专业八级模拟596及答案解析.doc

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1、专业八级模拟596及答案解析 (总分：141.60，做题时间：90分钟)一、PART LISTENING COM(总题数：0，分数：0.00)二、SECTION A MINI-LECTU(总题数：1，分数：30.00)Writing a Literature Review. Definition of Literature Review Its a(n) 1 and discussion of the literature in a given area of study. It is organized in time order or in 2 order. It is not an 3

2、, nor a summary. . Purpose and Audience of a Literature Review to 4 specific arguments and ideas in a field of study to examine the 5 or areas needing further study to demonstrate the 6 and validity of the research different audience will require different types of literature review . Questions a Li

3、terature Review Should Answer What have been done? What 7 have been used? Are they improved? What could be improved? What are the future directions in this subject? What could you 8 to the field? . Length of a Literature Review A full chapter or at least 9 pages for a thesis or dissertation A few pa

4、ges for an assignment . 10 of a Literature Review Group sources in order of 11 Papers focusing on 12 , historiographical papers etc. Example: reviews on mental illness Group sources in terms of topics they cover A stronger method, because it helps avoid 13 the sources Example: If a paper is about ch

5、anges in popular music, possible sections are researches about production of music, dissemination of music, 14 and historical studies of popular music. REMEMBER: Literature review is the discussion of 15 among previous researches and your work （分数：30.00）三、SECTION B INTERVIEW(总题数：2，分数：25.00)（分数：20.00

6、）A.English Literature.B.Computer.C.Business Administration.D.Finance.A.He changed his major in his postgraduate study.B.He participated in training programs after graduating from college.C.He had worked at least in two companies before this interview.D.He started working in a foreign representative

7、office two years ago.A.Because the working environment was poor.B.Because the job was boring.C.Because the pay was rather low.D.Because he disliked his employer.A.To pursue personal interests.B.To make both ends meet.C.To improve the quality of family life.D.To realize individual value.A.Enthusiasti

8、c.B.Perseverant.C.Eloquent.D.Cooperative.（分数：5.00）A.In 2008.B.In 2009.C.In 2010.D.In 2011.A.A service only given to kids.B.A service among kids.C.A service on used items of kids.D.A service that kids like most.A.$6 billion.B.$14,300.C.$50,000.D.$8,000.A.One of the founders of ThredUP.B.Director of R

9、edpoint Ventures.C.The former EBay Chief Operating Officer.D.Publisher of the online magazine Shareable.A.A new means of quality control.B.A huge variety of good exchanged.C.Providing prepaid shipping labels and empty boxes.D.Reducing postage.四、PART READING COMPR(总题数：1，分数：34.00)SECTION A MULTIPLE-CH

10、OICE QUESTIONS In this section there are three passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer. PASSAGE ONE (1) Cognitive science is the scientific disc

11、ipline that studies conceptual systems. It is a relatively new discipline, having been founded in the 1970s. Yet in a short time it has made startling discoveries. It has discovered, first of all, that most of our thought is unconscious, not in the Freudian sense of being repressed, but in the sense

12、 that it operates beneath the level of cognitive awareness, inaccessible to consciousness and operating too quickly to he focused on. (2) Consider, for example, all that is going on below the level of conscious awareness when you are in a conversation. Here is only a small part of what you are doing

13、, second by second: Accessing memories relevant to what is being said; Comprehending a stream of sound as being language, dividing it into distinctive phonetic features and segments, identifying phonemes, and grouping them into morphemes; Assigning a structure to the sentence in accord with the vast

14、 number of grammatical constructions in your native language; Picking out words and giving them meanings appropriate to context; Making semantic and pragmatic sense of the sentences as a whole; Framing what is said in terms relevant to the discussion; Performing inferences relevant to what is being

15、discussed; Constructing mental images where relevant and inspecting them; Filling in gaps in the discourse; Noticing and interpreting your interlocutors body language; Anticipating where the conversation is going; Planning what to say in response. (3) Cognitive scientists have shown experimentally t

