1、考研英语 74 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)There is a general expectation that teachers can spot talented children and do something for them. But studies have 1 that teachers do not always 2 gifted children, even those 3 academic talent. In fact, they 4 to identify from 10 to
2、 50 percent of their gifted students. The first 5 in identifying gifted students is determining the 6 for finding them. If we want to 7 a group of students for an 8 mathematics class, our approach would be different than 9 we are looking for students with high talent 10 a creative-writing program. S
3、pecific program needs and requirements, then, 11 the identification process. Subjective evaluation-teacher 12 , parent referral-should be 13 by standardized tests and other 14 measures of ability. Any 15 for identifying gifted children in a school system should 16 both subjective and objective metho
4、ds of 17 Classroom behavior, for example, can point 18 childrens ability to organize and use materials and reveal their potential for processing information better than 19 a test situation. Many aspects of creativity and verbal fluency are also best 20 in a classroom or informal setting. （分数：1.00）(1
5、). There is a general expectation that teachers can spot talented children and do something for them. But studies have 1 that teachers do not always 2 gifted children, even those 3 academic talent. In fact, they 4 to identify from 10 to 50 percent of their gifted students. The first 5 in identifying
6、 gifted students is determining the 6 for finding them. If we want to 7 a group of students for an 8 mathematics class, our approach would be different than 9 we are looking for students with high talent 10 a creative-writing program. Specific program needs and requirements, then, 11 the identificat
7、ion process. Subjective evaluation-teacher 12 , parent referral-should be 13 by standardized tests and other 14 measures of ability. Any 15 for identifying gifted children in a school system should 16 both subjective and objective methods of 17 Classroom behavior, for example, can point 18 childrens
8、 ability to organize and use materials and reveal their potential for processing information better than 19 a test situation. Many aspects of creativity and verbal fluency are also best 20 in a classroom or informal setting. （分数：0.05）A.expressedB.shownC.approvedD.confirmedA.preferB.admitC.recognizeD
9、.encounterA.methodB.stepC.phaseD.aimA.approachB.processC.reasonD.procedureA.signifyB.chooseC.specifyD.organizeA.enforcedB.innovatedC.extendedD.advancedA.ifB.asC.thatD.whenA.toB.forC.inD.onA.shapeB.completeC.modifyD.regulateA.argumentB.decisionC.judgementD.motivationA.classifiedB.determinedC.improved
10、D.checkedA.subjectiveB.objectiveC.persuasiveD.effectiveA.forB.ofC.withoutD.withA.programB.classC.planD.projectA.constituteB.sustainC.includeD.embodyA.revelationB.examinationC.evaluationD.recognitionA.toB.upC.atD.outA.canB.doesC.doD.willA.qualifiedB.trainedC.highlightedD.observedA.failB.tendC.tryD.re
11、fuse二、Section Writing(总题数：1，分数：1.00)1 Study the following cartoon carefully and write an essay in which you should 1) describe the cartoon, 2) interpret its main idea, and 3) propose possible solutions. You should write about 160-200 words neatly on ANSWER SHEET 2. (20 points) . Study the following
12、cartoon carefully and write an essay in which you should 1) describe the cartoon, 2) interpret its main idea, and 3) propose possible solutions. You should write about 160-200 words neatly on ANSWER SHEET 2. (20 points)* （分数：1.00）_三、Section Reading(总题数：4，分数：4.00)A “radiative forcing“ is any change i
13、mposed on the Earth that affect the planetary energy balance. Radiative forcings include changes in greenhouse gases (such as carbon dioxide and ozone), aerosols in the atmosphere, solar irradiance, and surface reflectivity. A forcing may result from either a natural or an anthropogenic cause, or fr
14、om both, as in the case of atmospheric aerosol concentrations, which can be altered either by volcanic action or the burning of fossil fuels. Radiative forcings are typically specified for the purpose of theoretical global climate simulations. In contrast, radiative “feedbacks“ are environmental cha
15、nges resulting from climate changes and are calculated from scientific observation. Radiative feedbacks include changes in such phenomena as clouds, atmospheric water vapor, sea-ice cover, and snow cover. The interplay between forcings and feedbacks can be quite complex. For example, an increase in
16、the concentration of atmospheric water vapor increases solar irradiance, thereby warming the atmosphere and, in turn, increasing evaporation and the concentration of atmospheric water vapor. A related example of this complex interplay also shows the uncertainty of future climatic changes associated
