When several different people look at the same person, it is not unusual for each of them to see different things; when you alone observe one behavior or one person at two different times, you may see different things. The following are but some of the factors that lead to these varying perceptions (感知，认知)：

　　(1)Each person’s perceptions of others are formed by his or her own cultural conditioning education, and personal experiences.

　　(2) Sometimes perceptions differ because of what we choose to observe and how we deal with what we’ve observed. It is not necessarily true that person perception is based on observations of a particular person. Your observations may be totally controlled by what others have told you about this person; or you may focus (聚焦) primarily on the situation or role relationship. Most people do not use the same yardstick (标准) to measure their parents, their friends, and strangers.

　　(3) Sometimes we see only what we want to see or don’t see what may be obvious to others because of out own needs, desires, or temporary emotional states. This is a process known as selective perception. Selective perception is obviously more difficult when contradictory (矛盾的) information is particularly obvious, but it can be done. We can ignore (忽视) the stimulus- “He’s basically a good boy so what I saw was not shoplifting. ”

　　We can reduce the importance of the contradictory information- “All kids (孩子) get into mischief (顽皮) . Taking a book from the bookstore isn’t such a big deal. ” We can change the meaning of the contradictory information-”It wasn’t shoplifting because he was going to pay for it later.”…

1.The first factor given by the author that affects our perception is _____.

2.While observing a particular person, ______.

3.Observation of the same person by two people at the same time may differ because ______.

4.The word “stimulus ” in paragraph 4 refers to ______.

完形填空（共20小题；每小题1.5分，满分30分）
阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。
Sometimes we need to remind ourselves that thankfulness is indeed a virtue.
—William Bennett
Thanksgiving Day was near. The first grade teacher gave her class a fun __36__ to draw a picture of something for which they were thankful.
Most of the class might be considered economically __37__, but still many would __38__ the holidays with turkeys and other traditional goodies of the season. These, the teacher thought, would be the __39__ of most of her students’ art. And they were.
__40__, Douglas made a different kind of picture. Douglas was a special kind of boy. He was the teacher’s true child of misery, __41__ and unhappy. As other children played at break, Douglas was likely to stand close by her side. One could only guess the pain Douglas felt __42__ those sad eyes.
Yes, his picture was different. When __43__ to draw a picture of something for which he was thankful, he drew a hand. Nothing else. Just a(n) __44__ hand.
His abstract image captured the __45__ of his classmates, whose hand could it be? One child guessed it was the hand of a farmer, because farmers __46__ turkeys. Another suggested a police officer, because the police protect and __47__ people. And so the discussion went ---- until the teacher __48__ forgot the young artist himself.
When the children had gone on to other tasks, she __49__ at Douglas’ desk, bent down, and asked him whose hand it was. The little boy looked away and __50__, “It’s yours, teacher.”
She __51__ the times she had taken his hand and walked with him here and there, __52__ she had other student. How often had she said, “Take your hand, Douglas, we’ll go outside.” Or, “Let me show you how to hold your pencil.” Or, “Let’s do this together.” Douglas was most thankful for his teacher’s hand.
Brushing __53__ a tear, she went on with her work.　　
The story speaks of __54__ thankfulness. It says something about teachers teaching and parents parenting and friends showing friendship, and how much it means to the Douglases of the world. They might not always say thanks, but they’ll remember the hand that __55__.

短文改错

Thomas Alva Edison was awarded more patents on inventions than any other American.When he died in 1931，Americans wondered how they could best show their respect for him.One suggestion was that the nation observe a minute or two of total blackout.All electric power would be shut off in homes，streets，and factories.Perhaps this suggested plan made Americans realize fully what Edison and his inventions mean to them.Electric power was too important to the country.Shutting it off for even a short time would have led to complete confusion.A blackout was out of the question.

　 On the day of Edison’s funeral，many people silently dimmed their lights.In this way they honored the man who had done more than anyone else to put the great force of electricity at his countrymen’s fingertips.

1.This selection says that Thomas Edison　　　　 .

　 A.was the only important American inventor

　 B.received the first American patent

　 C.received more patents than any other American

　 D.was the first American inventor

2.People decided to honor Edison when　　　　 .

　 A.he made the first electric light

　 B.electric power was 100 years

　 C.the country realized electricity’s importance

　 D.he died in 1931

3.The suggested plan was to　　　　 .

　 A.turn off the lights in factories and schools

　 B.observe a few minutes of total silence

　 C.dim all electric lights

　 D.shut off all electricity for a short time

4.Americans fully realized what Edison’s inventions meant when they　　　　 .

　 A.heard of his death

　 B.heard of the plan to honor him

　 C.first used electric power

　 D.tried to carry out the plan

5.The plan was never carried out because　　　　 .

　 A.not everyone wanted to honor Edison

　 B.it was too difficult

　 C.electric power was too important to the country

　 D.it honored only one of Edison’s inventions

完形填空（共20小题；每小题1.5分，满分30分）

阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。

Sometimes we need to remind ourselves that thankfulness is indeed a virtue.

—William Bennett

Thanksgiving Day was near. The first grade teacher gave her class a fun __36__ to draw a picture of something for which they were thankful.

Most of the class might be considered economically __37__, but still many would __38__ the holidays with turkeys and other traditional goodies of the season. These, the teacher thought, would be the __39__ of most of her students’ art. And they were.

__40__, Douglas made a different kind of picture. Douglas was a special kind of boy. He was the teacher’s true child of misery, __41__ and unhappy. As other children played at break, Douglas was likely to stand close by her side. One could only guess the pain Douglas felt __42__ those sad eyes.

Yes, his picture was different. When __43__ to draw a picture of something for which he was thankful, he drew a hand. Nothing else. Just a(n) __44__ hand.

His abstract image captured the __45__ of his classmates, whose hand could it be? One child guessed it was the hand of a farmer, because farmers __46__ turkeys. Another suggested a police officer, because the police protect and __47__ people. And so the discussion went ---- until the teacher __48__ forgot the young artist himself.

When the children had gone on to other tasks, she __49__ at Douglas’ desk, bent down, and asked him whose hand it was. The little boy looked away and __50__, “It’s yours, teacher.”

She __51__ the times she had taken his hand and walked with him here and there, __52__ she had other student. How often had she said, “Take your hand, Douglas, we’ll go outside.” Or, “Let me show you how to hold your pencil.” Or, “Let’s do this together.” Douglas was most thankful for his teacher’s hand.

Brushing __53__ a tear, she went on with her work.　　

The story speaks of __54__ thankfulness. It says something about teachers teaching and parents parenting and friends showing friendship, and how much it means to the Douglases of the world. They might not always say thanks, but they'll remember the hand that __55__.