大学英语六级分类模拟题452
(总分445,考试时间90分钟)
Reading Comprehension态度改变
Section A史进的绰号
Why Teenagers Act Crazy
A. Adolescence is practically synonymous in our culture with risk taking, emotional drama and all forms of strange behavior. Until very recently, the widely accepted explanation for adolescent angst has been psychological. Developmentally, teenagers face a number of social and emotional challenges, like starting to parate from their parents, getting accepted into a peer group and figuring out who they really are. It doesn"t take a psychoanalyst to realize that the are anxiety-provoking transitions.
党校学习自我总结B. But there is a darker side to adolescence that, until now, was poorly understood: a surge 文化遗产作文
生滚鱼片粥during teenage years in anxiety and fearfulness. Largely becau of aquirk(古怪) of brain development, adolescents, on average, experience more anxiety and fear and have a harder time learning how not to be afraid than either children or adults.
抗日英雄王二小C. Different regions and circuits of the brain mature at very different rates. It turns out that the brain circuit for processing fear—theamygdala(杏仁核)—isprecocious(早熟的) and develops way ahead of theprefrontal cortex(前额皮质), the at of reasoning and executive control. This means that adolescents have a brain that is wired with an enhanced capacity for fear and anxiety, but is relatively underdeveloped when it comes to calm reasoning.
D. You may wonder why, if adolescents have such enhanced capacity for anxiety, they are such novelty ekers and risk takers. It would em that the two traits are at odds. The answer, in part, is that the brain"s reward center, just like its fear circuit, matures earlier than the prefrontal cortex. That reward center drives much of teenagers" risky behavior. This behavioral paradox also helps explain why adolescents are particularly pro
ne to injury and trauma. The top three killers of teenagers are accidents, homicide and suicide. The brain-development lag has huge implications for how we think about anxiety and how we treat it. It suggests that anxious adolescents may not be very responsive to psychotherapy that attempts to teach them to be unafraid, like cognitive behavior therapy, which is zealously prescribed for teenagers.
E. What we have learned should also make us think twice—and then some—about the ever rising u of stimulants in young people, becau the drugs may worn anxiety and make it harder for teenagers to do what they are developmentally suppod to do: Learn to be unafraid when it is appropriate to do so. Of cour, most adolescents do not develop anxiety disorders, but acquire the skill tomodulate(调节) their fear as their prefrontal cortex matures in young adulthood, at around age 25. But up to 20 percent of adolescents in the United States experience a diagnosable anxiety disorder, like generalized anxiety or panic attacks, probably resulting from a mix of genetic factors and environmental influences. The prevalence of anxiety disorders and risky behavior (both of which reflect this developmental disjunction in the brain) have been relatively steady, whi
ch suggests to me that the biological contribution is very significant.
F. One of my patients, a 32-year-old man, recalled feeling anxious in social gatherings as a teenager. "It wasviscerally(出自内心地) unpleasant and I felt as if I couldn"t even speak the same language as other people in the room," he said. It wasn"t that he disliked **pany; rather, socializing in groups felt dangerous, even though intellectually he knew that wasn"t the ca. He developed a strategy to deal with his discomfort: alcohol. When he drank, he felt relaxed and able to engage. Now treated and sober for veral years, he still has a trace of social anxiety and still wishes for a drink in anticipation of socializing.发烧可以泡澡吗
G. Of cour, we all experience anxiety. Among other things, it"s a normal emotional respon to threatening situations. The hallmark of an anxiety disorder is the persistence of anxiety that caus inten distress and interferes with functioning even in safe ttings, long after any threat has receded. We"ve recently learned that adolescents show heightened fear respons and have difficulty learning how not to be afraid. In one study using brain M. R. I., rearchers at Weill Cornell Medical College and Stanford Univ
ersity found that when adolescents were shown fearful faces, they had exaggerated respons in the **pared with children and adults.
8d报告H. The amygdala is a region buried deep beneath the cortex that is critical in evaluating and responding to fear. it nds and receives connections to our prefrontal cortex alerting us to danger even before we have had time to really think about it. Think of that split-condadrenaline(肾上腺素) surge when you e what appears to be a snake out on a hike in the woods. That instantaneous fear is your amygdala in action. Then you circle back, take another look and this time your prefrontal cortex tells you it was just a harmless stick. Fear learning lies at the heart of anxiety and anxiety disorders. This primitive form of learning allows us to form associations between events and specific cues and environments that may predict danger. Way back on thesavanna(热带草原), for example, we would have learned that the rustle in the grass or the sudden flight of birds might signal a predator—and taken the cue and run to safety. Without the ability to identify such danger signals, we would have been lunch long ago. But once previously threatening cues or situations become safe, we have to be able to re-evaluate them and
suppress our learned fear associations.
