考研英语阅读理解B节(新题型)分类精讲文化教育类-(二).doc

考研英语阅读理解B节(新题型)分类精讲文化教育类-(二)
(总分：100.00，做题时间：90分钟)
一、Section Ⅱ Reading Co(总题数：5，分数：100.00)
A. Communication makes both parties know more about each other which makes an agreement.
B. The argument itself cannot expand knowledge.
C. Reasonable debate plays a positive role in knowledge advances.
D. A basic common knowledge makes contribution to the argument from which people learn something.
E. Generally, knowledge is gained by argument.
F. Learning can be interrupted by the argument.
G. Communication is closely associated with argument.
Do we learn more from people whose views we share in common than from those whose ideas contradict? The speaker claims so, for the reason that disagreement can cause stress and inhabit learning.
I concede that undue discord can impede learning. Otherwise, in my view we learn far more from discourse and debate with those whose ideas we oppose than from people whose ideas are in accord with our own.
(1) .
Admittedly, under some circumstances disagreement with others can be counterproductive to learning. For supporting examples, one need look no further than a television set. On today's typical television or radio talk show, disagreement usually manifests itself in meaningless rhetorical bouts and shouting matches, during which opponents vie to have their own message heard, but have little interest either in finding any common ground with or in acknowledging the merits of the opponent's viewpoint. Understandably, neither the combatants nor the viewers learn anything meaningful. In fact, these battles only serve to reinforce the predispositions and biases of all concerned. The end result is that learning is impeded.
(2) .
Disagreement can also inhibit learning when two opponents disagree on fundamental assumptions needed for meaningful discourse and debate. For example, a student of paleontology learns little about the evolution of an animal species under current study by debating with an individual whose religious belief system precludes the possibility of evolution to begin with. And, economics and finance students learn little about the dynamics of a laissez-faire system by debating with a socialist whose view is that a centralized power should control all economic activity.
(3) .
Aside from the foregoing two provisions, however, I fundamentally disagree with the speaker's claim. Assuming common ground between two rational and reasonable opponents willing to debate on intellectual merits, both opponents stand to gain much from that debate. Indeed it is primarily through such debate that human knowledge advances, whether at the personal, community, or global level.
(4) .
At the personal level, by listening to their parents' rationale for their seemingly oppressive rules and policies, teenagers can learn how certain behaviors naturally carry certain undesirable consequences. At the same time, by listening to their teenagers concerns about autonomy and about peer pressures parents can learn the valuable lesson that effective parenting and control are two different things. At the community level, through dispassionate dialogue an environmental activist can come to understand the legitimate economic concerns of those whose jobs depend on the continued profitable operation of a factory. Conversely, the latter might stand to learn much about the potential public-health price to be paid by ensuring job growth and a low unemployment rate. Finally, at the global level, two nations with opposing political or economic interests
can reach mutually beneficial agreements by striving to understand the other's legitimate concerns for its national security, its political sovereignty, the stability of its economy and currency, and so forth.
(5) .
In sum, unless two opponents in a debate are each willing to play on the same field and by the same rules, I concede that disagreement can impede learning. Otherwise, reasoned discourse and debate between people with opposing viewpoints is the very foundation upon which human knowledge advances. Accordingly, on balance the speaker is fundamentally correct.
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Nonverbal communication is hugely important in any interaction with others; its importance is multiplied across cultures. This is because we tend to look for nonverbal cues when verbal messages are unclear or ambiguous, as they are more likely to be across cultures. (1) .
Low-context cultures like the United States and Canada tend to give relatively less emphasis to nonverbal communication. This does not mean that nonverbal communication does not happen, or that it is unimportant, but that people in these settings tend to place less importance on it than on the literal meanings of words themselves. In high-context settings such as Japan or Colombia, understanding the nonverbal components of communication is relatively more important to receiving the intended meaning of the communication as a whole.
(2) . For instance, it may be more socially acceptable in some settings in the United States for women to show fear, but not anger, and for men to display anger, but not fear. At the same time, interpretation of facial expressions across cultures is difficult. In China and Japan, for example, a facial expression that would be recognized around the world as conveying happiness may actually express anger or mask sadness, both of which are unacceptable to show overtly.
(3) . For a Westerner who understands smiles to mean friendliness and happiness, this smile may seem out of place and even cold, under the circumstances. Even though some facial expressions may be similar across cultures, their interpretations remain culture-specific. It is important to understand something about cultural starting-points and values in order to interpret emotions expressed in cross-cultural interactions.
(4) . In a comparison of North American and French children on a beach, a researcher noticed that the French children tended to stay in a relatively small space near their parents, while US children ranged up and down a large area of the beach.
(5) .
These examples of differences related to nonverbal communication are only the tip of the iceberg. Careful observation, ongoing study from a variety of sources, and cultivating relationships across cultures will all help develop the cultural fluency to work effectively with nonverbal communication differences.