16、hat to understand even the simplest utterance, we must perform these and other incredibly complex forms of thought automatically and without noticeable effort below the level of consciousness. It is not merely that we occasionally do not notice these processes; rather, they are inaccessible to consc

17、ious awareness and control. (4) When we understand all that constitutes the cognitive unconscious, our understanding of the nature of consciousness is vastly enlarged. Consciousness goes way beyond mere awareness of something, beyond the mere experience of qualia (the qualitative senses of, for exam

18、ple, pain or color), beyond the awareness that you are aware, and beyond the multiple takes on immediate experience provided by various centers of the brain. Consciousness certainly involves all of the above plus the immeasurably vaster constitutive framework provided by the cognitive unconscious, w

19、hich must be operating for us to be aware of anything at all. (5) The term cognitive has two very different meanings, which can sometimes create confusion. In cognitive science, the term cognitive is used for any kind of mental operation or structure that can be studied in precise terms. Most of the

20、se structures and operations have been found to be unconscious. Thus, visual processing falls under the cognitive, as does auditory processing. Obviously, neither of these is conscious, since we are not and could not possibly be aware of each of the neural processes involved in the vastly complicate

21、d total process that gives rise to conscious visual and auditory experience. Memory and attention fall under the cognitive. All aspects of thought and language, conscious or unconscious, are thus cognitive. This includes phonology, grammar, conceptual systems, the mental lexicon, and all unconscious

22、 inferences of any sort. Mental imagery, emotions, and the conception of motor operations have also been studied from such a cognitive perspective. And neural modeling of any cognitive operation is also part of cognitive science. (6) Confusion sometimes arises because the term cognitive is often use

23、d in a very different way in certain philosophical traditions. For philosophers in these traditions, cognitive means only conceptual or propositional structure. It also includes rule-governed operations on such conceptual and propositional structures. Moreover, cognitive meaning is seen as truth con

24、ditional meaning, that is, meaning defined not internally in the mind or body, but by reference to things in the external world. Most of what we will be calling the cognitive unconscious is thus for many philosophers not considered cognitive at all. (7) As is the practice in cognitive science, we wi

25、ll use the term cognitive in the richest possible sense, to describe any mental operations and structures that are involved in language, meaning, perception, conceptual systems, and reason. Because our conceptual systems and our reason arise from our bodies, we will also use the term cognitive for a

26、spects of our sensorimotor system that contribute to our abilities to conceptualize and to reason. Since cognitive operations are largely unconscious, the term cognitive unconscious accurately describes all unconscious mental operations concerned with conceptual systems, meaning, inference, and lang

27、uage. (8) The very existence of the cognitive unconscious, a fact fundamental to all conceptions of cognitive science, has important implications for the practice of philosophy. It means that we can have no direct conscious awareness of most of what goes on in our minds. The idea that pure philosoph

28、ical reflection can plumb the depths of human understanding is an illusion. Traditional methods of philosophical analysis alone, even phenomenological introspection, cannot come close to allowing us to know our own minds. (9) There is much to be said for traditional philosophical reflection and phen

29、omenological analysis. They can make us aware of many aspects of consciousness and, to a limited extent, can enlarge our capacities for conscious awareness. Phenomenological reflection even allows us to examine many of the background pre-reflective structures that lie beneath our conscious experienc

30、e. But neither method can adequately explore the cognitive unconsciousthe realm of thought that is completely and irrevocably inaccessible to direct conscious introspection. It is this realm that is the primary focus of cognitive science, which allows us to theorize about the cognitive unconscious o

31、n the basis of evidence. Cognitive science, however, does not allow us direct access to what the cognitive unconscious is doing as it is doing it. (10) Conscious thought is the tip of an enormous iceberg. It is the rule of thumb among cognitive scientists that unconscious thought is 95 percent of al

32、l thoughtand that may be a serious underestimate. Moreover, the 95 percent below the surface of conscious awareness shapes and structures all conscious thought. If the cognitive unconscious were not there doing this shaping, there could be no conscious thought. (11) The cognitive unconscious is vast

