大学英语阅读6

<A.>
From the moment that an animal is born it has to make decisions. It has to decide which of the things around it are for eating, and which are to be avoided; when to attack and when to run away. The animal is, in effect, playing a complicated and potentially very dangerous game with its environment, discomfort or destruction.
This is a difficult and unpleasant business and few animals would survive if they had to start from the beginning and learn about the world wholly by trial and error, for there are too many possible decisions which would prove fatal. So we find, in practice, that the game is always arranged in favor of the young animal in one way or another. Either the animal is protected during the early stages of its learning about the world around it, or the knowledge of which way to respond is built into its nervous system from the start.
The fact that animals behave sensibly can be attributed partly to what we might call genetic learning, to distinguish it from individual learning that an animal does in the cause of its own life time. Genetic learning is learning by a species as a whole, and it is achieved by selection of those members of each generation that happen to behave in the right way. However, genetic learning depends upon a prediction that the future will more or less exactly resemble the past. The more variable individual experience is likely to be, the less efficient is genetic learning as a means of getting over the problems of the survival game. It is not surprising to find that very few species indeed depend wholly upon genetic learning. In the great majority of animals, behavior is a compound of individual experience and genetic learning to behave in particular ways.
1. The survival game is considered complicated and potentially very dangerous because ____.
(A.) decisions made by animals may prove fatal
(B.) environment is not fit for animals to survive
(C.) animals make decisions entirely by trial
(D.) animals are often in danger of being attacked
2. Most animals survive because they can make right decisions by ________.
(A.) knowledge obtained in their life time
(B.) a series of trials and errors
(C.) the nervous system
(D.) genetic learning and individual experience
3. Concerning the relationship between genetic learning and individual experience, which of the following is right?
(A.) They are irrelevant to each other.
(B.) Genetic learning is more efficient than individual experience.
(C.) They are contradictory, but individual experience is the dominant.
(D.) Genetic learning is likely to function more if individual experience doesn't vary much.
4. “Genetic learning” refers to ________.
(A.) learning after an animal is born
(B.) learning gained by all the members in a species
(C.) learning gained by young animals from their experience
(D.) learning obtained by some members of each generation who happen to behave properly
5. What CANNOT be inferred from the article?
(A.) The majority of animals depend thoroughly upon genetic learning.
(B.) If an animal depended wholly upon individual experience, its chance of survival would be little.
(C.) Animal behave in particular ways as a result of both individual experience and genetic learning.
(d) Genetic learning depends on the assumption of the resemblance between the future and the past.
<B.>
There are two factors which determine an individual's intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual －the sort of environment in which he is reared. If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.
The importance of environment in determining an individual's intelligence can be demonstrated by the case history of the identical twins, Peter and Marx X. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old, their parents died, and they were placed in separate foster homes. Peter was reared by parents of low intelligence in an isolated community with poor educational opportunities. Mark was reared in the home of well-to-do parents who had been to college. He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually. This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence. Mark's I.Q. was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level.
6. A person's intelligence ________.
(A.) stays unchanged in a certain environment
(B.) is born at the same level as anyone else's
(C.) develops with the change of environment
(D.) is affected by environment as well as the sort of brain he is born with
7. What is meant by “ he will never attain the level of intelligence of which he is capable”?
(A.) He won't become so intelligent as he should
(B.) He is able to reach a high level of intelligence
(C.) It is impossible for him to develop intelligence
(D.) He will never fail to develop his intelligence
8. Which of the following statements is true concerning the twins?
(A.) They were adopted boys.
(B.) They became orphans once they were born.
(C.) The sorts of brain they are born with differ greatly.
(D.) They set up an example for studying the environment.
9. According to the text, the environment in which the twins were reared differs in the following aspects except__.
(A.) the age of their parents
(B.) family economic status
(C.) community surroundings
(D.) intelligence level of the parents
10. What is suggested by the last sentence of the text?
(A.) Equal opportunities have been given to the twins during the test.
(B.) The I.Q. of the twins with identical brains would reach exactly the same level.
(C.) If the twins were reared in the same family, their I.Q. would not be much different.
(D.) If the twins were given equal opportunities, they would be identical in their brains.
