1、考研英语阅读理解 B 节(新题型)分类精讲文化教育类-(二)及答案解析(总分：100.00，做题时间：90 分钟)一、Section Reading Co(总题数：5，分数：100.00)A. Communication makes both parties know more about each other which makes an agreement.B. The argument itself cannot expand knowledge.C. Reasonable debate plays a positive role in knowledge advances.D. A b
2、asic common knowledge makes contribution to the argument from which people learn something.E. Generally, knowledge is gained by argument.F. Learning can be interrupted by the argument.G. Communication is closely associated with argument.Do we learn more from people whose views we share in common tha
3、n from those whose ideas contradict? The speaker claims so, for the reason that disagreement can cause stress and inhabit learning. I concede that undue discord can impede learning. Otherwise, in my view we learn far more from discourse and debate with those whose ideas we oppose than from people wh
4、ose ideas are in accord with our own.(1) .Admittedly, under some circumstances disagreement with others can be counterproductive to learning. For supporting examples, one need look no further than a television set. On todays typical television or radio talk show, disagreement usually manifests itsel
5、f in meaningless rhetorical bouts and shouting matches, during which opponents vie to have their own message heard, but have little interest either in finding any common ground with or in acknowledging the merits of the opponents viewpoint. Understandably, neither the combatants nor the viewers lear
6、n anything meaningful. In fact, these battles only serve to reinforce the predispositions and biases of all concerned. The end result is that learning is impeded.(2) .Disagreement can also inhibit learning when two opponents disagree on fundamental assumptions needed for meaningful discourse and deb
7、ate. For example, a student of paleontology learns little about the evolution of an animal species under current study by debating with an individual whose religious belief system precludes the possibility of evolution to begin with. And, economics and finance students learn little about the dynamic
8、s of a laissez-faire system by debating with a socialist whose view is that a centralized power should control all economic activity.(3) .Aside from the foregoing two provisions, however, I fundamentally disagree with the speakers claim. Assuming common ground between two rational and reasonable opp
9、onents willing to debate on intellectual merits, both opponents stand to gain much from that debate. Indeed it is primarily through such debate that human knowledge advances, whether at the personal, community, or global level.(4) .At the personal level, by listening to their parents rationale for t
10、heir seemingly oppressive rules and policies, teenagers can learn how certain behaviors naturally carry certain undesirable consequences. At the same time, by listening to their teenagers concerns about autonomy and about peer pressures parents can learn the valuable lesson that effective parenting
11、and control are two different things. At the community level, through dispassionate dialogue an environmental activist can come to understand the legitimate economic concerns of those whose jobs depend on the continued profitable operation of a factory. Conversely, the latter might stand to learn mu
12、ch about the potential public-health price to be paid by ensuring job growth and a low unemployment rate. Finally, at the global level, two nations with opposing political or economic interests can reach mutually beneficial agreements by striving to understand the others legitimate concerns for its
13、national security, its political sovereignty, the stability of its economy and currency, and so forth.(5) .In sum, unless two opponents in a debate are each willing to play on the same field and by the same rules, I concede that disagreement can impede learning. Otherwise, reasoned discourse and deb
14、ate between people with opposing viewpoints is the very foundation upon which human knowledge advances. Accordingly, on balance the speaker is fundamentally correct.（分数：20.00）填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_Nonverbal communication is hugely important in any interaction with others; its importance
15、 is multiplied across cultures. This is because we tend to look for nonverbal cues when verbal messages are unclear or ambiguous, as they are more likely to be across cultures. (1) .Low-context cultures like the United States and Canada tend to give relatively less emphasis to nonverbal communicatio
16、n. This does not mean that nonverbal communication does not happen, or that it is unimportant, but that people in these settings tend to place less importance on it than on the literal meanings of words themselves. In high-context settings such as Japan or Colombia, understanding the nonverbal compo
