[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"$f-4T4-ZWwf8NcmjMCOjxC46JyHi20NIqGJRwpf-QKP_g":3},{"answer":4,"createTime":5,"id":6,"options":7,"origin":8,"question":12,"related":13,"source":19,"type":20},[],"2023-12-25 23:18:17",121676852,[],{"courseId":9,"courseImg":10,"courseName":11},"72263a47e060abcf0fad1a3c66d0dae5","https:\u002F\u002Ftihai-oss-cloud.itihey.com\u002Fimg\u002Fb41e4e0f0549a7614d5f77ae28d51c32.png","大学英语A（Ⅱ）2023-2024-1","长篇阅读Section B Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2. (答案只需填写段落前面的大写字母,例如,假设第1句话匹配第A段,那么答案就填A) There's a stress gap between men and women A) "I used to work very hard. I love to create things, grow them and solve problems", said Meng Li, a successful app developer in San Francisco. "I didn't really care about my mind and my body until they decided to go on strike." B) Ms. Li said her stress led to sleeplessness. When she did sleep, she experienced "problem-solving dreams", which left her feeling unrested when she woke up. "After I became a first-time mother, I quickly realized I was so busy caring for other people and work that I felt like I'd lost myself," she said. C) It's a common story- one we frequently ridicule and readily dismiss, for example, by claiming that women tend to complain more than men, despite the growing sum of research that underlines the problem. Women are twice as likely to suffer from severe stress and anxiety as men, according to a 2016 study published in The Journal of Brain & Behavior. The American Psychological Association reports a gender gap year after year showing that women consistently report higher stress levels. Clearly, a stress gap exists. D) "The difference is not really news to me, as a clinical psychologist," said Erin Joyce, a women and couples therapist in Los Angeles. "It's been well documented in extensive research over the years that prevalence rates for the majority of the anxiety disorders are higher in women than men." Some people may argue that this is merely reported data, and they say many men feel the same pressures as women in terms of fulfilling responsibilities at work and home. In other words, we're all really, really stressed. E) "The difference, however, is in the nature and scope of these responsibilities in the home environment in particular," Dr. Joyce said. For example, the United Nations reported that women do nearly three times as much unpaid domestic work as men. The problem is, housework is often overlooked as work, even though it is often as laborious (or in some cases, more so) as any paid job. As the scholar Silvia Federici put it in 1975, the unpaid nature of domestic work reinforces the assumption that "housework is not work, thus preventing women from struggling against it." F) It's not just inside the home, though. Research from Nova Southeastern University found that female managers were more likely than male managers to display "'surface acting," or forcing emotions that are not wholly felt. "They expressed optimism, calmness and sympathy even when these were not the emotions that they were actually feeling," the study said. G) Surface acting is a prime example of "emotional labor," a concept that the writer Jess Zimmerman made familiar in a 2015 essay. The essay sparked a massive thread on the internet community blog MetaFilter. Hundreds of women spoke up about their own experience with emotional labor: the duties that are expected of them, but go unnoticed. These invisible duties become apparent only when you don't do them. Like domestic labor, emotional labor is generally dismissed and not labeled work. But research shows it can be just as exhausting as paid work. Emotional labor can lead to difficulty in sleeping and family conflict. Sure, circumstantial stress, like losing a job, may lead to these same issues. But emotional labor is not circumstantial. It's an enduring responsibility based on the socialized gender role of women. H) Like Ms. Li, many women try to manage the added stress to reach what Dr. Joyce said was an unattainable ideal. "Some professional women aim to do it all. They want to reach the top of the corporate ladder and fly like supermom," she said. When women don't reach this ideal, they feel guilty; and even more stressed. After her own struggle with this, Ms. Li took a step back and used her experience to build Sanity & Self, a self-care app and platform for overworked women. "The realizations I had in that process helped me gain insights and ultimately got me ready to integrate self-care into my daily life," she said. I) The stress problem extends beyond mental health when you consider the link between stress, anxiety and heart health. Worse, most of what we know about heart disease comes from studies involving men. However, "there are many reasons to think that it's different in women," Harvard Medical School reported. For example, women are more likely to experience disturbed sleep, anxiety and unusual fatigue before a heart attack. Stress is so normalized that it is easy for women to shrug off those symptoms as simply the consequences of stress. Many women also do not experience chest pain before a heart attack the way men do, which leads to fewer women discovering problematic heart issues. Harvard reports that women are "much more likely than men to die within a year of having a heart attack" and "many women say their physicians sometimes don't even recognize the symptoms." J) The good news is, women are more likely than men to take charge of their stress and manage it, the American Psychological Association reports. The concept of self-care, at its core, is quite simple. "The basics of adequate sleep, healthy diet and exercise are a good place to start," Dr. Joyce said. "Support from trusted relationships is vital. This includes professional support from various health and wellness providers if stress is becoming increasingly overwhelming." K) Disconnecting from work and home responsibilities is also obviously important. But it's much easier said than done. It is important to understand what causes your stress in the first place. "Get really specific with what's stressing you out," Ms. Li said. "We often chalk up our stress to broad experiences like work. But work stress can take many different forms. Is a colleague being disrespectful of your time? Is a boss undermining your day-to-day control over decision making? These are different causes of stress and can benefit from different kinds of self-care." L) Ideally, your spouse or partner will be supportive, rather than dismissive, of your stress. It is important to talk through these issues before they come to a head. "Women working outside of the home should make an effort to have a conscious conversation with their partners about more equitable sharing of household and family responsibilities," Dr. Joyce said. 1. Some career women who aim high tend to feel guilty if they fail to achieve their goals. 2. The unpaid housework done by women is triple that done by men. 3. It is reported that women consistently suffer more from severe stress than men. 4. Women are advised to identify the specific causes of their stress so that steps can be taken to deal with it. 5. One study showed that women managers often expressed positive emotions that they didn,t really feel. 6. Women tend to mistake signs of heart attacks for symptoms of stress. 7. For a time an app developer in America was so busy attending to work and family that she suffered from sleeplessness. 8. The emotional labor women do is noticed only when it is not done. 9. Dr. Joyce suggests that apart from self-care, women should seek professional support if they experience severe stress. 