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Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped or, as the case might be bumped into concepts that adults take for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from a short stout glass into a tall thin one.
Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers--the idea of aloneness, a prerequisite for doing anything more mathematically demanding than setting a table—is itself far from innate.
1. What's the main idea about this passage?
A. The use of mathematics in child psychology.
B. Trends in teaching mathematics to children.
C. The development of mathematical ability in children.
D. The fundamental concepts of mathematics that children must learn.
2. It can be inferred from the passage that children normally learn simple counting——.
A. soon after they learn to talk
B. after they reach second grade in school
C. by looking at the clock
D. when they begin to be mathematically mature
3. According to the passage, when small children were asked to count a pile of red and blue pencils they——.
A. counted the number of pencils of each color
B. counted only the pencils of their favorite color
C. guessed at the total number of pencils
D. subtracted the number of red pencils from the number of blue pencils
4. What does the word “They” (Para. 3, Line 5) refer?
A. Children B. Pencils C. Mathematicians D. Studies
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People appear to be born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impressive accuracy—one plate, one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of noting that they have placed five knives, spoons and forks on the table and, a bit later, which this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and received seven years later, he or she could enter a second grade mathematics class without any serious problems of intellectual adjustment.
Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped or, as the case might be bumped into concepts that adults take for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from a short stout glass into a tall thin one.
Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers--the idea of aloneness, a prerequisite for doing anything more mathematically demanding than setting a table—is itself far from innate.
1. What's the main idea about this passage?
A. The use of mathematics in child psychology.
B. Trends in teaching mathematics to children.
C. The development of mathematical ability in children.
D. The fundamental concepts of mathematics that children must learn.
2. It can be inferred from the passage that children normally learn simple counting——.
A. soon after they learn to talk
B. after they reach second grade in school
C. by looking at the clock
D. when they begin to be mathematically mature
3. According to the passage, when small children were asked to count a pile of red and blue pencils they——.
A. counted the number of pencils of each color
B. counted only the pencils of their favorite color
C. guessed at the total number of pencils
D. subtracted the number of red pencils from the number of blue pencils
4. What does the word “They” (Para. 3, Line 5) refer?
A. Children B. Pencils C. Mathematicians D. Studies
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Many of us still tend to think that emotions can affect reasonable thought, and sometimes land us in trouble. But in recent years psychologists have taken quite a different view.Keith Oatley, Professor of Psychology at Glasgow University, is involved in the research which shows the fundamental importance of emotions.
He believes we_are_very_ambivalent_about_them: we think of our emotions as being unreasonable, but we also consider them as essential to human being.For example, Mr.Spock, a character in the television series Star Trek, is superintelligent and he has no emotions at all.However, he is never made captain of the spaceship.Maybe, this is because Mr.Spock is not the kind of person you can share your feelings with — a person who shows his emotions.
As Professor Oatley points out, our emotions have very important functions, for example, fear. If we cross the road and a car approaches, we usually stop moving or step back. We stop what we are doing, check what we have done and pay very careful attention to the environment. The emotion of fear makes us take this small series of actions which, on average, help preserve our safety.
On the other hand, if things are going well and small problems come up, we find we can solve them with the resources we have to hand. As a consequence, we tend to feel happy and usually continue doing the job.
Anger is an emotion that tends to occur when someone is preventing us from doing something. Then this small “kit” of reactions enables us to prepare ourselves to be quite aggressive to that person, or to try harder, and so on.
Professor Oatley believes emotions generally occur at these important moments in actions. With fear and anger our emotions make us decide to start doing something else, while with happiness they “suggest” we continue what we are already doing.
68．What's Keith Oatley's opinion about emotions?
A．They affect reasonable thought. B．They get us into trouble.
C．They are helpful to us. D．They are reasonable.
69．What does the underlined part “we are very ambivalent about them” in Paragraph 2 mean?
A．We have contradictory feelings towards emotions.
B．We have similar ideas of emotions.
C．We are quite clear about emotions.
D．We can do nothing about emotions.
70．Which of the following is NOT mentioned in the passage?
A．Fear helps us to be careful about our surroundings.
B．Happiness inspires us to continue what we are doing.
C．Anger may urge us to make greater efforts.
D．Anger tends to do us more harm than good.
71．It can be inferred from the passage that ________.