17、nents of communication is relatively more important to receiving the intended meaning of the communication as a whole.(2) . For instance, it may be more socially acceptable in some settings in the United States for women to show fear, but not anger, and for men to display anger, but not fear. At the
18、 same time, interpretation of facial expressions across cultures is difficult. In China and Japan, for example, a facial expression that would be recognized around the world as conveying happiness may actually express anger or mask sadness, both of which are unacceptable to show overtly.(3) . For a
19、Westerner who understands smiles to mean friendliness and happiness, this smile may seem out of place and even cold, under the circumstances. Even though some facial expressions may be similar across cultures, their interpretations remain culture-specific. It is important to understand something abo
20、ut cultural starting-points and values in order to interpret emotions expressed in cross-cultural interactions.(4) . In a comparison of North American and French children on a beach, a researcher noticed that the French children tended to stay in a relatively small space near their parents, while US
21、 children ranged up and down a large area of the beach.(5) .These examples of differences related to nonverbal communication are only the tip of the iceberg. Careful observation, ongoing study from a variety of sources, and cultivating relationships across cultures will all help develop the cultural
22、 fluency to work effectively with nonverbal communication differences.A. These differences of interpretation may lead to conflict. Suppose a Japanese person is explaining her absence from negotiations due to a death in her family. She may do so with a smile, based on her cultural belief that it is n
23、ot appropriate to inflict the pain of grief on others.B. Another variable across cultures has to do with ways of relating to space. Crossing cultures, we encounter very different ideas about polite space for conversations and negotiations. North Americans tend to prefer a large amount of space, perh
24、aps because they are surrounded by it in their homes and countryside. Europeans tend to stand more closely with each other when talking, and are accustomed to smaller personal spaces.C. Americans are serious about standing in lines, in accordance with their beliefs in democracy and the principle of
25、“first come, first served“ The French, on the other hand, have a practice of line jumping, that irritates many British and US Americans.D. Since nonverbal behavior arises from our cultural common sense, we use different systems of understanding gestures, posture, silence, spatial relations, emotiona
26、l expression, touch, physical appearance, and other nonverbal cues. Cultures also attribute different degrees of importance to verbal and nonverbal behavior.E. The difficulty with space preferences is not that they exist, but the judgments that get attached to them. If someone is accustomed to stand
27、ing or sitting very close when they are talking with another, they may see the others attempt to create more space as evidence of coldness, or a lack of interest.F. It is said that a German executive working in the United States became so upset with visitors to his office moving the guest chair to s
28、uit themselves that he had it bolted to the floor.G. Some elements of nonverbal communication are consistent across cultures. For example, research has shown that the emotions of enjoyment, anger, fear, sadness, disgust, and surprise are expressed in similar ways by people around the world. Differen
29、ces surface with respect to which emotions are acceptable to display in various cultural settings, and by whom.（分数：20.00）填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_A. Many studies conclude that children with highly involved fathers, in relation to children with less involved fathers, tend to be more cogniti
30、vely and socially competent, less inclined toward gender stereotyping, more empathic, and psychologically better adjusted. Commonly, these studies investigate both paternal warmth and paternal involvement and findusing simple correlationsthat the two variables are related to each other and to youth
31、outcomes.B. Boys seemed to conform to the sex-role standards of their culture when their relationships with their fathers were warm; regardless of how “masculine“ the fathers were, even though warmth and intimacy have traditionally been seen as feminine characteristics. A similar conclusion was sugg
32、ested by research on other aspects of psychosocial adjustment and on achievement: Paternal warmth or closeness appeared beneficial, whereas paternal masculinity appeared irrelevant.C. The critical question is: How good is the evidence that fathers amount of involvement, without taking into account i
33、ts content and quality, is consequential for children, mothers, or fathers themselves? The associations with desirable outcomes found in much research are actually with positive forms of paternal involvement, not involvement per se. Involvement needs to be combined with qualitative dimensions of pat