10. Some people believe that there may not exist a stress gap between men and women",[14,21,26,31,36,41,46,51,56,61],{"answer":15,"createTime":5,"id":16,"options":17,"question":18,"source":19,"type":20},[],121676833,[],"长篇阅读Section B Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2. (答案只需填写段落前面的大写字母,例如,假设第1句话匹配第A段,那么答案就填A) How to Eat Well A) Why do so many Americans eat tons of processed food, the stuff that is correctly called junk(垃圾)and should really carry warning labels? B) It's not because fresh ingredients are hard to come by. Supermarkets offer more variety than ever, and there are over four times as many farmers' markets in the US as there were 20 years ago. Nor is it for lack of available information. There are plenty of recipes(食谱), how-to videos and cooking classes available to anyone who has a computer, smartphone or television. If anything, the information is overwhelming. C) And yet we aren't cooking. If you eat three meals a day and behave like most Americans, you probably get at least a third of your daily calories(卡路里)outside the home. Nearly two-thirds of us grab fast food oncea week. and we get almost 25% of our daily calories from snacks. So we 're eating out or taking in. and wedon't sit down—or we do, but we hurry. D) Shouldn't preparing—and consuming food—be a source of comfort. pride. health. well-being, relaxation, sociability? Something that connects us to other humans? Why would we want to outsource(外包)this basic task, especially when outsoureing it is so harmful? E) When I talk about cooking, I'm not talking about creating elaborate dinner parties or three-day science projects. I'm talking about simple, easy, everyday meals. My mission is to encourage green hands and those lacking time or money to feed themselves. That means we need modest, realistic expectations, and we need to teach people to cook food that's good enough to share with family and friends. F) Perhaps a return to real cooking needn't be far off. A recent Harris poll revealed that 79% of Americans say they enjoy cooking and 30% "love it"; 14% admit to not enjoying kitchen work and just 7% won't go near the stove at all. But this doesn't necessarily translate to real cooking, and the result of this survey shouldn't surprise anyone: 52% of those 65 or older cook at home five or more times per week; only a third of young people do. G) Back in the 1950s most of us grew up in houscholds where Mom cooked virtually every night. The intention to put a home-cooked meal on the table was pretty much universal. Most people couldn't afford to do otherwise. H) Although frozen dinners were invented in the 40s, their popularity didn't boom until televisions became popular a decade or so later. Since then, packaged, pre-prepared meals have been what's for dinner. The microwave and fast-food chains were the biggest catalysts(催化剂), but the big food companies—which want to sell anything except the raw ingredients that go into cooking—made the home cook an endangered species. I) Still, I find it strange that only a third of young people report preparing meals at home regularly. Isn't this the same crowd that rails against processed junk and champions craft cooking? And isn't this the generation who say they're concerned about their health and the well-being of the planet? If these are truly the values of many young people. then their behavior doesn't match their beliefs. J) There have been half-hearted but well-publicized efforts by some food companies to reduce calories in their processed foods, but the Standard American Diet is still the polar opposite of the healthy, mostly plant-based diet that just about every expert says we should be eating. Considering that the government's standards are not nearly ambitious enough, the picture is clear: by not cooking at home, we're not eating the right things, and the consequences are hard to overstate. K) To help quantify(量化)the costs of a poor diet, I reently tried to estimate this impact in terms of a most famous food, the burger. I concluded that the profit from burgers is more than offset(抵消)by the damage they cause in health problems and environmental harm. L) Cooking real food is the best defense not to mention that any meal you're likely to eat at home contains about 200 fewer calories than one you would eat in a restaurant. M) To those Americans for whom money is a concern, my advice is simple: Buy what you can afford, and cook it yourself. The common prescription is to primarily shop the grocery store, since that's where fresh produce, meat and seafood, and dairy are. And to save money and still eat well you don't need local, organic ingredients; all you need is real food. I'm not saying local food isnt better; it is. But there is plenty of decent food in the grocery stores. N) The other sections you should get to know are the frozen foods and the canned goods. Frozen produce is still-produce; canned tomatoes are still tomatoes. Just make sure you're getting real food without tons of added salt or sugar. Ask yourself, would Grandma consider this food? Does it look like something that might occurin nature? It's pretty much common sense; you want to buy food, not unidentifiable foodlike objects. O) You don't have to hit the grocery store daily, nor do you need an abundance of skill. Since fewer than half of Americans say they cook at an intermediate level and only 20% describe their cooking skills as advanced, the crisis is one of confidence. And the only remedy for that is practice. There's nothing mysterious about cooking the evening meal. You just have to do a little thinking ahead and redefine what qualifies as dinner. Like any skill, cooking gets easier as you do it more; every time you cook, you advance your level of skills. Someday you won't even need recipes. My advice is that you not pay attention to the number of steps and ingredients, because they can be deceiving. P) Time, I realize, is the biggest obstacle to cooking for most people. You must adjust your priorities to find time to cook. For instance, you can move a TV to the kitchen and watch your favorite shows while you're standing at the sink. No one is asking you to give up activities you like, but if you' re watching food shows on TV, try cooking instead. 1. Cooking benefits people in many ways and enables them to connect with one another. 2. Abundant information about cooking is available either online or on TV. 3. Young people do less cooking at home than the elderly these days. 4. Cooking skills can be improved with practice. 5. In the mid-20th century, most families ate dinner at home instead of eating out. 6. Even those short of time or money should be encouraged to cook for themselves and their family. 7. Eating food not cooked by ourselves can cause serious consequences. 8. To eat well and still save money, people should buy fresh food and cook it themselves. 9. We get a fairly large portion of calories from fast food and snacks. 10. The popularity of Tv led to the popularity of frozen food","v1",9,{"answer":22,"createTime":5,"id":23,"options":24,"question":25,"source":19,"type":20},[],121676835,[],"长篇阅读Section B Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2. (答案只需填写段落前面的大写字母,例如,假设第1句话匹配第A段,那么答案就填A) Doctor's orders: Let children just play A)Imagine a drug that could enhance a child's creativity and critical thinking. Imagine that this drug were simple to make, safe to take, and could be had for free. The nation's leading pediatricians(儿科医生)say this miracle compound exists. In a new clinical report, they are urging doctors to prescribe it liberally to the children in their care. B)"This may seem old-fashioned, but there are skills to be learned when kids aren't told what to do,"said Dr.Michael Yogman, a Harvard Medical School pediatrician who led the drafting of the call to arms.Whether it's rough physical play, outdoor play or pretend play, kids derive important lessons from the chance to make things up as they go, he said. C)The advice, issued Monday by the American Academy of Pediatrics, may come as a shock to some parents. After spending years fretting(烦恼) over which toys to buy, which apps to download and which skill-building programs to send their kids to after school, letting them simply play-or better yet, playing with them-could seem like a step backward. The pediatricians insist that it's not. The academy's guidance does not include specific recommendations for the dosing of play. Instead, it asks doctors to advise parents before their babies tun two that play is essential to healthy development. D)"Play is not silly behavior," the academy's report declares. It fosters children's creativity cooperation, and problem-solving skills-all of which are critical for a 21st-century workforce. When parents engage in play with their children. it builds a wall against the harmful effects of al kinds of stress, including poverty, the academy says. In the pediatricians' view, essentially every