdifferentbuteludedthebrainscanners?"As

somebodywhostartedtakingpianolessonsattheageoffiveandgotupevery

morningatseventopractice,thatexperiencechangedmeandmademepartof

whoIamtoday,"Schellenbergsaid"Thequestioniswhetherthosekindsof

experiencesdososystematicallyacrossindividualsandcreateexactlythe

samechanges.AndIthinkthatisthathugeleapoffaith."

N)Didhehaveahiddentalentthatothersdidn'thave?Ormoreendurancethanhis

peers?Musicresearcherstend,likeSchellenberg,tobemusiciansthemselves,

andashenotedinhisrecentpaper,"theideaofpositivecognitiveandneural

sideeffectsfrommusictraining(andotherpleasurableactivities1)isinherently

appealing.1'Healsoadm邸thatifhehadchildrenofhisown,hewould

encouragethemtotakemusiclessonsandgotouniversity."Iwouldthinkthatit

makesthembetterpeople,morecritical,justwiseringeneral,"hesaid.

0)Butthoseconvictionsshouldbecheckedattheentrancetothelab,headded.

Otherwise,theworkbecomesreligionorfaith."Youhavetoletgoofyour

?，g

faithifyouwanttobeaSCIennst.

36.GlennSchellenberg'slatestresearchsuggestsmanypsychologistsand

neuroscientistswronglybelieveinthecausalrelationshipbetweenmusicandIQ

37.Thebeliefinthepositiveeffectsofmusictrainingappealstomany

researcherswhoaremusiciansthemselves.

38.GlennSchellenbergwasdoubtfulabouttheclaimthatmusiceducationhelps

enhancechildren'sintelligence.

39.GlennSchellenbergcametotheconclusionthatmostofthepapers

assessedmadethewrongclaimregardingmusic'seffectonintelligence.

40.Youmustabandonyourunverifiedbeliefsbeforeyoubecomeascientist.

41.Lotsofexperimentshavedemonstratedthatpeoplewithmusictrainingcan

betterdifferentiatecertainsounds.

42.GlennSchellenberg'sfindingsatthebeginningofthiscenturywerenot

supportedbyalargerstudycarriedoutsometenyearslater.

43.OneresearchersharesGlennSchellenberg'viewthatitisnecessarytoconduct

long-termdevelopmentalstudiestounderstandtheeffectsofmusictraining.

44.GlennSchellenberg'sresearchassistantshadnoideawhathewastryingto

proveinhisnewstudy.

45.GlennSchellenbergadmitsthatpracticecanchangecertainareasofthe

brainbutdoubtsthatthechangecanaffectotherareas.

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SectionC

Directions:Thereare2passagesinthissection.Eachpassageisfollowedbysome

questionsorunfinishedstatements.Foreachofthemtherearefourchoicesmarked

A),B),G)andD)Youshoulddecideonthebestchoiceandmarkthecorresponding

letteronAnswerSheet2withasinglelinethroughthecentre.

PassageOne

Questions46to50arebasedonthefollowingpassage.

Thetrendtowardrationalityandenlightenmentwasendangeredlongbeforethe

adventoftheWorldWideWeb.AsNeilPostmannotedinhis1985bookAmusing

OurselvestoDeath,theriseoftelevisionintroducednotjustanewmediumbutanew

discourse:agradualshiftfromatypographic(印刷的)culturetoaphotographicone,

whichinturnmeantashiftfromrationalitytoemotions,expositiontoentertainment.In

animage-centeredandpleasure-drivenworld,Postmannoted,thereisnoplacefor

rationalthinking,becauseyousimplycannotthinkwithimages.Itistextthatenablesus

to"uncoverlies,confusionsandovergeneralizations,andtodetectabusesoflogicand

commonsense.Italsomeanstoweighideas,tocompareandcontrastassertions,to

connectonegeneralizationtoanother."

Thedominanceoftelevisionwasnotconfinedtoourlivingrooms.Itoverturned

allofthosehabitsofmind,fundamentallychanging.ourexperienceoftheworld,

affectingtheconductofpolitics,religion,business,andculture.Itreducedmany

aspectsofmodemlifetoentertainment,sensationalism,andcommerce.

"Americansdon'ttalktoeachother,weentertaineachother,"Postmanwrote.

"Theydon'texchangeideas,theyexchangeimages.Theydonotarguewith

propositions,theyarguewithgoodlooks,celebritiesandcommercials."

