2009年全国硕士研究生入学统一考试
英语试题
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)
Rearch on animal intelligence always makes me wonder just how smart humans are. 1 the fruit–fly experiments described by Carl Zimmer in the Science Times. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn lon-ger, that there is a(n) 4 in not being too terrifically bright.
Intelligence, it 5 , is a high–priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line becau it depends on learning–a(n) 7 process– instead of instinct. Plenty of other species are able to learn, and one of the things they’ve apparently learned is when to 8 .
Is there an adaptive value to 9 intelligence? That’s the question behind this new rearch. In-stead of casting a wistful glance 10 at all the species we’ve left in the dust I.Q.–wi, it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind of every animal we’ve ever met.
Rearch on animal intelligence also makes us wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small–scale study in op-erant conditioning. We believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in hu-mans is really 17 , not merely how much of it there is. 18 , they would hope to study a(n) 19 ques-tion: Are humans actually aware of the world they live in? 20 the results are inconclusive.
请在答题界面回答1-20题
热门网络游戏
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
Habits are a funny thing. We reach for them mindlessly, tting our brains on auto–pilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the ever–changing 21st century, even the word “habit” carries a negative connotation.
So it ems antithetical to talk about habits in the same context as creativity and innovation. But brain rearchers have discovered that when we consciously develop new habits, we create parallel paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.
Rather than dismissing ourlves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits. In fact, the more new things we try–the more we step outside our comfort zone–the more inherently creative we become, both in the workplace and in our personal lives.
But don’t bother trying to kill off old habits; once tho ruts of procedure are worn into the brain, they’re there to stay. Instead, the new habits we deliberately press into ourlves create parallel pathways that can bypass tho old roads.我在洞庭湖边
“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of “The Open Mind” and an executive change consultant for Professional Thinking Partners. “But we are taught instead to ‘decide’, just as our president calls himlf ‘the Decider.’” She adds, however, that “to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.”
All of us work through problems in ways of which we’re unaware, she says. Rearchers in the late 1960s discovered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, prerving only tho modes of thought that have emed most valuable during the first decade or so of life.
The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently u our innovative and collaborative modes of thought. “This breaks the major rule in
the American belief system – that anyone can do anything,” explains M. J. Ryan, author of the 2006 book “This Year ” and Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it fosters commonness. Knowing what you’re good at and doing even more of it creates excellence.” This is where developing new habits comes in.
请在答题界面回答21-25题高丽参有什么功效
It is a wi father that knows his own child, but today a man can boost his paternal (fatherly) wisdom–or at least confirm that he’s the kid’s dad. All he needs to do is shell out $30 for paternity testing kit (PTK) at his local drugstore–and another $120 to get the results.
More than 60,000 people have purchad the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over–the–counter kits. More than two dozen companies ll DNA tests directly to the public, ranging in price from a few hundred dollars to more than $ 2,500.
Among the most popular : paternity and kinship testing , which adopted children can u to find their biological relatives and families can u to track down kids put up for adoption. DNA testing is also the latest rage a many passionate genealogists–and supports business that offer to arch for a fa
mily’s geographic roots .
Most tests require collecting cells by swabbing saliva in the mouth and nding it to the company for testing. All tests require a potential candidate with whom to compare DNA.
But some obrvers are skeptical. “There is a kind of fal precision being hawked by people claiming they are doing ancestry testing,” says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors–numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father’s line or mitochondrial DNA, which is pasd down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great–grandparents or, four generations back, 14 other great–great–grandparents.
Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared Databas ud by some companies don’t rely on data collected systematically but rather lump together information from different rearch projects. This means that a DNA databa may differ depending on the company that process the results. In addition, the co
mputer programs a company us to estimate relationships may be patented and not subject to peer review or outside evaluation.
请在答题界面回答26-30题
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both area is undoubtedly necessary for the social, political and intellectual development of the and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that it is, becau building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a rearch institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre–bubble peak. The U.S. workforce was derided as poorly educated and one of primary caus of the poor U.S. economic performance. Japan was, and
remains, the global leader in automotive–asmbly productivity. Yet the rearch revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japane counterparts–a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the rearchers discovered that illiterate, non–English– speaking Mexican workers in Houston, Texas, consistently met best–practice labor productivity standards despite the complexity of the building industry’s work.
What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
29届奥运会
As education improved, humanity’s productivity potential incread as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, con
dition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.
请在答题界面回答31-35题
The most thoroughly studied intellectuals in the history of the New world are the ministers and political leaders of venteenth–century New England. According to the standard history of American philosophy, nowhere el in colonial America was “so much importance attached to intellectual pursuits ”. According to many books and articles, New England’s leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.梦见看到别人杀人
To take this approach to the New Englanders normally mean to start with the Puritans’theological innovations and their distinctive ideas about the church–important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritan
s as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.
The early ttlers of Massachutts Bay included men of impressive education and influence in England. Besides the ninety or so learned ministers who came to Massachutts church in the decade after 1629, there were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. The men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.勾兑酒
美声教学We should not forget , however, that most New Englanders were less well educated. While few craftsmen or farmers, let alone dependents and rvants, left literary compositions to be analyzed, it is obvious that their views were less fully intellectualized. Their thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. Sexual confusion, economic frustrations , and religious hope–all came together in a decisive moment when he opened the Bible, told his father the first line he saw would ttle his fate, and read the magical words: “come out from among them, t
司法考试报名入口ouch no unclean thing , and I will be your God and you shall be my people.” One wonders what Dane thought of the careful rmons explaining the Bible that he heard in puritan churches.
Meanwhile , many ttlers had slighter religious commitments than Dane’s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . “Our main end was to catch fish. ”
请在答题界面回答36-40题
Part B
Directions:
In the following text, some ntences have been removed. For Questions (41–45), choo the most suitable one from the list A–G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points) Coinciding with the groundbreaking theory of biological evolution propod by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41. .
American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan helped found modern anthropology–the scientific study of human societies, customs and beliefs–thus becoming one of the earliest anthropologists. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42.
.
In the early 1900s in North America, German–born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43.
.
Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44.
.
Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologis
ts in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. 45.
.
Also in the early 1900s, French sociologist Emile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim propod that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture became a major theme in European, and especially British, anthropology.
[A] Other anthropologists believed that cultural innovations, such as inventions, had a single origin and pasd from society to society. This theory was known as diffusionism.
[B] In order to study particular cultures as completely as possible, Boas became skilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.
[C] He argued that human evolution was characterized by a struggle he called the “survival of the fittest,” in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies.
[D] They also focud on important rituals that appeared to prerve a people’s social structure,