life skill that's valued in adults can be built up with play." Collaboration, negotiation, decision, maling, creativity, leadership, and increased physical activity are just some of the skills and benefits children gain through play," they wrote. The pediatricians' appeal comes as kids are being squeezed by increasing academic demands at school and the constant invasion of digital media. E)The trends have been a long time coming. Between 1981 and 1997,detailed time-use studies showed that the time children spent at play declined by 25 percent. Since the adoption of sweeping education reforms in 2001, public schools have steadily increased the amount of time devoted to preparing for standardized tests. The focus on academic "skills and drills" has cut deeply into recess(课间休息) and other time for free play. F)By 2009, a study of Los Angeles kindergarten classrooms found that five-year-olds were so burdened with academic requirements that they were down to an average of just 19 minutes per day of"choice time,"when they were permitted to play freely with blocks, toys or other children. One in four Los Angeles teachers reported there was no time at all for "free play." Increased academic pressures have left 30 percent of U.S. kindergarten classes without any recess. Such findings prompted the American Academy of Pediatrics to issue a policy statement in 2013 on the "crucial role of recess in school." G)Pediatricians aren't the only ones who have noticed. In a report titled"Crisis in the Kindergarten," a group of educators, health professionals and child advocates called the loss of play in early childhood "a tragedy, both for the children themselves and for our nation and the world. " Kids in play-based kindergartens" end up equally good or better at reading and other intellectual skills, and they are more likely to become well-adjusted healthy people," the Alliance for Childhood said in2009.Indeed, new research demonstrates why playing with blocks might have been time better spent, Yogman said. The trial assessed the effectiveness of an early mathematics intervention(干预) aimed at preschoolers. The results showed almost no gains in math achievement. H)Another playtime thief:the growing proportion of kids'time spent in front of screens and digital devices,even among preschoolers. Last year, Common Sense Media reported that children up through age eight spent an average of two hours and 19 minutes in front of screens each day. including an average of 42 minutes a day for those under two. This increase of digital use comes with rising risks of obesity, sleep deprivation and cognitive(认知的),language and social- emotional delays,the American Academy of Pediatrics warned in 2016. I)"I respect that parents have busy lives and it's easy to hand a child an iPhone," Yogman said."But there's a cost to that. For young children, it's much too passive. And kids really learn better when they're actively engaged and have to really discover things." J)The decline of play is a special hazard for the roughly 1 in 5 children in the United States who live in poverty. These 14 million children most urgently need to develop the resilience(韧劲) that is cultivated with play. Instead, Yogman said, they are disproportionately affected by some of the trends that are making play scarce: academic pressures at schools that need to improve test scores, outside play areas that are limited or unsafe, and parents who lack the time or energy to share in playtime. K)Yogman also worries about the pressures that squeeze playtime for more affluent kids. "The notion that as parents we need to schedule every minute of their time is not doing them a great service," he said.Even well-meaning parents may be"robbing them of the opportunity to have that joy of discovery and curiosity-the opportunity to find things out on their own." L)Play may not be a hard sell to kids. But UCLA pediatrician Carlos Lerner acknowledged that the pediatricians' new prescription may meet with skepticism(怀疑) from parents, who are anxious for advice on how to give their kids a leg up in the world. They should welcome the simplicity of the message, Lerner said. "It's liberating to be able to offer them this advice: that you spending time with your child and letting him play is one of the most valuable things you can do," he said."It doesn't have to involve spending a lot of money or time, or joining a parenting group. It's something we can offer that's achievable. They just don't recognize it right now as particularly valuable." 1.Increased use of digital devices steals away children's playtime. 2.Since the beginning of this century, an increasing amount of time has been shifted in public schools from recess to academic activities. 3.It has been acknowledged that while kids may welcome pediatricians' recommendation, their parents may doubt its feasibility. 4.According to some professionals, deprivation of young children's playtime will do harm not only to children themselves but to the country and the world. 5.By playing with children, parents can prevent them from being harmed by stress. 6.Playing with digital devices discourages kids from active discovery, according to pediatrician Dr. Michael Yogman. 7.The suggestion of letting children simply play may sound like going backwards to parents who want to help build their children's skills. 8.Dr.Michael Yogman believes the idea that parents should carefully schedule children's time may not be helpful to their growth. 9.One guarter of teachers in an American city said that children in kindergartens had no time for playing freely 10.According to a pediatrician, no matter what kind of play children engage in, they are learning how to create things",{"answer":27,"createTime":5,"id":28,"options":29,"question":30,"source":19,"type":20},[],121676836,[],"长篇阅读Section B Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.(答案只需填写段落前面的大写字母,例如,假设第1句话匹配第A段,那么答案就填A) Why Are Asian Americans Missing from Our Textbooks? A)I still remember my fourth-grade social studies project. Our class was studying the Gold Rush, something all California fourth-graders learned. I was excited because I had asked to research Chinese immigrants during that era. Growing up in the San Francisco Bay Area, I had always known that "San Francisco" translated to "Gold Mountain" in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in the 1850s, eager to try their luck in the gold mines. Now I'd have the chance to learn about them. B)My excitement was short-lived. I remember heading to the library with my class and asking for help. I remember the librarian's hesitation. She finally led me past row after row of books, to a corner of the library where she pulled an oversized book off the shelf. She checked the index and turned over to a page about early Chinese immigrants in California. That was all there was in my entire school library in San Francisco, home of the nation's first Chinatown. That was it. C)I finally had the opportunity to learn about Asian Americans like myself, and how we became part of the fabric of the United States when I took an introductory class on Asian-American history in college. The class was a revelation I realized how much had been missing in my textbooks as I grew up. My identity had been shaped by years of never reading, seeing, hearing, or learning about people who had a similar background as me. Why, I wondered, weren't the stories, histories, and contributions of Asian Americans taught in K-12 schools, especially in the elementary schools? Why are they still not taught? D)Our students-Asian, Latino, African American, Native American, and, yes, white-stand to gain from a multicultural curriculum. Students of color are more engaged and earn better grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new perspectives. E)For decades, activists have called for schools to offer anti-racism or multicultural curricula. Yet a traditional American K-12 curriculum continues to be taught from a Eurocentric point of view. Being multicultural often falls back on weaving children of color into photographs, or creating a few supporting characters that happen to be ethnic-an improvement, but superficial nonetheless. Elementary school classrooms celebrate cultural holidays-Lunar New Year! Red envelopes! Lion dancers!