Atfirst,thewebseemedtopushagainstthistrend.Whenitemergedtpwardstheend

ofthe1980sasapurelytext-basedmedium,itwasseenasatooltopursueknowledge,

notpleasure.Reasonandthoughtweremostvaluedinthisgardenallderivedfrom

theprojectoftheEnlightenment.Universitiesaroundtheworldwereamongthefirst

toconnecttothisnewmedium,whichhosteddiscussiongroups,informative

personalorgroupblogs,electronicmagazines,andacademicmailinglistsand

forums.Itwasanintellectualproject,notaboutcommerceorcontrol,createdina

scientificresearchcenterinSwitzerland.Andformorethanadecade,theweb

createdanalternativespacethatthreatenedtelevision'sgriponsociety.

Socialnetworks,though,havesincecolonizedthewebfortelevision'svalues.

FromFacebooktoInstagram,themediumrefocusesourattentiononvideosand

images,rewardingemotionalappeals-'like'buttons-overrationalones.Insteadofa

questforknowledge,itengagesusinanendlesszest(熱情)forinstantapproval

fromanaudience,forwhichweareconstantlybutunconsciouslyperforming.(It'stelling

that,whileGooglebeganlifeasaPhDthesis,Facebookstartedasatooltojudge

classmates,appearances.)Itreducesourcuriositybyshowingusexactlywhatwe

alreadywantandthink,basedonourprofilesandpreferences.TheEnlightenments

motto(座右銘)of'Daretoknow'hasbecome'Darenottocaretoknow.'

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46.WhatdidNeilPostmansayabouttheriseoftelevision?

A)Itinitiatedachangefromdominanceofreasontosupremacyofpleasure.

B)Itbroughtaboutagradualshiftfromcinemagoingtohomeentertainment

C)Itstartedarevolutioninphotographictechnology

D)Itmarkedanewageintheentertainmentindustry

47.Accordingtothepassage,whatistheadvantageoftextreading?

A)Itgivesoneaccesstohugeamountsofinformation.

B)Itallowsmoreinformationtobeprocessedquickly

C)Itiscapableofenrichingone'slife.

D)Itisconducivetocriticalthinking.

48.HowhastelevisionimpactedAmericans?

A)Ithasgiventhemalotmoretoargueabout.

B)Ithasbroughtcelebritiesclosertotheirlives.

C)Ithasmadethemcaremoreaboutwhattheysay.

D)Ithasrenderedtheirinteractionsmoresuperficial.

49.WhatdoesthepassagesayabouttheWorldWideWeb?

A)Itwasdevelopedprimarilyforuniversitiesworldwide.

B)Itwascreatedtoconnectpeopleindifferentcountries.

C)ltwasviewedasameanstoquestforknowledge

D)Itwasdesignedasadiscussionforumforuniversitystudents.

50.Whatdowelearnaboutusersofsocialmedia?

A)Theyarebentonlookingforanalternativespaceforescape.

B)Theyareconstantlyseekingapprovalfromtheiraudience.

C)Theyareforeverengagedinhuntingfornewinformation.

D)Theyareunabletofocustheirattentionontasksforlong.

PassageTwo

Questions51to55arebasedonthefollowingpassage.

Accordingtoarecentstudy,asmallbutgrowingproportionoftheworkforceis

affectedtosomedegreebyasenseofentitlement.Workislessaboutwhatthey

cancontributebutmoreaboutwhattheycantake.Itcanleadtoworkplace

dysfunctionanddiminishtheirownjobsatisfaction.Fmnotreferringtoemployees

v/hoareleg山mately〃、ssatisfiedwiththeiremploymentconditionsdueto,say,

beingdeniedfairpayorflexibleworkpractices.I'mtalkingaboutthosewho

consistentlybelievetheydeservespecialtreatmentandgenerousrewards.It'san

expectationthatexistsirrespectiveoftheirab血esorlevelsofperformance.

Asaresultofthatdiscrepancybetweentheprivilegestheyfeelthey'reowedandthe

ij-inflatedsenseofself-worth,theydon'tworkashardfortheiremployer.Theyprefer

insteadtoslackoff.It'satendencywhichmanyscholarsbelievebeginsinchildhooddueto

parentswhooverindulgetheirkids.Thistherebyleadsthemtoexpectthesamekindof

spoilttreatmentthroughouttheiradultlives.Andyetdespitehowtheseemployeesfeel,it's

obviouslyimportantfortheirmanagertononethelessfindouthowtokeepthem

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motivated.And,byvirtueofthatheightenedmotivation,toperformwell

TheresearchteamfromseveralAmericanuniversitiessurveyedmorethan240

individuals.Theysampledmanagersaswellasteammembers.Employeeentitlement

wasmeasuredbystatementssuchas"IhonestlyfeelI'mjustmoredeservingthan

others."Therespondentshadtoratetheextentoftheiragreement.Employee

engagement,meanwhile,wasassessedwithstatementslike"Ireallythrowmyselfinto

my