A. These differences of interpretation may lead to conflict. Suppose a Japanese person is explaining her absence from negotiations due to a death in her family. She may do so with a smile, based on her cultural belief that it is not appropriate to inflict the pain of grief on others.
B. Another variable across cultures has to do with ways of relating to space. Crossing cultures, we encounter very different ideas about polite space for conversations and negotiations. North Americans tend to prefer a large amount of space, perhaps because they are surrounded by it in their homes and countryside. Europeans tend to stand more closely with each other when talking,
and are accustomed to smaller personal spaces.
C. Americans are serious about standing in lines, in accordance with their beliefs in democracy and the principle of "first come, first served" The French, on the other hand, have a practice of line jumping, that irritates many British and US Americans.
D. Since nonverbal behavior arises from our cultural common sense, we use different systems of understanding gestures, posture, silence, spatial relations, emotional expression, touch, physical appearance, and other nonverbal cues. Cultures also attribute different degrees of importance to verbal and nonverbal behavior.
E. The difficulty with space preferences is not that they exist, but the judgments that get attached to them. If someone is accustomed to standing or sitting very close when they are talking with another, they may see the other's attempt to create more space as evidence of coldness, or a lack of interest.
F. It is said that a German executive working in the United States became so upset with visitors to his office moving the guest chair to suit themselves that he had it bolted to the floor.
G. Some elements of nonverbal communication are consistent across cultures. For example, research has shown that the emotions of enjoyment, anger, fear, sadness, disgust, and surprise are expressed in similar ways by people around the world. Differences surface with respect to which emotions are acceptable to display in various cultural settings, and by whom.
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A. Many studies conclude that children with highly involved fathers, in relation to children with less involved fathers, tend to be more cognitively and socially competent, less inclined toward gender stereotyping, more empathic, and psychologically better adjusted. Commonly, these studies investigate both paternal warmth and paternal involvement and find—using simple correlations —that the two variables are related to each other and to youth outcomes.
B. Boys seemed to conform to the sex-role standards of their culture when their relationships with their fathers were warm; regardless of how "masculine" the fathers were, even though warmth and intimacy have traditionally been seen as feminine characteristics. A similar conclusion was suggested by research on other aspects of psychosocial adjustment and on achievement: Paternal warmth or closeness appeared beneficial, whereas paternal masculinity appeared irrelevant.
C. The critical question is: How good is the evidence that fathers' amount of involvement, without taking into account its content and quality, is consequential for children, mothers, or fathers themselves? The associations with desirable outcomes found in much research are actually with positive forms of paternal involvement, not involvement per se. Involvement needs to be combined with qualitative dimensions of paternal behavior through the concept of "positive paternal involvement" developed here.
D. Commonly, researchers assessed the masculinity of fathers and of sons and then correlated the two sets of scores. Many behavioral scientists were surprised to discover that no consistent results emerged from this research until they examined the quality of the father-son relationship. Then they found that when the relationship between masculine fathers and their sons was warm and loving, the boys were indeed more masculine. Later, however, researchers found that the masculinity of fathers per se did not seem to make much difference after all. As summarized by:
E. The second domain in which a substantial amount of research has been done on the influence of variations in father love deals with father involvement, that is, with the amount of time that
fathers spend with their children (engagement), the extent to which fathers make themselves available to their children (accessibility), and the extent to which they take responsibility for their children's care and welfare (responsibility).
F. It is unclear from these studies whether involvement and warmth make independent or joint contributions to youth outcomes. Moreover, "caring for" children is not necessarily the same thing as "caring about" them. Indeed, Lamb concluded from his review of studies of paternal involvement that it was not the simple fact of paternal engagement (i.e., direct interaction with the child), availability, or responsibility for child care that was associated with these outcomes. Rather, it appears that the quality of the father-child relationship made the greatest difference. J. It. Pleck reiterated this conclusion when he wrote:
G. Research by Veneziano and Rohner supports these conclusions. In a biracial sample of 63 African American and European American children, the authors found from multiple regression analyses that father involvement by itself was associated with children's psychological adjustment primarily insofar as it was perceived by youths to be an expression of paternal warmth (acceptance). H. Many studies looking exclusively at the influence of variations in father love deal with two topics: (1) gender role development and (2) father involvement. Studies of gender role development emerged prominently in the 1940s and continued through the 1970s. This was a time when fathers were considered to be especially important as gender role models for sons.
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A. Physical changes
B. Low self-esteem
C. Emerging independence and search for identity
D. Emotional turbulence
E. Interest in the opposite sex
F. Peer pressure and conformity
The transition to adulthood is difficult. Rapid physical growth begins in early adolescence —typically between the ages of 9 and 13—and thought processes start to take on adult characteristics. Many youngsters find these changes distressing because they do not fully understand what is happening to them. Fears and anxieties can be put to rest by simply keeping an open line of communication and preparing for change before it occurs. The main issues that arise during adolescence are:
(1) .
A child's self-worth is particularly fragile during adolescence. Teenagers often struggle with an overwhelming sense that nobody likes them, that they're not as good as other people, that they are failures, losers, ugly or unintelligent.