-but they're quick to gloss over(掩饰)the challenges and injustices that Asian Americans have faced. Most students don't, for example, learn about the laws that for years excluded Asians from immigrating to the US. They don't hear the narratives of how and why Southeast Asian refugees(难民)had to rebuild their lives here. F)Research into what students learn in school has found just how much is missing in their studies. In an analysis, Christine Sleeter, a professor in the College of Professional Studies at California State University, Monterey Bay, reviewed California's history and social studies framework, the curriculum determined by state educators that influences what is taught in K-12 classrooms. Of the nearly 100 Americans recommended to be studied,77% were white,18% African American,4% Native American, and 1% Latino. None were Asian American. G)Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems." There hasn't been much progress," says Nicholas Hartlep, an assistant professor at Metropolitan State University. His 2016 study of K-12 social studies textbooks and teacher manuals found that Asian Americans were poorly represented at best, and subjected to racist caricatures(拙劣的模仿) at worst. The wide diversity of Asian Americans was overlooked; there was very little mention of South Asians or Pacific Islanders, for example. And chances were, in the images, Asian Americans appeared in stereotypical(模式化的)roles, such as engineers. H)Teachers with a multicultural background or training could perhaps overcome such curriculum challenges, but they're few and far between. In California,65% of K-12 teachers are white, compared with a student population that is 75% students of color. Nationwide, the gap is even greater. It isn't a requirement that teachers share the same racial or ethnic background as their students, but the imbalance poses challenges, from the potential for unconscious bias to a lack of knowledge or comfort in discussing race and culture. I)How race and ethnicity is taught is crucial, says Allyson Tintiangco-Cubales, an Asian-American studies professor at San Francisco State University. She added that it's not so much about the teacher's background but about training." You can have a great curriculum but if you don't have teachers dedicated(专注于)to teaching it well," she says," it won't work as well as you want it to." J)Some teachers are finding ways to expose students to Asian-American issues-if not during school hours, then outside of them. This summer, Wilson Wong will lead a class of rising fifth-graders at a day camp dedicated to Chinese culture and the Chinese-American community in Oakland. K)And despite setbacks, the tide may finally be turning. California legislators passed a bill last year that will bring ethnic studies to all its public high schools. Some school districts, including San Francisco and Los Angeles, already offer ethnic studies at its high schools. High schools in Portland, Chicago, and elsewhere have either implemented or will soon introduce ethnic studies classes. And, as more high schools begin teaching it, the door could crack open for middle schools, and, perhaps inevitably, elementary schools, to incorporate a truly more multicultural curriculum Doing so will send an important message to the nation's youngest citizens: Whatever your race OI ethnicity, you matter. Your history matters. Your story matters. 1.While cultural holidays are celebrated. the injustices experienced by Asian Americans are not exposed in elementary school classrooms. 2.Little information can be found about Chinese immigrants in the author's school library. 3.A middle school teacher is making a great effort to help students learn about the contributions made by Chinese immigrants to America 4.No Asian Americans were included in the list of historical figures recommended for study in K-12 classrooms. 5.There is an obvious lack of teachers with a multicultural perspective to meet the curriculum challenges in America. 6.Students of ethnic backgrounds learn better from a multicultural curriculum. 7.Now more and more high schools in America are including ethnic studies in their curriculums. 8.Astudy of some K-12 textbooks and teacher manuals showed that Asian Americans were inadequately and improperly represented in them. 9.When taking a class in college, the author realized that a lot of information about Asian Americans was left out of the textbooks he studied. 10.An Asian-American studies professor placed greater emphasis on teacher training than on teachers' background",{"answer":32,"createTime":5,"id":33,"options":34,"question":35,"source":19,"type":20},[],121676841,[],"长篇阅读Section B Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.(答案只需填写段落前面的大写字母,例如,假设第1句话匹配第A段,那么答案就填A) The Place Where the Poor Once Thrived A)This is the land of opportunity. If that weren't already implied by the landscape-rolling green hills palm trees, sun-kissed flowers-then it's evident in the many stories of people who grew up poor in these sleepy neighborhoods and rose to enormous success. People like Tri Tran, who fled Vietnam on a boat in 1986, showed up in San Jose with nothing, made it to MIT, and then founded the food-delivery start-up Munchery, which is valued at $ 300 million. B)Indeed, data suggests that this is one of the best places to grow up poor in America. A child born in the. early 1980s into a low-income family in San Jose had a 12.9 percent chance of becoming a high earner as an adult, according to a landmark study released in 2014 by the economist Raj Chetty and his colleagues from Harvard and Berkeley. That number--12.9 percent-may not seem remarkable, but it was: Kids in San Jose whose families fell in the bottom quintile(五分位数)of income nationally had the best shot in the country at reaching the top quintile. C)By contrast, just 4.4 percent of poor kids in Charlotte moved up to the top; in Detroit the figure was 5.5percent. San Jose had social mobility comparable to Denmark's and Canada's and higher than other progressive cities such as Boston and Minneapolis. D)The reasons kids in San Jose performed so well might seem obvious. Some of the world's most innovative companies are located here, providing opportunities such as the one seized by a 12-year-old Mountain View resident named Steve Jobs when he called William Hewlett to ask for spare parts and subsequently received a summer job. This is a city of immigrants-38 percent of the city's population today is foreign-born-and immigrants and their children have historically experienced significant upward mobility in America. The city has long had a large foreign-born population (26.5 percent in1990), leading to broader diversity, which, the Harvard and Berkeley economists say, is a good predictor of mobility. E)Indeed, the streets of San Jose seem, in some ways, to embody the best of America. It's possible to drive in a matter of minutes from sleek(光亮的)office towers near the airport where people pitch ideas to investors, to single-family homes with orange trees in their yards, or to a Vietnamese mall. The libraries here offer programs in 17 languages, and there are areas filled with small businesses owned by Vietnamese immigrants, Mexican immigrants, Korean immigrants, and Filipino immigrants, to name a few. F)But researchers aren't sure exactly why poor kids in San Jose did so well. The city has a low prevalence of children growing up in single-parent families, and a low level of concentrated poverty, both factors that usually mean a city allows for good intergenerational mobility. But San Jose also performs poorly on some of the measures correlated with good mobility. It is one of the most unequal places out of the741 that the researchers measured, and it has high degrees of racial and economic segregation(隔离). Its schools underperform based on how much money there is in the area, said Ben Scuderi, predoctoral fellow at the Equality of Opportunity Project at Harvard, which uses big data to study how to improve economic opportunities for low-income children. "There's a lot going on here which we don't totally understand," he said."It's interesting, because it kind of defies our expectations." G)The Chetty data shows that neighborhoods and places mattered for children born in the San Jose area of the 1980s.Whether the city