1、考博英语（阅读理解）模拟试卷 116及答案与解析 一、 Reading Comprehension 0 That people often experience trouble sleeping in a different bed in unfamiliar surroundings is a phenomenon known as the “first-night“ effect. If a person stays in the same room the following night they tend to sleep more soundly. Yuka Sasaki and h
2、er colleagues at Brown University set out to investigate the origins of this effect. Dr. Sasaki knew the first-night effect probably has something to do with how humans evolved. The puzzle was what benefit would be gained from it when performance might be affected the following day. She also knew fr
3、om previous work conducted on birds and dolphins that these animals put half of their brains to sleep at a time so that they can rest while remaining alert enough to avoid predators (捕食者 ). This led her to wonder if people might be doing the same thing. To take a closer look, her team studied 35 hea
4、lthy people as they slept in the unfamiliar environment of the universitys Department of Psychological Sciences. The participants each slept in the department for two nights and were carefully monitored with techniques that looked at the activity of their brains. Dr. Sasaki found, as expected, the p
5、articipants slept less well on their first night than they did on their second, taking more than twice as long to fall asleep and sleeping less overall. During deep sleep, the participants brains behaved in a similar manner seen in birds and dolphins. On the first night only, the left hemispheres (半
6、球 ) of their brains did not sleep nearly as deeply as their right hemispheres did. Curious if the left hemispheres were indeed remaining awake to process information detected in the surrounding environment, Dr. Sasaki re-ran the experiment while presenting the sleeping participants with a mix of reg
7、ularly timed beeps (蜂鸣声 ) of the same tone and irregular beeps of a different tone during the night. She worked out that, if the left hemisphere was staying alert to keep guard in a strange environment, then it would react to the irregular beeps by stirring people from sleep and would ignore the reg
8、ularly timed ones. This is precisely what she found. 1 What did researchers find puzzling about the first-night effect? （ A） To what extent it can trouble people. （ B） What role it has played in evolution. （ C） What circumstances may trigger it. （ D） In what way it can be beneficial. 2 What do we le
9、arn about Dr. Yuka Sasaki doing her research? （ A） She found birds and dolphins remain alert while asleep. （ B） She found birds and dolphins sleep in much the same way. （ C） She got some idea from previous studies on birds and dolphins. （ D） She conducted studies on birds and dolphins sleeping patte
10、rns. 3 What did Dr. Sasaki do when she first did her experiment? （ A） She monitored the brain activity of participants sleeping in a new environment. （ B） She recruited 35 participants from her Department of Psychological Sciences. （ C） She studied the differences between the two sides of participan
11、ts brains. （ D） She tested her findings about birds and dolphins on human subjects. 4 What did Dr. Sasaki do when re-running her experiment? （ A） She analyzed the negative effect of irregular tones on brains. （ B） She recorded participants adaptation to changed environment. （ C） She exposed her part
12、icipants to two different stimuli. （ D） She compared the responses of different participants. 5 What did Dr. Sasaki find about the participants in her experiment? （ A） They tended to enjoy certain tones more than others. （ B） They tended to perceive irregular beeps as a threat. （ C） They felt sleepy
13、 when exposed to regular beeps. （ D） They differed in their tolerance of irregular tones. 5 Sex prejudices are based on and justified by the ideology that biology is destiny. According to this ideology, basic biological and psychological differences exist between the sexes. These differences require
14、 each sex to play a separate role in social life. Women are the weaker sex both physically and emotionally. Thus, they are naturally suited, much more so than men, to the performance of domestic duties. A womans place, under normal circumstances, is within the protective environment of the home. Nat
15、ure has determined that women play caretaker roles, such as wife and mother and homemaker. On the other hand, men are best suited to go out into the competitive world of work and politics, where serious responsibilities must be taken on. Men are to be the providers; women and children are “dependent
16、s“. The ideology also holds that women who wish to work outside the household should naturally fill these jobs that are in line with the special capabilities of their sex. It is thus appropriate for women, not men, to be employed as nurses, social workers, elementary school teachers, household helpe
17、rs, and clerks and secretaries. These positions are simply an extension of womens domestic role. Informal distinctions between “womens work“ and “mens work“ in the labor force, according to the ideology, are simply a functional reflection of the basic differences between the sexes. Finally, the ideo