17、with forcings and feedbacks. Scientists are unsure how the reduction of ozone will ultimately affect clouds and, in turn, the Earth temperature. Clouds trap outgoing, cooling radiation, thereby providing a warming influence. However, they also reflect incoming solar radiation and thus provide a cool
18、ing influence. Currents measurements indicate that the net effect of clouds is to cool the Earth. However, scientists do not know how the balance might shift in the future as cloud formation and dispersion are affected by ozone reduction. Contributing to this uncertainty is the complexity of the mec
19、hanisms at work in the process of ozone reduction. The amount of radiation reaching the earths surface and the amount of reradiated radiation that is trapped by the greenhouse effect influence the Earths temperature in opposite directions. Both mechanisms are affected by the vertical distribution of
20、 ozone. Also, the relative importance of these two competing mechanisms depends on the altitude at which ozone changes occur. In a recent NASA-sponsored aircraft study of the Antarctic ozone hole, chlorine monoxide was measured at varying altitudes. The measurements suggest that chlorine plays a gre
21、ater role, and oxides of nitrogen a lesser role, than previously thought in the destruction of ozone in the lower atmosphere. The study concluded that simultaneous high-resolution measurements at many different altitudes (on the scale of 0.1 kilometer in vertical extent) are necessary to diagnose th
22、e operative mechanisms. These findings have called into question conventional explanations for ozone reduction, which fail to adequately account for the new evidence. (NASA=National Aeronautics and Space Administration 国家航空航天局) （分数：1.00）(1). We learn from the text that the burning of petrol（分数：0.20）
23、A.forms one of anthropogenic causes of radiative forcings.B.results in both radiative forcings and radiative feedbacks.C.can hardly affect atmospheric forcings and feedbacks.D.makes up a significant type of radiative forcing.(2).According to the text ,decreased evaporation is most likely to bring ab
24、out（分数：0.20）A.a growth in water vapor concentration.B.a drop in atmospheric absorption of solar radiation.C.a decrease in other radiative forcings or feedbacks.D.an increase in atmospheric cooling effect.(3).The NASA-sponsored study of the ozone hole（分数：0.20）A.failed to demonstrate of the variablity
25、 of ozone amounts at varying heights.B.did not raise doubts about current means of measuring ozone reduction.C.neglected to underline the complexity in measuring radiative changes.D.overlooked the distinction between early theories and recent evidence.(4). The example of ozone reduction is used to s
26、how the（分数：0.20）A.complex operations of feedbacks and forcingsB.distinction between radiative feedbacks and forcings.C.difficulty in balancing forcing-feedback interactions.D.impact of cloud formation on global climate.(5).Scientists could more accurately predict the extent and direction of greenhou
27、se effect if they were to（分数：0.20）A.monitor radiative feedbacks over a longer period.B.focus their research on determining reradiative changes.C.identify the types of the workings of ozone changes.D.calculate the precise altitude where ozone formations occur.That experiences influence subsequent beh
28、aviour is evidence of an obvious but nevertheless remarkable activity called remembering. Learning could not occur without the function popularly named memory. Constant practice has such an effect on memory as to lead to skilful performance on the piano, to recitation of a poem, and even to reading
29、and understanding these words. So-called intelligent behaviour demands memory, remembering being a primary requirement for reasoning. The ability to solve any problem or even to recognize that a problem exists depends on memory. Typically, the decision to cross a street is based on remembering many
30、earlier experiences. Practice (or review) tends to build and maintain memory for a task or for any learned material. Over a period of no practice what has been learned tends to be forgotten; and the adaptive consequences may not seem obvious. Yet, dramatic instances of sudden forgetting can be seen
31、to be adaptive. In this sense, the ability to forget can be interpreted to have survived through a process of natural selection in animals. Indeed, when ones memory of an emotionally painful experience leads to serious anxiety, forgetting may produce relief. Nevertheless, an evolutionary interpretat
32、ion might make it difficult to understand how the commonly gradual process of forgetting survived natural selection. In thinking about the evolution of memory together with all its possible aspects, it is helpful to consider what would happen if memories failed to fade. Forgetting clearly aids orien
33、tation in time, since old memories weaken and the new tend to stand out, providing clues for inferring duration. Without forgetting, adaptive ability would suffer; for example, learned behaviour that might have been correct a decade ago may no longer be. Cases are recorded of people who (by ordinary
