题目内容
Washington: A research conducted at the University of Maryland looks at the numerous complex reasons as to why young children decide to include or exclude (排斥) other kids from their group of friends.
It suggests that the kids’ decision-making process is much more complex than previously believed.
"They take into account group information, ranging from cliques (小圈子) and networks, when deciding what makes a group work well. Sometimes kids are excluded because they lack social skills, but a lot of time it has nothing to do with that. Instead it has to do with what we refer to as ’group membership’ such as gender, race, nation, and culture," says Professor Melanie Killen, the Associate Director of the Centre for Children Relationships and Culture at Maryland, who led the 4-year project.
Reporting their findings in the journal, the researcher said whatever was the reason, individuals who experienced long-term exclusion (排斥) from the group of friends suffered from depression, anxiety and loneliness.
The study looked at two models to define how children make decisions regarding acceptance of other kids in their group -- the individual social deficit model and the inter-group social cognition (认同) model. While the former says that children’s rejection occurs due to social deficits like shyness, wariness or fearfulness, the latter says that it happens because of group dynamics, prejudice and exclusion.
It was also found that the age of children was also a factor that influenced their decisions regarding other kids’ acceptance as friends.
"With age, kids become more aware of group dynamics, conventions, customs, and rituals. With this comes a greater concern about group functioning, which can lead to exclusion which can be negative from a social justice viewpoint," says Killen.
The researcher believes that her study may have many benefits, as it could provide insights into how to help when children are rejected by their peers.
小题1:While making friends, kids think more about the following EXCEPT ______.
小题2:The underlined word "deficit" in Paragraph 5 may mean “_______”.
小题3:One of the major purposes of the research is to _______.
小题4:While making friends, children exclude those of social deficit model to _______.
It suggests that the kids’ decision-making process is much more complex than previously believed.
"They take into account group information, ranging from cliques (小圈子) and networks, when deciding what makes a group work well. Sometimes kids are excluded because they lack social skills, but a lot of time it has nothing to do with that. Instead it has to do with what we refer to as ’group membership’ such as gender, race, nation, and culture," says Professor Melanie Killen, the Associate Director of the Centre for Children Relationships and Culture at Maryland, who led the 4-year project.
Reporting their findings in the journal, the researcher said whatever was the reason, individuals who experienced long-term exclusion (排斥) from the group of friends suffered from depression, anxiety and loneliness.
The study looked at two models to define how children make decisions regarding acceptance of other kids in their group -- the individual social deficit model and the inter-group social cognition (认同) model. While the former says that children’s rejection occurs due to social deficits like shyness, wariness or fearfulness, the latter says that it happens because of group dynamics, prejudice and exclusion.
It was also found that the age of children was also a factor that influenced their decisions regarding other kids’ acceptance as friends.
"With age, kids become more aware of group dynamics, conventions, customs, and rituals. With this comes a greater concern about group functioning, which can lead to exclusion which can be negative from a social justice viewpoint," says Killen.
The researcher believes that her study may have many benefits, as it could provide insights into how to help when children are rejected by their peers.
小题1:While making friends, kids think more about the following EXCEPT ______.
| A．social skills | B．culture | C．race | D．gender |
| A．skill | B．relationship | C．weakness | D．experience |
| A．tell the reader how to tell inclusion from exclusion |
| B．remind children to be careful while making friends |
| C．seek ways to help kids excluded by their peers |
| D．stop the children belonging to the inter-group social cognition model |
| A．keep their groups purer |
| B．make their groups more socially powerful |
| C．refuse other customs and cultures |
| D．prove their groups to be strict |
小题1:A
小题1:C
小题1:C
小题1:B
孩子怎样在社会上交友？可以将他们分成几种类型？它们的特点是什么？本文将回答这些问题。
小题1:细节理解题。根据第三段第二、三句可知：尽管孩子交友时有时排斥那些缺乏社会技巧的人，但是大多数时候是根据性别、种族、民族和文化等因素来确定的。用心爱心专心选A
小题1:词义辨析题。本段最后一句对social deficits做了解释：诸如shyness wariness or fearfulness，可见该词意思是指社会交往中的个性弱点。选C
小题1:细节理解题。可从最后一段得此答案。选C
小题1:综合理解题。第三段说social deficits型的孩子害羞、胆怯；倒数第二段说随着年龄的增长，他们会意识到group dynamics（团体力量）的重要性，而且越来越关心group functioning（团体的社会功能），由此可知B是正确答案。
小题1:细节理解题。根据第三段第二、三句可知：尽管孩子交友时有时排斥那些缺乏社会技巧的人，但是大多数时候是根据性别、种族、民族和文化等因素来确定的。用心爱心专心选A
小题1:词义辨析题。本段最后一句对social deficits做了解释：诸如shyness wariness or fearfulness，可见该词意思是指社会交往中的个性弱点。选C
小题1:细节理解题。可从最后一段得此答案。选C
小题1:综合理解题。第三段说social deficits型的孩子害羞、胆怯；倒数第二段说随着年龄的增长，他们会意识到group dynamics（团体力量）的重要性，而且越来越关心group functioning（团体的社会功能），由此可知B是正确答案。
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