<C.>
It is, everyone agrees, a huge task that the child performs when he learns to speak, and the fact that he does so in so short a period of time challenges explanation.
Language learning begins with listening. Individual children vary greatly in the amount of listening they do before they start speaking, and late starters are often long listeners. Most children will “obey” spoken instructions some time before they can speak, though they word obey is hardly accurate as a description of the eager and delighted cooperation usually shown by the child. Before they can speak, many children will ask questions by gesture and by making questioning noises.
Any attempt to trace the development from the noises babies make to their first spoken words leads to considerable difficulties. It is agreed that they enjoy making noises, and that during the first few months one or two noises sort themselves out as particularly indicative of delight, distress, sociability, and so on. But since these cannot be said to show the baby’s intention to communicate, they can hardly be regarded as early forms of language. It is agreed, too, that from about three months they play with sounds for enjoyment, and that by six months they are able to add new sounds to their voices. This self imitation leads on to deliberate imitation of sounds made or words spoken to them by other people. The problem then arises as to the point at which one can say that these imitations can be considered as speech.
11. By “……challenges explanation”, the author means that _________________.
A. no explanation is necessary for such an obvious phenomenon.
B. no explanation has been made up to now.
C. it’s no easy job to provide an adequate explanation
D. it’s high time that an explanation was provided
12. The third paragraph is mainly about ___________________.
A. the development of babies’ early forms of language
B. the difficulties of babies in learning to speak
C. babies’ strong desire to communicate
D. babies’ intention to communicate
13. The author’s purpose in writing the second paragraph is to show that children _________.
A. usually obey without asking questions
B. are passive in the process of learning to speak
C. are born cooperative
D. learn to speak by listening
14. From the passage we learn that __________________.
A. early starters can learn to speak within only six months
B. children show a strong desire to communicate by making noises
C. imitation plays an important role in learning to speak
D. children have various difficulties in learning to speak
15. The best title for this passage would be _________________.
A. How babies learn to speak
B. Early forms of language
C. A huge task for children
D. Noise making and language learning
<D.>
Children model themselves largely on their parents. They do so mainly through identification. Children identify 16 a parent when they believe they have the qualities and feelings that are 17 of that parent. The things parents do and say—and the 18 they do and say to them—therefore strongly influence a child's
19.However，parents must consistently behave like the type of 20 they want their child to become.
A parent's actions 21 affect the self-image that a child forms 22 identification. Children who see mainly
positive qualities in their 23 will likely learn to see themselves in a positive way. Children who observe chiefly 24 qualities in their parents will have difficulty 25 positive qualities in themselves. Children may 26 their self-image，however，as they become increasingly 27 by peers groups standards.
Isolated events，28 dramatic ones，do not necessarily have a permanent 29on a child's behavior. Children interpret such events according to their established attitudes and previous training. Children who know they are loved can，30 ，accept the divorce of their parent's or a parents early 31 .But if children feel unloved，they may interpret such events 32 a sign of rejection or punishment.
In the same way，all children are not influenced 33by toys and games，reading matter，and television programs. 34in the case of a dramatic change in family relations，the 35 of an activity or experience depends on how the child interprets it.
16.A.to B.with C.around D.for
rmed B.characteristic C.conceived D.indicative
18.A.gesture B.expression C.way D.extent
19.A.behavior B.words C.mood D.reactions
20.A.person B.humans C.creatures D.adult
21.A.in turn B.nevertheless C.also D.as a result
22.A.before B.besides C.with D.through
23.A.eyes B.parents C.peers D.behaviors
24.A.negative B.cheerful C.various plex
25.A.see B.seeing C.to see D.to seeing
26.A.modify B.copy C.give up D.continue
27.A.mature B.influenced C.unique D.independent
28.A.not B.besides C.even D.finally
29.A.idea B.wonder C.stamp D.effect
30.A.luckily B.for example C.at most D.theoretically
31.A.death B.rewards C.advice D.teaching
32.A.as B.being C.of D.for
33.A.even B.at all C.alike D.as a whole
34.A.Oh B.Alas C.Right D.As
35.A.result B.effect C.scale D.cause。