still allows for upward mobility of poor kids today, though, is up for debate. Some of the indicators such as income inequality, measured by the Equality of Opportunity Project for the year 2000, have only worsened in the past 16 years. H)Some San Jose residents say that as inequality has grown in recent years, upward mobility has become much more difficult to achieve. As Silicon Valley has become home to more successful companies, the flood of people to the area has caused housing prices to skyrocket. By most measures, San Jose is no longer a place where low-income, or even middle-income families, can afford to live. Rents in San Jose grew 42.6 percent between 2006 and 2014, which was the largest increase in the country during that time period. The city has a growing homelessness problem, which it tried to address by shutting down "The Jungle," one of the largest homeless encampments(临时住地)in the nation,in2014.Inequality is extreme. The Human Development Index-a measure of life expectancy, education and percapita (人均的) income gives East San Jose a score of 4.85 out of 10,while nearby Cupertino, where Apple's headquarters sits, receives a 9.26.San Jose used to have a happy mix of factors-cheap housing, closeness toa rapidly developing industry, tightly-knit immigrant communities-that together opened up the possibility of prosperity for even its poorest residents. But in recent years, housing prices have skyrocketed, the region's rich and poor have segregated, and middle-class jobs have disappeared. Given this, the future for the region's poor doesn't look nearly as bright as it once did. I)Leaders in San Jose are determined to make sure that the city regains its status as a place where even poor kids can access the resources to succeed. With Silicon Valley in its backyard, it certainly has the chance to do so. "I think there is a broad consciousness in the Valley that we can do better than to leave thousands of our neighbors behind through a period of extraordinary success," San Jose Mayor Sam Liccardo said. J)But in today's America a land of rising inequality, increasing segregation, and stagnating(不增长的) middle-class wages can the San Jose region really once again become a place of opportunity? K)The idea that those at the bottom can rise to the top is central to America's ideas about itself. That such mobility has become more difficult in San Jose raises questions about the endurance of that foundational belief. After all, if the one-time land of opportunity can't be fixed, what does that say for the rest of America? 1.According to some people living in San Jose, it has become much harder for the poor to get ahead due to the increased inequality 2.In American history, immigrants used to have a good chance to move upward in society. 3.If the problems of San Jose can't be solved, one of America's fundamental beliefs about itself can be shaken. 4.San Jose was among the best cities in America for poor kids to move up the social ladder. 5.Whether poor kids in San Jose today still have the chance to move upward is questionable. 6.San Jose's officials are resolved to give poor kids access to the resources necessary for success in life 7.San Jose appears to manifest some of the best features of America 8.As far as social mobility is concerned, San Jose beat many other progressive cities in America. 9.Due to some changes like increases in housing prices in San Jose, the prospects for its poor people have dimmed. 10.Researchers do not have a clear idea why poor children in San Jose achieved such great success several decades ago",{"answer":37,"createTime":5,"id":38,"options":39,"question":40,"source":19,"type":20},[],121676842,[],"长篇阅读Section B Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.(答案只需填写段落前面的大写字母,例如,假设第1句话匹配第A段,那么答案就填A) Poverty is a story about us, not them A)Too often still, we think we know what poverty looks like. It's the way we've been taught, the images we've been force-fed for decades. The chronically homeless. The undocumented immigrant. The urban poor, usually personified as a woman of color, the "welfare queen" politicians still too often reference. B)But as income inequality rises to record levels in the United States, even in the midst of a record economic expansion, those familiar images are outdated, hurtful, and counterproductive to focusing attention on solutions and building ladders of opportunity. C)Today's faces of income inequality and lack of opportunity look like all of us. It's Anna Landre, a disabled Georgetown University student fighting to keep health benefits that allow her the freedom to live her life. It's Tiffanie Standard, a counselor for young women of color in Philadelphia who want to be tech entrepreneurs-but who must work multiple jobs to stay afloat. It's Ken Outlaw, a welder in rural North Carolina whose dream of going back to school at a local community college was dashed by Hurricane Florence-just one of the extreme weather events that have tipped the balance for struggling Americans across the nation. D)If these are the central characters of our story about poverty, what layers of perceptions, myths, and realities must we unearth to find meaningful solutions and support? In pursuit of revealing this complicated reality, Mothering Justice, led by women of color, went last year to the state capital in Lansing, Michigan, to lobby on issues that affect working mothers. One of the Mothering Justice organizers went to the office of a state representative to talk about the lack of affordable childcare the vestiges(兆迹)of a system that expected mothers to stay home with their children while their husbands worked. A legislative staffer dismissed the activist's concerns, telling her "my husband took care of that-I stayed home." E)That comment, says Mothering Justice director Danielle Atkinson, "was meant to shame" and relied on the familiar notion that a woman of color concerned about income inequality and programs that promote mobility must by definition be a single mom, probably with multiple kids. In this case, the Mothering Justice activist happened to be married. And in most cases in the America of 2019, the images that come to mind when we hear the words poverty or income inequality fail miserably in reflecting a complicated reality: poverty touches virtually all of us. The face of income inequality, for all but a very few of us, is the one we each see in the mirror. F)How many of us are poor in the U.S.? It depends on who you ask. According to the Census Bureau 38 million people in the U. S. are living below the official poverty thresholds. Taking into account economic need beyond that absolute measure, the Institute for Policy Studies found that 140 million people are poor or low income. That's almost half the U.S. population. G)Whatever the measure, within that massive group, poverty is extremely diverse. We know that some people are more affected than others, like children, the elderly, people with disabilities, and people of color. H)But the fact that 4 in 10 Americans can't come up with $ 400 in an emergency is a commonly cited statistic for good reason: economic instability stretches across race, gender, and geography. It even reaches into the middle classes, as real wages have stagnated(不增长)for all but the very wealthy and temporary spells of financial instability are not uncommon. I)Negative images remain of who is living in poverty as well as what is needed to move out of it. The big American myth is that you can pull yourself up by your own efforts and change a bad situation into a good one. The reality is that finding opportunity without help from families, friends, schools, and community is virtually impossible. And the playing field is nothing close to level. J)The Frame Works Institute, a research group that focuses on public framing of issues, has studied what sustains stereotypes and narratives of poverty in the United Kingdom. "People view economic success and wellbeing in life as a product of choice, willpower, and drive," says Nat Kendall-Taylor, CEO of FrameWorks." When we see people who are struggling," he says, those assumptions "lead us to the perception that people in poverty are lazy, they don't care, and they haven't made the right decisions." K)Does this sound familiar? Similar ideas surround poverty