33、 and intricately structured. It includes not only all our automatic cognitive operations, but also all our implicit knowledge. All of our knowledge and beliefs are framed in terms of a conceptual system that resides mostly in the cognitive unconscious. (12) Our unconscious conceptual system function

34、s like a hidden hand that shapes how we conceptualize all aspects of our experience. This hidden hand gives form to the metaphysics that is built into our ordinary conceptual systems. It creates the entities that inhabit the cognitive unconsciousabstract entities like friendships, bargains, failures

35、, and liesthat we use in ordinary unconscious reasoning. It thus shapes how we automatically and unconsciously comprehend what we experience. It constitutes our unreflective common sense. PASSAGE TWO (1) I grew up in a house full of natural-history field guides, everything from Locket and Millidges

36、1951 two-volume guide to British spiders, with its hairy, many-eyed line drawings, to illustrated books on trees, fungi, orchids, fishes and snails. These books were the unquestioned authorities of my childhood. I marveled at the names entomologists had given to mothsthe figure of 80, the dingy moch

37、a, the dentated pugand tried to match their descriptions to the drab living specimens I found on the walls of the porch on cool summer mornings. The process of working out what things were often felt like trying to solve a recalcitrant crossword puzzle, particularly when it involved learning technic

38、al terms like scopulae and thalli. The more animals and plants I learned, the larger, more complicated and more familiar the world around me became. (2) It was a long time before I finally understood that even the simplest of field guides are far from transparent windows onto nature: You have to lea

39、rn how to read them against the messiness of reality. Out in the field, birds and insects are often seen briefly, at a distance, in low light or half-obscured by foliage; they do not resemble the tabular arrangements of paintings in guides, where similar species are brought together on a plain backg

40、round on the same page, all facing one way and bathed in bright, shadowless light so they may be easily compared. To use field guides successfully, you must learn to ask the right questions of the living organism in front of you: Assess its size and habitat, disassemble it into relevant details (tai

41、l length, leg length, particular patterns of wing cases or scales or plumage), check each against images of similar species, read the accompanying text, squint at tiny maps showing the animals usual geographical range, then look back to the image again, refining your identification until you have fi

42、xed it to your satisfaction. (3) The process of identifying animals in this way has fascinating historical roots, for field guides closely track changes in the ways we interact with nature. Until the early years of the 20th century, guides to birds, for example, tended to come in two kinds. Some wer

43、e moralized, anthropomorphic life histories, like Florence Merriams 1889 Birds Through an Opera-Glass, which described the bluebird as having a model temper while the catbird possessed a lazy self-indulgence. If he were a man, she wrote, you feel confident that he would sit in shirt sleeves at home

44、and go on the street without a collar. The other kind of guide was the technical volume for ornithological collectors. Birds were generally identified only after being shot, so such guides focused on fine details of plumage and soft parts. Web between bases of inner and middle toes, runs the descrip

45、tion of the semipalmated plover in Chapmans 1912 edition of his Color Key to North American Birds. But with the rise of recreational bird-watching following the First World War, when the morality of killing birds was increasingly questioned and the advent of inexpensive binoculars brought birds into

46、 visual range, such details were of limited use. A new way to identify birds was needed. (4) The first of the modern field guides was Roger Tory Petersons 1934 Field Guide to the Birds. It was inspired partly by a chapter in the popular 1903 childrens book Two Little Savages , written by Ernest Thom

47、pson Seton, first chief scout of the Boy Scouts of America. In it, a nature-minded boy despairs of learning the birds from books that require you to hold them dead in your hands. He decides instead to make far-sketches of the ducks he sees in the distance and arrange them into a duck chart that show

48、s the characteristic blots and streaks that are their labels . like the uniforms of soldiers. Petersons paintings, like Setons charts, tabulated and simplified birds, and he added small black lines on the page that pointed to distinctive characteristics that were most easily visible: the black band on the end of a crested caracaras tail, the ink-dipped wings of the flying kittiwake. (5) When he was a young man in the 1920s, Peterson was a member of the Bronx County Bird Club, a group of competitive, iconoclastic young naturalists. I