A．we must control our emotions in daily life
B．emotions play a more important part than we realize
C．positive emotions such as love and joy are good for us
D．negative emotions make us continue what we are doing
查看习题详情和答案>>trouble. But in recent years psychologists have taken quite a different view. Keith Oatley, Professor of
psychology at Glasgow University, is involved in the research which shows the fundamental importance
of emotions.
He believes we are very ambivalent about them: we think of our emotions as being unreasonable, but
we also consider them as essential to being human. For example, Mr Spock, a character in the television
series Startrek is super-intelligent--and he has no emotions at all! However, he is never made captain of
the spaceship. Maybe, this is because Mr Spock is not the kind of person you can share your feelings
with-a person who shows his emotions.
As Professor Oatley points out, our emotions have very important functions, for example, fear. If we
cross the road and a car approaches, we usually stop moving or step back. We stop what we are doing,
check what we have done-and pay very careful attention to the environment. The emotion of fear makes
us take this small series of actions which, on average, help preserve our safety.
On the other hand, if things are going well and small problems come up, we find we can solve them
with the resources we have to hand. As a consequence, we tend to feel happy and usually continue doing
the job.
Anger is an emotion that tends to occur when someone is preventing us from doing something. Then
this small "kit" of reactions enables us to prepare ourselves to be quite aggressive to that person, or to try
harder, and so on.
Professor Oatley believes emotions generally occur at these important moments in actions. With fear
and anger our emotions make us decide to start doing something else, while with happiness they "suggest" we continue what we are already doing.
B. They get us into trouble.
C. They are helpful to us.
D. They are reasonable.
B. We have similar ideas of emotions.
C. We are quite clear about emotions.
D. We can do nothing about emotions.
B. Happiness inspires us to continue what we are doing.
C. Anger may urge us to make greater efforts.
D. Anger tends to do us more harm than good.
B. emotions play a more important part than we realize
C. positive emotions such as love and joy are good for us
D. negative emotions make us continue what we are doing
Imagine a world in which there was suddenly no emotion. People might not be able to stay alive: knowing neither joy nor pleasure, neither anxiety nor fear, they would be as likely to repeat acts that hurt them as acts that were beneficial. They could not learn: they could not benefit from experience because this emotionless world would lack rewards and punishments. Society would soon disappear. Human relationships would not exist: in a world without friends or enemies, there could be no marriage, affection among companions, or bonds among members of groups. Society's economic underpinnings (基础) would be destroyed: since earning $10 million would be no more pleasant than earning $10, there would be no incentive to work. In fact, there would be no incentives of any kind. For as we will see, incentives imply a capacity to enjoy them.
In such a world, the chances that the human species would survive are next to zero, because emotions are the basic instrument of our survival and adaptation. As individuals, we categorize objects on the basis of our emotion. True, we consider the length, shape, size, or texture, but an object's physical aspects are less important than what it has done or can do to us ―― hurt us, surprise us, anger us or make us joyful. We also use categorizations colored by emotions in our families, communities, and overall society. Out of our emotional experiences with objects and events comes a social feeling of agreement that certain things and actions are "good" and others are "bad", and we apply these categories to every aspect of our social life. In fact, society exploits our emotional reactions and attitudes in order to maintain itself. It gives high rewards to individuals who perform important tasks such as surgery, makes heroes out of individuals for unusual or dangerous achievements and uses the legal and penal (刑法的) system to make people afraid to engage in antisocial acts.
91. The reason why people might not be able to stay alive in a world without emotion is that __________.
A. they would not be able to tell the texture of objects
B. they would not know what was beneficial and what was harmful to them
C. they would not be happy with a life without love
D. they would do things that hurt each other's feelings
92. According to the passage, people's learning activities are possible because they ________
A. believe that emotions are fundamental for them to stay alive
B. benefit from providing help and support to one another
C. enjoy being rewarded for doing the right thing
D. know what is vital to the progress of society
93. It can be inferred from the passage that the economic foundation of society is dependent on ________
A. the ability to make money
B. the will to work for pleasure
C. the capacity to enjoy incentives
D. the categorizations of our emotional experiences
94. Emotions are significant for man's survival and adaptation because ________
A. they provide the means by which people view the size or shape of objects
B. they are the basis for the social feeling of agreement by which society is maintained
C. they encourage people to perform dangerous achievements
D. they generate more love than hate among people
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