in the U.S. And these assumptions give a false picture of reality. "When people enter into that pattern of thinking," says Kendall-Taylor, "it's cognitively comfortable to make sense of issues of poverty in that way. It creates a kind of cognitive blindness-all of the factors external to a person's drive and choices that they've made become invisible and fade from view." L)Those external factors include the difficulties accompanying low-wage work or structural discrimination based on race, gender, or ability. Assumptions get worse when people who are poor use government benefits to help them survive. There is a great tension between "the poor" and those who are receiving what has become a dirty word: "welfare." M)According to the General Social Survey, 71 percent of respondents believe the country is spending too little on "assistance to the poor." On the other hand,22 percent think we are spending too little on"welfare":37 percent believe we are spending too much. N)Poverty has been interchangeable with people of color specifically black women and black mothers, "says Atkinson of Mothering Justice. It's true that black mothers are more affected by poverty than many other groups, yet they are disproportionately the face of poverty. For example, Americans routinely overestimate the share of black recipients of public assistance programs. O)In reality, most people will experience some form of financial hardship at some point in their lives. Indeed, people tend to dip in and out of poverty, perhaps due to unexpected obstacles like losing a job, or when hours of a low-wage job fluctuate. P)Something each of us can do is to treat each other with the dignity and sympathy that is deserved and to understand deeply that the issue of poverty touches all of us. 1.One legislative staffer assumed that a woman of color who advocated affordable childcare must be a single mother. 2.People from different races, genders, and regions all suffer from a lack of financial security. 3.According to a survey, while the majority believe too little assistance is given to the poor, more than a third believe too much is spent on welfare. 4.Aresearch group has found that Americans who are struggling are thought to be lazy and to have made the wrong decisions. 5.Under the old system in America, a mother was supposed to stay home and take care of her children. 6.It was found that nearly 50% of Americans are poor or receive low pay. 7.Americans usually overestimate the number of blacks receiving welfare benefits. 8.It is impossible for Americans to lift themselves out of poverty entirely on their own. 9.Nowadays, it seems none of us can get away from income inequality. 10.Assumptions about poor people become even more negative when they live on welfare",{"answer":42,"createTime":5,"id":43,"options":44,"question":45,"source":19,"type":20},[],121676843,[],"长篇阅读Section B Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.(答案只需填写段落前面的大写字母,例如,假设第1句话匹配第A段,那么答案就填A) The History of the Lunch Box A)It was made of shiny, bright pink plastic with a Little Mermaid sticker on the front, and I carried it with me nearly every single day. My lunch box was one of my first prized possessions, a proud statement to everyone in my kindergarten: "I love Mermaid-Ariel on my lunch box." B)That bulky container served me well through my first and second grades, until the live-action version of 101 Dalmatians hit theaters, and I needed the newest red plastic box with characters like Pongo and Perdita on the front. I know I'm not alone here-I bet you loved your first lunch box, too. C)Lunch boxes have been connecting kids to cartoons and TV shows and super-heroes for decades. But it wasn't always that way. Once upon a time, they weren't even boxes. As schools have changed in the past century, the midday meal container has evolved right along with them. D)Let's start back at the beginning of the 20th century-the beginning of the lunch box story, really. While there were neighborhood schools in cities and suburbs, one-room schoolhouses were common in rural areas. As grandparents have been saying for generations, kids would travel miles to school in the countryside (often on foot). E)"You had kids in rural areas who couldn't go home from school for lunch, so bringing your lunch wrapped in a cloth, in oiled paper, in a little wooden box or something like that was a very long standing rural tradition," says Paula Johnson, head of food history section at the Smithsonian National Museum of American History in Washington,D.C. F)City kids, on the other hand, went home for lunch and came back. Since they rarely carried a meal, the few metal lunch buckets on the market were mainly for tradesmen and factory workers. G)After World War Ⅱ, a bunch of changes reshaped schools-and lunches. More women joined the workforce. Small schools consolidated into larger ones, meaning more students were farther away from home. And the National School Lunch Act in 1946 made cafeterias much more common. Still, there wasn't much of a market for lunch containers-yet. Students who carried their lunch often did sc in a re-purposed bucket or tin of some kind. H)And then everything changed in the year of 1950.You might as well call it the Year of the Lunch Box, thanks in large part to a genius move by a Nashville-based manufacturer, Aladdin Industries. The company already made square metal meal containers, the kind workers carried, and some had started to show up in the hands of school kids. I)But these containers were really durable, lasting years on end. That was great for the consumer, not so much for the manufacturer. So executives at Aladdin hit on an idea that would harness the newfound popularity of television. They covered lunch boxes with striking red paint and added a picture of TV and radio cowboy Hop along Cassidy on the front. J)The company sold 600,000 units the first year. It was a major "Ah-ha!" moment, and a wave of other manufacturers jumped on board to capitalize on new TV shows and movies." The Partridge Family, the Addams Family, the Six Million Dollar Man, the Bionic Woman-everything that was on television ended up on a lunch box," says Allen Woodall. He's the founder of the Lunch Box Museum in Columbus, Georgia. "It was a great marketing tool because kids were taking that TV show to school with them, and then when they got home they had them captured back on TV," he says. K)And yes, you read that right: There is a lunch box museum, right near the Chattahoochee River. Woodall has more than 2,000 items on display. His favorite? The Green Hornet lunch box, because he used to listen to the radio show back in the 1940s. L)The new trend was also a great example of planned obsolescence, that is, to design a product so that it will soon become unfashionable or impossible to use and will need replacing. Kids would beg for a new lunch box every year to keep up with the newest characters, even if their old lunch box was perfectly usable. M)The metal lunch box craze lasted until the mid-1980s, when plastic took over. Two theories exist as to why. The first-and most likely-is that plastic had simply become cheaper. The second theory- possibly an urban myth-is that concerned parents in several states proposed bans on metal lunch boxes, claiming kids were using them as "weapons" to hit one another. There's a lot on the internet about a state-wide ban in Florida, but a few days worth of digging by a historian at the Florida State Historical Society found no such legislation. Either way, the metal lunch box was out. N)The last few decades have brought a new lunch box revolution, of sorts. Plastic boxes changed to lined cloth sacks, and eventually, globalism brought tiffin containers from India and bento boxes from Japan. Even the old metal lunch boxes have regained popularity. "I don't think the heyday(鼎盛时期) has passed," says D. J. Jayasekara, owner and founder of lunchbox. com, a retailer in Pasadena, California. "I think it has evolved. The days of the ready-made, 'you stick it in a lunch box and carry it to school' are kind of done. O)The introduction of backpacks changed the lunch box scene a bit, he adds. Once kids started carrying book bags, that bulky traditional lunch box was hard to fit inside. "But you can't just throw a sandwich in a backpack," Jayasekara says." It still has to go into a container." That is, in part, why smaller and softer containers have taken off-they fit into backpacks. P)And don't worry-whether it's a plastic bento box or a cloth bag, lunch containers can still easily be covered with popular culture. "We keep pace with the movie industries so we can predict which characters are going to be popular for the coming months," Jayasekara says."You know, kids are kids." 1.Lunch containers were not necessary for school kids in cities. 