just fat10月29日雅思阅读真题回忆（3）
jun2016年10月29日雅思阅读真题回忆
内作>美国威斯康星州进入紧急状态
Haur cited the work of another scientist, Tim Caro, who found that cheetah mothers that take their cubs along on hunts gradually allow their cubs to do more of the hunting ~ going, for example, from killing a gazelle and allowing young cubs to eat to merely tripping the gazelle and letting the cubs finish it off. At one level, Haur said，such behavior might be called teaching — except the mother was not really teaching the cubs to hunt but merely facilitating various stages of learning. Psychologists study animal behavior in part to understand the evolutionary roots of human behavior, Haur said. The challenge in understanding whether other animals truly teach one another, he added, is that human teaching involves a "theory of mind" — teachers are aware that students don't know something. He questioned whether Franks's leader ants really knew that the follower ants were ignorant.
Could they simply have been following an instinctive rule to proceed when the followers tap
ped them on the legs or abdomen? And did leaders that led the way to food — only to find that it had been removed by the experimenter — incur the wrath of followers? That, Haur said, would suggest that the follower ant actually knew the leader was more knowledgeable and not merely following an instinctive routine itlf.
pjFranks responded by saying that the two-way communication between the ants was quite different than merely sounding an alarm about a predator. And, he added, the follower ant often did not u the same direct route on its return trip. Once led to food, ants found new paths back to the nest，Franks and Richardson found, and tho paths were sometimes more direct than the route that leaders had shown them.
In other words, Franks said, the teaching appeared to give follower ants more than just information; it generally incread their knowledge of the foraging environment.斯洛伐克语
Bennett G. Galef Jr., a psychologist who studies animal behavior and social learning at McMaster University in Canada, sided with Franks. He said ants were unlikely to have a "theory of mind" — meaning that leaders and followers may well have been following insti
nctive routines that were not bad on an understanding of what was happening in another ant's brain.
Passage 3 ：prejudice
题材：社会科学
题型：选择+填空+配对形容词
题号：旧题
参考文章：
The Accidental Scientist
A A paradox lies clo to the heart of scientific discovery. If you know just what you are looking for, finding it can hardly count as a discovery, since it was fully anticipated. But if, on the other hand, you have no notion of what you are looking for, you cannot know when you have found it, and discovery, as such, is out of the question. In the philosophy of scie
nce, the extremes map onto the purist forms of deductivism and inductivism: In the former, the outcome is suppod to be logically contained in the premis you start with; in the latter, you are recommended to start with no expectations whatsoever and e what turns up.
B As in so many things, the ideal position is widely suppod to reside somewhere in between the two impossible-to-realize extremes. You want to have a good enough idea of what you are looking for to be surprid when you find something el of value, and you want to be ignorant enough of your end point that you can entertain alternative outcomes. Scientific discovery should, therefore, have an accidental aspect，but not too much of one. Serendipity is a word that express a position something like that. It’s a fascinating word, and the late Robert King Merton — "the father of the sociology of science” 一 liked it well enough to compo its biography, assisted by the French cultural historian Elinor Barber.
C The word did not appear in the published literature until the early 19th century and did
not become well enough known to u without explanation until sometime in the first third of the 20th century. Antiquarians, following Walpole, found u for it, as they were always rummaging about for curiosities，and unexpected but pleasant surpris were not unknown to them. Some people just emed to have a knack for that sort of thing, and rendipity was ud to express that special capacity.
D The other community that came to dwell on rendipity to say something important about their practice was that of scientists, and here usages cut to the heart of the matter and were often vigorously contested. Many scientists, including the Harvard physiologist Walter Cannon and, later, the British immunologist Peter Medawar，liked to emphasize how much of scientific discovery was unplanned and even accidental. One of Cannon's favorite examples of such rendipity is Luigi Galvanic obrvation of the twitching of discted frogs' legs, hanging from a copper wire, when they accidentally touched an iron railing, leading to the discovery of "galvanism”; another is Hans Christian 0rsted's discovery of electromagnetism when he unintentionally brought a current-carrying wire parallel to a magnetic needle. Rhetoric about the sufficiency of rational method was so m
uch hot air. Indeed, as Medawar insisted in The Art of the Soluble, "There is no such thing as The Scientific Method,w no way at all of systematizing the process of discovery. Really important discoveries had a way of showing up when they had a mind to do so and not when you were looking for them. Maybe some scientists, like some book collectors, had a happy knack; maybe rendipity described the situation rather than a personal skill or capacity.
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