(2) .
Some form of bodily dissatisfaction is common among pre-teens. If dissatisfaction is great, it may cause them to become shy or very easily embarrassed. In other cases, teens may act the opposite —loud and angry—in an effort to compensate for feelings of self-consciousness and inferiority. As alarming as these bodily changes can be, adolescents may find it equally distressing to not experience the changes at the same time as their peers. Late maturation can cause feelings of inferiority and awkwardness.
(3) .
Young people feel more strongly about everything during adolescence. Fears become more frightening, pleasures become more exciting, irritations become more distressing and frustrations become more intolerable. Every experience appears king-sized during adolescence. Youngsters having a difficult adolescence may become seriously depressed and / or engage in self-destructive behavior. Often, the first clue that a teenager needs professional help is a deep-rooted shift in attitude and behavior. Parents should be alert to the warning signs of personality change indicating that a teenager needs help. They include repeated school absences, slumping grades, use of alcohol or illegal substances, hostile or dangerous behavior and extreme withdrawal and reclusiveness.
(4) .
There is tremendous pressure on adolescents to conform to the standards of their peers. This pressure toward conformity can be dangerous in that it applies not only to clothing and hairstyles; it may lead them to do things that they know are wrong.
(5) .
Adolescence marks a period of increasing independence that often leads to conflict between teenagers and parents. This tension is a normal part of growing up—and for parents, a normal part of the letting-go process. Another normal part of adolescence is confusion over values and beliefs. This time of questioning is important as young people examine the values they have been taught and begin to embrace their own beliefs. Though they may adopt the same beliefs as their parents, discovering them on their own enables the young person to develop a sense of integrity. Although adolescence will present challenges for young people and their parents, awareness and communication can help pave the way for a smooth transition into this exciting phase of life.
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In 1994, the Las Vegas police reported that a man had met an attractive woman at a local bar and then blacked out. When he awoke he was lying in a hotel bathtub, covered in ice. He called an ambulance and was rushed to the hospital, where the doctors told him that he had undergone massive surgery in which one of his kidneys had been removed, most likely by a gang selling human organs on the black market.
(1) . This story is an urban legend, an incredible tale passed from one person to another as truth. Generally speaking, an urban legend is any modem, fictional story, told as truth that reaches a wide audience by being passed from person to person. Urban legends are often false, but not always.
(2) .
Folklorists have come up with a number of definitions for urban legend. To most it should be a story with characters and a plot. Others also call widely dispersed misinformation, or facts, urban legend. For example, the belief that you will automatically pass all of your college courses in a semester if your roommate kills himself is generally considered to be an urban legend. (3) .
Thematically, there is great variety in urban legends, but several elements show up again and again. Typically, urban legends are characterized by some combination of humor, horror, warning, embarrassment, morality or appeal to empathy. They often have some unexpected twist that is crazy, but just plausible enough to be taken as truth.
(4) . The story also includes a moral lesson, in that the businessman ended up in the mess only
after flirting with a mysterious woman at a bar.
(5) . Another is of temporary tattoos coated with drugs being given to children so that they will become addicted, new customers for evil dealers. Despite announcements that this is not true, concerned people continue to spread the word cautioning others about drug-laced tattoos.
So regardless of the truth, urban legends will continue. It is human nature to tell bizarre stories, and there will always be an audience waiting to believe them. The urban legend is part of our make-up.
A. While these "facts" don't always have the elements of a story, they are passed from person to person and have the elements of caution, horror or humor found in legends. Urban legends may therefore be a fact or a story. For example, someone could tell you that there are giant alligators in New York's sewers, and then tell a riveting story about a group of kids who stumbled upon such an animal.
B. Where history is obsessed with accurately writing down the details of events, traditional folklore is characterized by the "oral tradition", the passing of stories by word of mouth.
C. The warning and moral lesson of this story are clear: Don't go off by yourself, and don't engage in premarital intimacy! If you do, something horrific could happen.
D. In the story of the organ harvesters, you can see how these elements come together. The most outstanding feature is its sense of horror: The image of a man waking up in a bathtub, with one less kidney, is a lurid one indeed. But the real hook is the cautionary element. Most people travel to unfamiliar cities from time to time, and Las Vegas is one of the most popular destinations in the world.
E. There's a good chance you've heard this story, because it has been relayed by word of mouth, e-mail and even printed fliers. But there is no evidence that it ever occurred, in Las Vegas or anywhere else.
F. A few turn out to be largely true, and a lot were inspired by an actual event but evolved into something different in their passage from person to person. More often than not, it isn't possible to trace an urban legend back to its original source—they seem to come from nowhere.
G. This is what's called a cautionary tale. A variation of the cautionary tale is the contamination story which has played out recently in reports about human body fluids being found in restaurant food. One of the most widespread contamination stories is the long-standing rumor of rats and mice showing up in soda bottles or other prepackaged food.
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