2.Putting TV characters on lunch boxes proved an effective marketing strategy 3.Smaller lunch boxes are preferred because they fit easily into backpacks. 4.Lunch boxes have evolved along with the transformation of schools. 5.Around the beginning of the nineteen fifties, some school kids started to use metal meal containers. 6. School kids are eager to get a new lunch box every year to stay in fashion. 7.Rural kids used to walk a long way to school in the old days. 8. The author was proud of using a lunch box in her childhood. 9.The most probable reason for the popularity of plastic lunch boxes is that they are less expensive. 10.The durability of metal meal containers benefited consumers",{"answer":47,"createTime":5,"id":48,"options":49,"question":50,"source":19,"type":20},[],121676844,[],"长篇阅读Section B Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2. (答案只需填写段落前面的大写字母,例如,假设第1句话匹配第A段,那么答案就填A) The start of high school doesn't have to be stressful A) This month, more than 4 million students across the nation will begin high school. Many will do well. But many will not. Consider that nearly two-thirds of students will experience the "ninth-grade shock," which refers to a dramatic drop in a student's academic performance. Some students cope with this shock by avoiding challenges. For instance, they may drop difficult coursework. Others may experience a hopelessness that results in failing their core classes, such as English, science and math. B) This should matter a great deal to parents, teachers and policymakers. Ultimately it should matter to the students themselves and society at large, because students' experience of transitioning(过渡)to the ninth grade can have long-term consequences not only for the students themselves but for their home communities. We make these observations as research psychologists who have studied how schools and families can help young people thrive. C) In the new global economy, students who fail to finish the ninth grade with passing grades. in college preparatory coursework are very unlikely to graduate on time and go on to get jobs. One study has calculated that the lifetime benefit to the local economy for a single additional student who completes high school is half a million dollars or more. This is based on higher earnings and avoided costs in health care, crime, welfare dependence and other things. D) The consequences of doing poorly in the ninth grade can impact more than students' ability to find a good job. It can also impact the extent to which they enjoy life. Students lose many of the friends they turned to for support when they move from the eighth to the ninth grade. One study of ninth-grade students found that 50 percent of friendships among ninth graders changed from one month to the next, signaling striking instability in friendships. E) In addition, studies find the first year of high school typically shows one of the greatest increases in depression of any year over the lifespan. Researchers think that one explanation is that ties to friends are broken while academic demands are rising. Furthermore, most adult cases of clinical depression first emerge in adolescence(青春期). The World Health Organization reports that depression has the greatest burden of disease worldwide, in terms of the total cost of treatment and the loss of productivity. F) Given all that's riding on having a successful ninth grade experience, it pays to explore what can be done to meet the academic, social and emotional challenges of the transition to high school. So far, our studies have yielded one main insight: Students' beliefs about change-their beliefs about whether people are stuck one way forever, or whether people can change their personalities and abilities-are related to their ability to cope, succeed academically and maintain good mental health. Past research has called these beliefs "mindsets(思维模式)," with a "fixed mindset" referring to the belief that people cannot change and a "growth mindset" referring to the belief that people can change. G) In one recent study, we examined 360 adolescents' beliefs about the nature of "smartness"-that is, their fixed mindsets about intelligence. We then assessed biological stress responses for students whose grades were dropping by examining their stress hormones(荷尔蒙). Students who believed that intelligence is fixed-that you are stuck being "not smart" if you struggle in school-showed higher levels of stress hormones when their grades were declining at the beginning of the ninth grade. If students believed that intelligence could improve-that is to say, when they held more of a growth mindset of intelligence-they showed lower levels of stress hormones when their grades were declining. This was an exciting result because it showed that the body's stress responses are not determined solely by one's grades. Instead, declining grades only predicted worse stress hormones among students who believed that worsening grades were a permanent and hopeless state of affairs. H) We also investigated the social side of the high school transition. In this study, instead of teaching students that their smartness can change, we taught them that their social standing-that is, whether they are bullied or excluded or left out-can change over time. We then looked at high school students' stress responses to daily social difficulties. That is, we taught them a growth mindset about their social lives. In this study, students came into the laboratory and were asked to give a public speech in front of upper-year students. The topic of the speech was what makes one popular in high school. Following this, students had to complete a difficult mental math task in front of the same upper-year students. I) Experiment results showed that students who were not taught that people can change showed poor stress responses. When these students gave the speech, their blood vessels contracted and their hearts pumped less blood through the body-both responses that the body shows when it is preparing for damage or defeat after a physical threat. Then they gave worse speeches and made more mistakes in math. But when students were taught that people can change, they had better responses to stress, in part because they felt like they had the resources to deal with the demanding situation. Students who got the growth mindset intervention(干预)showed less-contracted blood vessels and their hearts pumped more blood-both of which contributed to more oxygen getting to the brain, and, ultimately, better performance on the speech and mental math tasks. J) These findings lead to several possibilities that we are investigating further. First, we are working to replicate(复制)these findings in more diverse school communities. We want to know in which types of schools and for which kinds of students these growth mindset ideas help young people adapt to the challenges of high school. We also hope to learn how teachers, parents or school counselors can help students keep their ongoing academic or social difficulties in perspective. We wonder what would happen if schools helped to make beliefs about the potential for change and improvement a larger feature of the overall school culture, especially for students starting the ninth grade. 1. The number of people experiencing depression shows a sharp increase in the first year of high school. 2. According to one study, students' academic performance is not the only decisive factor of their stress responses. 3. Researchers would like to explore further how parents and schools can help ninth graders by changing their mindset. 4. According to one study, each high school graduate contributes at least 500, OOO dollars to the local economy. 5. In one study, students were told their social position in school is not unchangeable. 