1、考研英语 185及答案解析(总分：36.00，做题时间：180 分钟)一、Section Use of (总题数：1，分数：1.00)Mental models guide our perceptions and help us make predictions. Most of our mental models are built 1 the structure of our nervous systems, and we are usually 2 of them. We 3 the world not according to direct knowledge of reality,
2、but according to mental models, which people often mistake 4 reality. For example, we all share a built-in mental model that the world is continuous, 5 our eyes tell us differently. This built-in mental model tells us what to “see“ in a part of the eye that doesnt 6 see anything. This “blind spot“ m
3、odel causes us to 7 made-up information (a continuation of surrounding patterns ) and 8 that if we look at a previously hidden spot, it will look like its 9 . Not all mental models are built in; some we learn or 10 . For example, most people believe that the automobiles driving down the street will
4、not turn 11 the sidewalk and hit pedestrians. If we believe 12 , we would act like 13 squirrels, always stopping to look around and proceeding 14 no automobiles were operating nearby. We use mental models of our surroundings to perceive what we believe to be 15 and to predict what may happen. These
5、mental models 16 to our surroundings-we have mental models of objects ,of the environment ,and of other people-and to our own capabilities and 17 All of our mental models are, unfortunately, approximations 18 in the lump of nervous tissue we call the brain. Sophisticated 19 the brain is, it is very
6、small and simple compared with the 20 of the outside world. （分数：1.00）(1). Mental models guide our perceptions and help us make predictions. Most of our mental models are built 1 the structure of our nervous systems, and we are usually 2 of them. We 3 the world not according to direct knowledge of re
7、ality, but according to mental models, which people often mistake 4 reality. For example, we all share a built-in mental model that the world is continuous, 5 our eyes tell us differently. This built-in mental model tells us what to “see“ in a part of the eye that doesnt 6 see anything. This “blind
8、spot“ model causes us to 7 made-up information (a continuation of surrounding patterns ) and 8 that if we look at a previously hidden spot, it will look like its 9 . Not all mental models are built in; some we learn or 10 . For example, most people believe that the automobiles driving down the stree
9、t will not turn 11 the sidewalk and hit pedestrians. If we believe 12 , we would act like 13 squirrels, always stopping to look around and proceeding 14 no automobiles were operating nearby. We use mental models of our surroundings to perceive what we believe to be 15 and to predict what may happen.
10、 These mental models 16 to our surroundings-we have mental models of objects ,of the environment ,and of other people-and to our own capabilities and 17 All of our mental models are, unfortunately, approximations 18 in the lump of nervous tissue we call the brain. Sophisticated 19 the brain is, it i
11、s very small and simple compared with the 20 of the outside world. （分数：0.05）A.byB.forC.intoD.onA.independentB.insensitiveC.unawareD.unobservantA.unlessB.whenC.ifD.thoughA.finallyB.ultimatelyC.basicallyD.actuallyA.discloseB.perceiveC.conceiveD.conveyA.advocatesB.verifiesC.predictsD.preachesA.backgrou
12、ndsB.surroundingsC.circumstancesD.environmentsA.make outB.make upC.work outD.work upA.overB.acrossC.intoD.ontoA.steadilyB.firmlyC.otherwiseD.crosswiseA.dazzledB.agitatedC.amusedD.frightenedA.only thatB.only ifC.except thatD.if onlyA.exploreB.interpretC.analyzeD.conquerA.trueB.genuineC.logicalD.virtu
13、alA.applyB.complyC.supplyD.implyA.fantasiesB.efficienciesC.proficienciesD.tendenciesA.containedB.rootedC.involvedD.buriedA.thatB.asC.ifD.soA.necessitiesB.infinitiesC.complexitiesD.perplexitiesA.withB.aboutC.byD.for二、Section Writing(总题数：1，分数：1.00)1. (1) Interpret the following pictures. (2) Predict t
14、he tendency of tobacco consumption and give your reasons. (1) Interpret the following pictures. (2) Predict the tendency of tobacco consumption and give your reasons.*（分数：1.00）_三、Section Reading(总题数：4，分数：4.00)Science is an enterprise concerned with gaining information about causality, or the relatio
15、nship between cause and effect. A simple example of a cause is the movement of a paddle as it strikes a ping-pong ball; the effect is the movement of the ball through the air. In psychology and other sciences, the word “cause“ is often replaced by the term “independent variable“. This term implies t
16、hat the experimenter is often “free“ to vary the independent variable as he or she desires (for example, the experimenter can control the speed of the paddle as it strikes the ball). The term “dependent variable“ replaces the word “effect“, and this term is used because the effect depends on some ch
17、aracteristic of the independent variable (the flight of the ball depends on the speed of the paddle). The conventions of science demand that both the independent and dependent variables be observable events, as is the case in the ping-pong example. In the case of biorhythm theory, the independent va