18、logy suggests that nature has worked her will in another significant way. For the human species to survive over time, its members must regularly reproduce. Thus, women must, whether at home or in the labor force, make the most of their physical appearance. So goes the ideology. It is, of course, not
19、 true that basic biological and psychological differences between the sexes require each to play sex-defined roles in social life. There is ample evidence that sex roles vary from society to society, and those role differences that to exist are largely learned. But to the degree people actually beli
20、eve that biology is destiny and that nature intended for men and women to make different contributions to society, sex-defined roles will be seen as totally acceptable. 6 Womens place, some people think, is within the protective environment of the home because _. （ A） women can provide better care f
21、or the children （ B） women are too weak to do any agricultural work at all （ C） women are biologically suited to domestic jobs （ D） women can not compete with men in any field 7 According to the author, sex roles _. （ A） are socially determined （ B） are emotionally and physically determined （ C） can
22、 only be determined by what education people take （ D） are biologically and psychologically determined 8 The author points out that the assignments of womens roles in work _. （ A） are determined by what they are better suited to （ B） row out of their position inside the home （ C） reflect a basic dif
23、ference between men and women （ D） are suitable to them, but not to men 9 Which of the following is NOT true according to the passage? （ A） The division of sex-defined roles is completely unacceptable. （ B） Womens roles in work are too limited at present. （ C） In one society, men might perform what
24、is considered womens duties by another. （ D） Some of the womens roles in domestic duties can not be taken over by men. 9 In a sense, the new protectionism is not protectionism at all, at least not in the traditional sense of the term. The old protectionism referred only to trade restricting and trad
25、e expanding devices, such as the tariff or export subsidy. The new protectionism is much broader than this; it includes interventions into foreign trade but is not limited to them. The new protectionism, in fact, refers to how the whole of government intervention into the private economy affects int
26、ernational trade. The emphasis on trade is still there, thus came the term “protection“. But what is new is the realization that virtually all government activities can affect international economic relations. The emergence of the new protectionism in the Western world reflects the victory of the in
27、terventionist, or welfare economy over the market economy. Jab Tumiler writes, “The old protectionism.coexisted, without any apparent intellectual difficulty with the acceptance of the market as a national as well as an international economic distribution mechanism. Indeed, protectionists as well as
28、 (if not more man) free traders stood for laissez faire. Now, as in the 1930s, protectionism is an expression of a profound skepticism as to the ability of the market to distribute resources and incomes to societies satisfaction.“ It is precisely this profound skepticism of the market economy that i
29、s responsible for the protectionism. In a market economy, economic change of various colors implies redistribution of resources and incomes. The same opinion in many communities apparently is that such redistributions often are not proper. Therefore, the government intervenes to bring about a more d
30、esired result. The victory of the welfare state is almost complete in northern Europe. In Sweden, Norway, Finland, Denmark, and the Netherlands, government intervention in almost all aspects of economic and social life is considered normal. In Great Britain this is only somewhat less true. Governmen
31、t traditionally has played a very active role in economic life in France and continued to do so. Only West Germany dares to go against the tide towards excessive interventionism in Western Europe. It also happens to be the most successful Western European economy. The welfare state has made signific
32、ant progress in the United States as well as in Western Europe. Social security, unemployment insurance, minimum wage laws, and rent control are by now traditional welfare state elements on the American scene. 10 This passage is primarily concerned with discussing _. （ A） the definition of the new p
33、rotectionism （ B） the difference between new and old protectionism （ C） the emergence of the new protectionism in the Western world （ D） the significance of the welfare state 11 Which of the following statements is NOT a characteristic of a welfare state mentioned in this passage? （ A） Free educatio
