Psychologists take opposing views of how external rewards, from warm prai to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their conquences, argue that rewards can __1__ performance at work and school. Cognitive( 认识派的 ) rearchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on __2__ and gifts from others.
The latter view has gained many supporters, __3__ among educators. But the careful u of small __4__ rewards speaks creativity in grade school children, suggesting that properly prented inducements( 刺激 ) indeed __5__inventiveness, according to a study in the June Journal of Personality and Social Psychology. dg是什么
“If kids know they’re working for a reward and can focus on a relatively __6__ task, they show the most creativity,” says Robert Einberger of the University of Delaware in Newark. “But it’s easy to __7__ creativity by giving rewards for poor performance or creating too much anticipation for rewards.
outcome>超级回路
A teacher who continually draws attention to rewards or who hands our high grades for __8__ achievement ends uPwith uninspired students, Einberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and __9__ failing grades.
In early grades, the u of so-called token economies, in which students handle challenging problems and receive performance-bad points to ward valued rewards, shows __10__ in raising efforts and creativity, the Delaware psychologist claims.
A)mental B)promi C)kill D)avoid
E)hope F)especially G)aid H)ordinary
I)approval J)monetary K)generally L)improve
M)challenging N)restore O)excellent
Answers:
1. 选 L 第一段主要提出了行为学家和认知派研究专家对于额外奖励的不同看法，因此可以推出此处应填与 destroy 意思相反的动词，可选项由 improve 和 aid ，但能与 performance 构成动宾搭配的只有 improve ，故排除 aid 。 这个杀手不太冷下载
2. 选 I 由空格后的 and gift 可知此处应填名词。认知派研究专家认为，由于奖励助长了人们期望从别人那得到 …… 和物质奖励的心理，而往往会破坏创造力，因此，选项中只有 approval “认同”符合题意。
3. 选 F 此处应填副词。可选项有 generally 和 especially ，但从文章后面所举的例子来理解，此处是为了突出强调教育家支持认知派研究专家的看法，因此只有 especially “尤其，特别”符合题意。
4. 选 J 此处应填形容词。由 But 转折可知此句表明的观点与认知派研究专家 who study various aspects of mental life 的观点“物质奖励有害”相反，因此可以推出此处应填的形容词是表示“物质奖励”的意思的词，选项中只有 monetary 符合题意。
帝释天英文 5. 选 G 此处应填动词。由 But 转折可知，此举表明的观点与前者即行为学家所持的观点
一致，原文为“适当地给予奖励刺激确实 …… 创造力”，选项中只有 aid “有助于（刺激）”符合题意。
6. 选 M 此处应填形容词。从原文来看，如果孩子们知道他们在为获得奖励而努力，并能专注于相对 …… 的任务，他们就会表现出很大的创造力，因此只有 challenging 符合题意。
7. 选 C 由 it its easy to do 结构可知，此处应填动词。由此句中 But 转折与前一句中 show the most creativity 可以推出，此处应填的词应与 show he most 表达的意思相反，且与 destroy 意思相近，故选项中只有 kill 符合题意。
8. 选 H 此处应填形容词。由此句中 high grades 和 uninspired 可以推出此处应填的词应与 high 形成对比，故只有 ordinary 符合。
英文翻译 9. 选 N 由空格前的 and 可知，此处应填动词。可选项有 avoid 和 restore ，但由 tighten 可推出，既然是使平分标准严格，那么就会有高分和低分，也会有不及格，故只有 restore “恢复”符合题意。 avoid “避免（不及格）”不符合原文意思。
本地人 10. 选 B 很明显此处应填名词。原文为“实行所谓象征性奖励，在努力提高学生创造力方面有 …… ，”可选项有 promi 和 hope ，而 hope 是一般人主观的愿望，希望，但此处强调的是“ …… 有实现的可能性，有前景”，故排除 hope 而选 promi 。
Reading is thought to be a kind of conversation between the reader and the text. The reader puts questions, as it were, to the text and gets answers. In the light of the he puts __1__ questions, and so on.
For most of the time this “conversation” goes on below the level of consciousness. At times, however, we become __2__ of it. This is usually when we are running into difficulties, when mismatch is occurring between __3__ and meaning. When successful matching is being experienced, our question of the text continues at the unconscious level.
Different people __4__ with the text differently. Some stay very clo to the words on the page, others take off imaginatively from the words, interpreting, criticizing, analyzing and examining. The former reprents a kind of comprehension which is __5__ in the tex
buttermilkt. The latter reprents __6__ levels of comprehension. The balance between the is important, especially for advanced readers.
2013湖北高考英语 There is another conversation which from our point of view is __7__ important, and that is to do not with what is read but with how it is read. We call this a “process” conversation as __8__ to a “content” conversation. It is concerned not with meaning but with the __9__ we employ in reading. If we are an advanced reader our ability to hold a process conversation with a text is usually pretty well __10__. Not so our ability to hold a content conversation.