34、 standards) forgot so little that their everyday activities were full of confusion. Thus forgetting seems to serve the survival of the individual and the species. Another line of thought assumes a memory storage system of limited capacity that provides adaptive flexibility specifically through forge
35、tting. In this view, continual adjustments are made between learning or memory storage (input) and forgetting (output). Indeed, there is evidence that the rate at which individuals forget is directly related to how much they have learned. Such data offer gross support of contemporary models of memor
36、y that assume an input-output balance. （分数：1.00）(1).From the evolutionary point of view_.（分数：0.25）A.forgetting for lack of practice tends to be obviously inadaptiveB.if a person gets very forgetful all of a sudden he must be very adaptiveC.the gradual process of forgetting is an indication of an ind
37、ividuals adaptabilityD.sudden forgetting may bring about adaptive consequences(2). According to the passage, if a person never forgot_.（分数：0.25）A.he would survive bestB.he would have a lot of troubleC.his ability to learn would be enhancedD.the evolution of memory would stop(3). From the last paragr
38、aph we know that_.（分数：0.25）A.forgetfulness is a response to learningB.the memory storage system is an exactly balanced input-output systemC.memory is a compensation for forgettingD.the capacity of a memory storage system is limited because forgetting occurs(4). In this article, the author tries to i
39、nterpret the function of_.（分数：0.25）A.rememberingB.forgettingC.adaptingD.experiencingSince the dawn of human ingenuity, people have devised ever more cunning tools to cope with work that is dangerous, boring, burdensome, or just plain nasty. That compulsion has resulted in roboticsthe science of conf
40、erring various human capabilities on machines. And if scientists have yet to create the mechanical version of science fiction, they have begun to come close. As a result, the modem world is increasingly populated by intelligent gizmos whose presence we barely notice but whose universal existence has
41、 removed much human labor. Our factories hum to the rhythm of robot assembly arms. Our banking is done at automated teller terminals that thank us with mechanical politeness for the transaction. Our subway trains are controlled by tireless robot-drivers. And thanks to the continual miniaturization o
42、f electronics and micro-mechanics, there are already robot systems that can perform some kinds of brain and bone surgery with submillimeter accuracyfar greater precision than highly skilled physicians can achieve with their hands alone. But if robots are to reach the next stage of laborsaving utilit
43、y, they will have to operate with less human supervision and be able to make at least a few decisions for themselvesgoals that pose a real challenge. “While we know how to tell a robot to handle a specific error,“ says Dave Lavery, manager of a robotics program at NASA, “we can t yet give a robot en
44、ough common sense to reliably interact with a dynamic world.“ Indeed the quest for true artificial intelligence has produced very mixed results. Despite a spell of initial optimism in the 1960s and 1970s when it appeared that transistor circuits and microprocessors might be able to copy the action o
45、f the human brain by the year 2010, researchers lately have begun to extend that forecast by decades if not centuries. What they found, in attempting to model thought, is that the human brain s roughly one hundred billion nerve cells are much more talentedand human perception far more complicatedtha
46、n previously imagined. They have built robots that can recognize the error of a machine panel by a fraction of a millimeter in a controlled factory environment. But the human mind can glimpse a rapidly changing scene and immediately disregard the 98 percent that is irrelevant, instantaneously focusi
47、ng on the monkey at the side of a winding forest road or the single suspicious face in a big crowd. The most advanced computer systems on Earth can t approach that kind of ability, and neuroscientists still dont know quite how we do it. （分数：1.00）(1). Since the dawn of human ingenuity, people have de
48、vised ever more cunning tools to cope with work that is dangerous, boring, burdensome, or just plain nasty. That compulsion has resulted in roboticsthe science of conferring various human capabilities on machines. And if scientists have yet to create the mechanical version of science fiction, they h
49、ave begun to come close. As a result, the modem world is increasingly populated by intelligent gizmos whose presence we barely notice but whose universal existence has removed much human labor. Our factories hum to the rhythm of robot assembly arms. Our banking is done at automated teller terminals that thank us with mechanical politeness for the transaction. Our subway trains ar