18、riable is the number of days that have elapsed between a persons date of birth and some test day. The dependent variable is the persons level of performance on some specified task on the test day. Notice that although the experimenter is not free to choose a birthday for a given individual, persons
19、with different dates of birth can be tested on the same day, or a single subject can be tested on several different days. In order to predict the relationship between independent and dependent variables, many scientific theories make use of what are called intervening variables. Intervening variable
20、s are purely theoretical concepts that cannot be observed directly. To predict the flight of a ping-pong ball, Newtonian physics relies on a number of intervening variables, including force, mass, air resistance, and gravity. You can probably anticipate that the intervening variables of biorhythm th
21、eory are the three bodily cycles with their specified time periods. It should be emphasized that not all psychological theories include intervening variables, and some psychologists object to their use precisely because they are not directly observable. The final major component of a scientific theo
22、ry is its syntax, or the rules and definitions that state how the independent and dependent variables are to be measured, and that specify the relationships among independent variables, intervening variables, and dependent variables. It is the syntax of biorhythm theory that describes how to use a p
23、ersons birthday to calculate the current status of the three cycles. The syntax also relates the cycles to the dependent variable, performance, by stating that positive cycles should cause high levels of performance whereas low or critical cycles should cause low performance levels. To summarize, th
24、e components of a scientific theory can be divided into four major categories: independent variables, dependent variables, intervening variables, and syntax. （分数：1.00）(1). Based on the text, causality may have the meaning that（分数：0.20）A.cause and effect can be independent of each other.B.there is ha
25、rdly anything that happens without a cause.C.dependent and independent variables affect each other.D.cause and effect may vary respectively in most events.(2). According to biorhythm theory,（分数：0.20）A.ones behavior can be predicted by knowing his or her birthday.B.nobody can choose his or her date o
26、f birth as he or she wishes.C.an individuals performance is irrelevant to his or her birthday.D.a persons level of performance varies according to the test date.(3). The word “syntax“ used in the last paragraph refers to the（分数：0.20）A.rules used for ordering and connecting words in a sentence.B.prin
27、ciples defining the connections among different variables.C.definitions describing the impact of biorhythm on ones behavior.D.criteria measuring a persons performance levels with biorhythm.(4). Many theories for predicting the relationship between cause and effect（分数：0.20）A.testify their complete co
28、nformity with general scientific principles.B.justify the identity of dependent, independent, and intervening variables.C.specify the time periods of bodily cycles in terms of psychological tests.D.verify their prediction by variables inconsistent with conventions of science.(5). The example of the
29、ping-pong ball is used to（分数：0.20）A.predict variations in a persons performance.B.indicate a hard nut to crack in physics.C.prove a common feature most theories have.D.show the negligibility of intervening variables.The essential weakness of the old and traditional education was not just that it emp
30、hasized the necessity for provision of definite subject-matter and activities. These things are necessities for anything that can rightly be called education. The weakness and evil was that the imagination of educators did not go beyond provision of a fixed and rigid environment of subject-matter, o
31、ne drawn moreover from sources altogether too remote from the experiences of the pupil. What is needed in the new education is more attention, not less, to subject-matter and to progress in technique. But when I say more, I do not mean more in quantity of the same old kind. I mean an imaginative vis
32、ion which sees that no prescribed and ready-made scheme can possibly determine the exact subject-matter that will best promote the educative growth of every individual young person; that every new individual sets a new problem ;that he calls for at least a somewhat different emphasis in subject-matt
33、er presented. There is nothing more blindly stupid than the convention which supposes that the matter actually contained in textbooks of arithmetic, history, geography, etc. , is just what will further the educational development of all children. But withdrawal from the hard and fast and narrow cont