34、ernal behavior through the concept of “positive paternal involvement“ developed here.D. Commonly, researchers assessed the masculinity of fathers and of sons and then correlated the two sets of scores. Many behavioral scientists were surprised to discover that no consistent results emerged from this
35、 research until they examined the quality of the father-son relationship. Then they found that when the relationship between masculine fathers and their sons was warm and loving, the boys were indeed more masculine. Later, however, researchers found that the masculinity of fathers per se did not see
36、m to make much difference after all. As summarized by:E. The second domain in which a substantial amount of research has been done on the influence of variations in father love deals with father involvement, that is, with the amount of time that fathers spend with their children (engagement), the ex
37、tent to which fathers make themselves available to their children (accessibility), and the extent to which they take responsibility for their childrens care and welfare (responsibility).F. It is unclear from these studies whether involvement and warmth make independent or joint contributions to yout
38、h outcomes. Moreover, “caring for“ children is not necessarily the same thing as “caring about“ them. Indeed, Lamb concluded from his review of studies of paternal involvement that it was not the simple fact of paternal engagement (i.e., direct interaction with the child), availability, or responsib
39、ility for child care that was associated with these outcomes. Rather, it appears that the quality of the father-child relationship made the greatest difference. J. It. Pleck reiterated this conclusion when he wrote:G. Research by Veneziano and Rohner supports these conclusions. In a biracial sample
40、of 63 African American and European American children, the authors found from multiple regression analyses that father involvement by itself was associated with childrens psychological adjustment primarily insofar as it was perceived by youths to be an expression of paternal warmth (acceptance).H. M
41、any studies looking exclusively at the influence of variations in father love deal with two topics: (1) gender role development and (2) father involvement. Studies of gender role development emerged prominently in the 1940s and continued through the 1970s. This was a time when fathers were considere
42、d to be especially important as gender role models for sons.Order:（分数：20.00）填空项 1:_填空项 1:_填空项 1:_填空项 1:_填空项 1:_A. Physical changesB. Low self-esteemC. Emerging independence and search for identityD. Emotional turbulenceE. Interest in the opposite sexF. Peer pressure and conformityThe transition to a
43、dulthood is difficult. Rapid physical growth begins in early adolescencetypically between the ages of 9 and 13and thought processes start to take on adult characteristics. Many youngsters find these changes distressing because they do not fully understand what is happening to them. Fears and anxieti
44、es can be put to rest by simply keeping an open line of communication and preparing for change before it occurs. The main issues that arise during adolescence are:(1) .A childs self-worth is particularly fragile during adolescence. Teenagers often struggle with an overwhelming sense that nobody like
45、s them, that theyre not as good as other people, that they are failures, losers, ugly or unintelligent.(2) .Some form of bodily dissatisfaction is common among pre-teens. If dissatisfaction is great, it may cause them to become shy or very easily embarrassed. In other cases, teens may act the opposi
46、teloud and angryin an effort to compensate for feelings of self-consciousness and inferiority. As alarming as these bodily changes can be, adolescents may find it equally distressing to not experience the changes at the same time as their peers. Late maturation can cause feelings of inferiority and
47、awkwardness.(3) .Young people feel more strongly about everything during adolescence. Fears become more frightening, pleasures become more exciting, irritations become more distressing and frustrations become more intolerable. Every experience appears king-sized during adolescence. Youngsters having
48、 a difficult adolescence may become seriously depressed and / or engage in self-destructive behavior. Often, the first clue that a teenager needs professional help is a deep-rooted shift in attitude and behavior. Parents should be alert to the warning signs of personality change indicating that a te
49、enager needs help. They include repeated school absences, slumping grades, use of alcohol or illegal substances, hostile or dangerous behavior and extreme withdrawal and reclusiveness.(4) .There is tremendous pressure on adolescents to conform to the standards of their peers. This pressure toward conformity can be dangerous