34、n is available to a child. （ B） Laws are made to fix the minimum wage. （ C） A jobless person can be insured. （ D） There are regulations for rent. 12 Which of the following inferences is true, according to this passage? （ A） The economy developed faster in welfare states than in non-welfare states. （
35、 B） In the 1930s, protectionism began to rise. （ C） The new protectionism is so called mainly because it is the latest. （ D） Government plays a more active role in economic life in Northern Europe than in Great Britain. 13 The passage supplies information for answering which of the following questio
36、ns? （ A） When did the new protectionism arise? （ B） Why is the new protectionism so popular in northern European countries? （ C） Does the American government play a more active role in economic life than the British government? （ D） Why does the government intervene in economic life? 13 It has been
37、argued that where schools become bureaucratized, they become bound up with the techniques and implementation of the managerial process, and may concentrate on concern with position and self-advancement. In so doing, they may neglect the purpose for which they were set up. Thus, they do not facilitat
38、e the development of those who are part of the school community, and tend to neglect the desires of children, parents and society at large. It is because of such criticisms that there has been an increasing influence in political rhetoric and legislation of free-market theories of organization and s
39、ociety. Such theories suggest that a much more market-oriented, competitive approach is required so that schools reorient themselves towards their “clients“. By so doing, it is claimed, not only do they once again address the needs of those with whom they should be primarily concerned, but such an a
40、pproach also unleashes the benefits of individual responsibility, freedom of choice, and reward. Though much of this sounds attractive, it has its roots as much in an economic body of thought as in social and political theory, and this must raise the question of whether it can be viably transferred
41、to an educational context. Indeed, if by “educational“ we mean the development of all within the school community, then free-market theory may miss the mark by concentrating on only one section, “the consumers“. If teachers are seen as part of this community, then their development is just as import
42、ant. If bureaucratic forms of management face the problem of explaining how their values can be objective when they are in fact the product of a particular value orientation, the forms of management derived from free-market theories, suggesting an openness to the adoption of different sets of values
43、, are subject to the charge of relativism. In other words, free-market theories, granted that they are arguing that individuals should be allowed to pursue their own ends, must explain why any set of values, including their own, is preferable to another. 14 According to the author, criticism of scho
44、ols arises from _. （ A） concerns that schools deliberately neglect students （ B） the high cost of education due to bureaucracy （ C） a perception of them as self-serving and bureaucratic （ D） a misunderstanding of schools officials 15 The “school community“ (Line 4 Para. 4) the author refers to would
45、 probably include _. （ A） students （ B） students and parents （ C） students, parents and teachers （ D） teachers and students 16 The transfer of free market ideas to the schools may fail because _. （ A） schools have no real clients （ B） they concentrate only on the consumer and do not include teachers
46、 （ C） schools are totally different from the free market （ D） they have no solid purpose in their aims 17 According to the text, criticism of free market solutions in education arise from the fact that _. （ A） they do not explain why their set of values are better than others （ B） their values are t
47、oo subjective （ C） their values are too different from those within an educational context （ D） the educational context is not a free market 18 The “charge of relativism“ mentioned in the last paragraph is meant to show _. （ A） the values are too narrow-minded （ B） the values are not specific enough
48、 （ C） the values are too self-serving （ D） the values are not strongly held 考博英语（阅读理解）模拟试卷 116答案与解析 一、 Reading Comprehension 1 【正确答案】 D 【试题解析】 本题可参照文章的第 2段。从文章的第 2段可知， “第一夜 ”效应会对第二天的表现造成影响。既然如此，人类在进化中为何会出现这种现象，好处是什么呢 ? 据此可知， D项正确。 A、 C两项 不正确，文中并没有提及。 B项不正确，文中提及 “第一夜 ”效应与进化有关，但并没有介绍其充当的角色，属于过度引申。 D项与
49、文章的意思相符，因此 D项为正确答案。 2 【正确答案】 C 【试题解析】 本题可参照文章的第 2段。从文章的第 2段可知，她从之前有关鸟类和海豚的研究中获得了一些想法，由此进行实验以验证她的想法。据此可知， C项正确。 A、 B两项不正确，这都是以前的研究发现，并非佐佐木博士的研究发现。 D项不正确，前人研究过鸟类和海豚的睡觉模式，而佐佐木博士研究的是人类的睡觉情况。 C项与文章的意思相符，因此 C项为正确答案。 3 【正确答案】 A 【试题解析】 本题可参照文章的第 2段。从文章的第 2段可知，佐佐木博士在第一次实验时招募了 35名志愿者，检测他们在陌生环境中睡觉时第一晚大脑的活动情况。据此可知， A项正确。 B、 C两项不正确，这两项只是其中的细节，并非主要内容。而且，佐佐木博士的实验验证了有关鸟类和海豚的发现，而不是在参与者身上测试，所以 D项不正确。 A项与文章的意思相符，因此 A项为正确答案。 4 【正确答案】 C 【试题解析】 本题可参照文章的第 3段。从文章的第 3段可知，佐佐木博士在第二 次实验时，在参与者在夜晚进入睡眠后，加入了同种音调规律的定时蜂鸣声和不同音调无规律的蜂鸣声的混合，从而测试大脑左半球是否会对打扰人们睡眠的不规律