34、ents of the old curriculum is only the negative side of the matter. If we do not go far in the positive direction of providing a body of subject-matter much richer, more varied and flexible, and also in truth more definite, judged in terms of the experience of those being educated, than traditional
35、education supplied, we shall tend to leave an educational vacuum in which anything may happen. Complete isolation is impossible in nature. The young live in some environment whether we intend it or not , and this environment is constantly interacting with what children and youth bring to it. and the
36、 result is the shaping of their interests, minds and charactereither educatively or mis-educatively. If the professed educator gives up his responsibility for judging and selecting the kind of environment that his best understanding leads him to think will be contributive to growth, then the young a
37、re left at the mercy of all the unorganized and casual forces of the modern social environment that inevitably play upon them as long as they live. In the educative environment the knowledge , judgment and experience of the teacher is a greater, not a smaller factor, than it is in the traditional sc
38、hool. The difference is that the teacher operates not as a judge set on high and marked by arbitrary authority but as a friendly co-partner and guide in a common enterprise. （分数：1.00）(1).In the authors view, the basic fault of old education consists in（分数：0.20）A.the inadequate supply of specific sub
39、ject-matters.B.the poor imaginative capacities of educators.C.providing inflexible educational conditions.D.making pupils read textbooks with stale contents.(2).The author agitates reforms chiefly in the（分数：0.20）A.old subject-matter to follow technological advances.B.stiff teaching materials and tea
40、ching methods.C.prescribed textbooks and unchanging systems.D.general consent about multipurpose texbooks.(3). Pupils may be well guarded against iii social influences as long as（分数：0.20）A.educators discard their liability for the being-educated.B.teachers have sound judgment to make the right choic
41、e.C.instructors help establish conditions favorable to pupils growth.D.schoolmasters function as equal co-operators in a joint business.(4). It seems that new educationalists favor（分数：0.20）A.teaching pupils according to each ones talent.B.introducing the latest information to the youth.C.rendering i
42、nstruction close to pupils experiencesD.supplementing all textbooks with fresh materials.(5).There will be the risk of forming an educational blank if（分数：0.20）A.the rigid school curricula are thoroughly transformed.B.the negative effect of old education is only partly recognized.C.the traditional su
43、bject-matter totally substitutes for new one.D.the replacement of unvarying courses with flexible ones fails.Science, in practice, depends far less on the experiments it prepares than on the preparedness of the minds of the men who watch the experiments. Sir Isaac Newton supposedly discovered gravit
44、y through the fall of an apple. Apples had been falling in many places for centuries and thousands of people had seen them fall. But Newton for years had been curious about the cause of the orbital motion of the moon and planets. What kept them in place? Why didnt they fall out of the sky? The fact
45、that the apple fell down toward the earth and not up into the tree answered the question he had been asking himself about those larger fruits of the heavens, the moon and the planets. How many men would have considered the possibility of an apple falling up into the tree? Newton did because he was n
46、ot trying to predict anything. He was just wondering. His mind was ready for the unpredictable. Unpredictability is part of the essential nature of research. If you dont have unpredictable things, you dont have research. Scientists tend to forget this when writing their cut and dried reports for the
47、 technical journals, but history is filled with examples of it. In talking to some scientists, particularly younger ones, you might gather the impression that they find the “scientific method“ a substitute for imaginative thought. Ive attended research conferences where a scientist has been asked wh
48、at he thinks about the advisability of continuing a certain experiment. The scientist has frowned, looked at the graphs, and said“ the data are still inconclusive.“ “We know that,“ the men from the budget office have said, “but what do you think? Is it worthwhile going on? What do you think we might
49、 expect?“ The scientist has been shocked at having even been asked to speculate. What this amounts to, of course, is that the scientist has become the victim of his own writings. He has put forward unquestioned claims so consistently that he not only believes them himself, but has convinced industrial and business management that they are true. If experiments are planned and carried out according to plan as faithfully as the reports in
