MBA联考逻辑-54
(总分100,考试时间90分钟)
Section Ⅰ U of English
Directions:
Read the following text. Choo the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)
Few scientific fields are as full of risk as that of rearch into human intelligence. The two questions that (1) over and over again are "is it a result of nature or nurture?" and "does race make a difference?"
Making (2) comments about the cond question can be a (3) move, as James Watson, a co-discoverer of DNA structure, recently found. He suggested that he was " (4) about the prospect of Africa" (5) "all our social policies are bad on the fact that their inte
lligence is the same as ours (white people) (6) all the testing says not really". Such (7) by Dr. Watson are not merely (8) , they are scientifically weird. If the term (9) has any uful scientific meaning, then Africa, the continent where modern humanity began, is most racially diver. The resulting (10) among the public forced Dr. Watson to leave his laboratory.
(11) , the study of the first question (12) between intelligence and genetics— has some wir practitioners. One of them, Terrie Moffitt, of King's College, has just (13) a project judging the relative importance of nature and nurture. Dr. Moffitt's team (14) the effect on intelligence of breastfeeding, but in a genetic context. Previous studies have shown that breastfed children are more intelligent, (15) about six IQ points, than tho given baby formulas.
The team, however, (16) the involvement of a gene called FADS2, **es in two varieties, known as C and G. The rearchers (17) if the two varieties interacted differently with breast milk. (18) on data from two groups of people, they found that the i
ntelligence increa associated with breastfeeding only happened to people having (19) at least one copy of the C variety. The effect did not. (20) on the social class or IQs of the parents.
1. [A] happen [B] ri [C] ari [D] arou
2. [A] prompt [B] hasty [C] general [D] stupid
3. [A] career-killing [B] career-facilitating [C] time-consuming [D] energy-saving
4. [A] gloomy [B] optimistic [C] concerned [D] alarmed
5. [A] therefore [B] becau [C] so [D] but
6. [A] however [B] whereas [C] since [D] as
7. [A] policies [B] tests [C] remarks [D] questions
8. [A] offensive [B] confusing [C] promising [D] objective
9. [A] intelligence [B] prospect [C] society [D] race
10. [A] finding [B] uproar [C] complexity [D] puzzlement
11. [A] Fortunately [B] Particularly [C] Furthermore [D] Indeed
12. [A] similarities [B] differences [C] links [D] contradictions
13. [A] sponsored [B] recommended [C] criticized [D] supervid
14. [A] had [B] examined [C] discovered [D] suggested
15. [A] with [B] at [C] to [D] by
16. [A] suspected [B] doubted [C] disapproved [D] challenged
17. [A] questioned [B] wondered [C] noted [D] found
18. [A] Deciding [B] Acting [C] Drawing [D] Reflecting
19. [A] obtained [B] produced [C] earned [D] inherited
20. [A] depend [B] focus [C] lean [D] count
Section Ⅱ Reading Comprehension
Part A
Directions:
Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)
Text 1
The standardized educational or psychological tests, that are widely ud to aid in lecting, assigning, or promoting students, employees, and military personnel have been the target of recent attacks in books, magazines, the daily press, and even in Congress. The target is wrong, for in attacking the tests, critics divert attention from the fault that lies with ill-informed or incompetent urs. The tests themlves are merely too
ls, with characteristics that can be measured with reasonable precision under specified conditions. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tool itlf but largely upon the ur.
All informed predictions of future performance are bad upon some knowledge of relevant past performance. How well the predictions will be validated by later performance depends upon the amount, reliability, and appropriateness of the information ud and on the skill and wisdom with which it is interpreted. Anyone who keeps careful score knows that the information available is always incomplete and that the predictions are always subject to error.
Standardized tests should be considered in this context. They provide a quick, objective method of getting some kinds of information about what a person has learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and **ings as other kinds of information. Whether to u tests, other kinds of information, or both in a particular situation depends, therefore, u
pon the empirical evidence **parative validity, and upon such factors as cost and availability.