6. It is reported that depression results in enormous economic losses worldwide. 7. One study showed that friendships among ninth graders were far from stable. 8. More than half of students will find their academic performance declining sharply when they enter the ninth grade. 9. Researchers found through experiments that students could be taught to respond to stress in a more positive way. 10. It is beneficial to explore ways to cope with the challenges facing students entering high school",{"answer":52,"createTime":5,"id":53,"options":54,"question":55,"source":19,"type":20},[],121676846,[],"长篇阅读Section B Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2. (答案只需填写段落前面的大写字母,例如,假设第1句话匹配第A段,那么答案就填A) What happens when a language has no words for numbers? A)Numbers do not exist in all cultures. There are numberless hunter-gatherers in Amazonia, living along branches of the world's largest river tree. Instead of using words for precise quantities, these people rely exclusively on terms similar to "a few" or "some." In contrast, our own lives are governed by numbers. As you read this, you are likely aware of what time it is, how old you are, your checking account balance, your weight and so on. The exact numbers we think with impact everything in our lives. B)But, in a historical sense, number-conscious people like us are the unusual ones. For the bulk of our species' approximately 200,000-year lifespan, we had no means of precisely representing quantities. What's more, the 7,000 or so languages that exist today vary dramatically in how they utilize numbers. C)Speakers of anumeric, or numberless, languages offer a window into how the invention of numbers reshaped the human experience. Cultures without members, or with only one or two precise members, include the Munduruku and PirahÃin Amazonia. Researchers have also studied some adults in Nicaragua who were never taught number words. Without numbers, healthy human adults struggle to precisely distinguish and recall quantities as low as four. In an experiment, a researcher will place nuts into a can one at a time and then remove them one by one. The person watching is asked to signal when all the nuts have been removed. Responses suggest that anumeric people have some trouble keeping track of how many nuts remain in the can, even if there are only four or five in total. D)This and many other experiments have led to a simple conclusion: When people do not have number words, they struggle to make quantitative distinctions that probably seem natural to someone like you or me. While only a small portion of the world's languages are anumeric or nearly anumeric, they demonstrate that number words are not a human universal. E)It is worth stressing that these anumeric people are cognitively(在认知方面)normal, well-adapted to the surroundings they have dominated for centuries. As a child, I spent some time living with anumeric people, the Pirahä who live along the banks of the black Maici River. Like other outsiders, I was continually impressed by their superior understanding of the ecology we shared. Yet numberless people struggle with tasks that require precise discrimination between quantities. Perhaps this should be unsurprising.After all, without counting, how can someone tell whether there are, say, seven or eight coconuts(椰子)in a tree? Such seemingly straightforward distinctions become blurry through numberless eyes. F)This conclusion is echoed by work with anumeric children in industrialized societies. Prior to being spoon-fed number words, children can only approximately discriminate quantities beyond three. We must be handed the cognitive tools of numbers before we can consistently and easily recognize higher quantities. In fact, acquiring the exact meaning of number words is a painstaking process that takes children years. Initially, kids learn numbers much like they learn letters. They recognize that numbers are organized sequentially, but have little awareness of what each individual number means. With time, they start to understand that a given number represents a quantity greater by one than the number coming before it. This "successor principle" is part of the foundation of our numerical(数字的)cognition, but requires extensive practice to understand. G)None of us, then, is really a "numbers person." We are not born to handle quantitative distinctions skillfully. In the absence of the cultural traditions that fill our lives with numbers from infancy, we would all struggle with even basic quantitative distinctions. Number words and their written forms transform our quantitative reasoning as they are introduced into our cognitive experience by our parents, peers and school teachers. The process seems so normal that we sometimes think of it as a natural part of growing up, but it is not. Human brains come equipped with certain quantitative instincts that are refined with age, but these instincts are very limited. H)Compared with other mammals, our numerical instincts are not as remarkable as many assume. We even share some basic instinctual quantitative reasoning with distant non-mammalian relatives like birds. Indeed, work with some other species suggests they too can refine their quantitative thought if they are introduced to the cognitive power tools we call numbers. I)So, how did we ever invent "unnatural" numbers in the first place? The answer is, literally, at youn fingertips. The bulk of the world's languages use base-10,base-20 or base-5 number systems. That is these smaller numbers are the basis of larger numbers. English is a base-10 or decimal(十进制的)language, as evidenced by words like 14("four"+"10")and 31("three"x"10"+"one").We speak a decimal language because an ancestral tongue, proto-Indo-European, was decimally based. Proto-Indo European was decimally oriented because, as in so many cultures, our ancestors' hands served as the gateway to the realization that "five fingers on one hand is the same as five fingers on the other." Such momentary thoughts were represented in words and passed down across generations. This is why the word "five" in many languages is derived from the word for "hand." Most number systems, then, are the by-product of two key factors: the human capacity for language and our inclination for focusing on our hands and fingers. This manual fixation-an indirect by-product of walking upright on two legs- has helped yield numbers in most cultures, but not all. J)Cultures without numbers also offer insight into the cognitive influence of particular numeric traditions. Consider what time it is. Your day is ruled by minutes and seconds, but these concepts are not real in any physical sense and are nonexistent to numberless people. Minutes and seconds are the verbal and written representations of an uncommon base-60 number system used in ancient Mesopotamia. They reside in our minds, numerical artifacts(人工制品)that not all humans inherit conceptually. K)Research on the language of numbers shows, more and more, that one of our species' key characteristics is tremendous linguistic(语言的)and cognitive diversity. If we are to truly understand how much our cognitive lives differ cross-culturally, we must continually explore the depths of our species' linguistic diversity. 1.It is difficult for anumeric people to keep track of the change in numbers even when the total is very small. 2.Human numerical instincts are not so superior to those of other mammals as is generally believed. 3.The author emphasizes being anumeric does not affect one's cognitive ability. 4.In the long history of mankind, humans who use numbers are a very small minority. 5.An in-depth study of differences between human languages contributes to a true understanding of cognitive differences between cultures. 6.A conclusion has been drawn from many experiments that anumeric people have a hard time distinguishing quantities. 7.Making quantitative distinctions is not an inborn skill. 8.Every aspect of our lives is affected by numbers. 9.Larger numbers are said to be built upon smaller numbers. 10.It takes great efforts for children to grasp the concept of number words",{"answer":57,"createTime":5,"id":58,"options":59,"question":60,"source":19,"type":20},[],121676849,[],"长篇阅读Section B Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2. (答案只需填写段落前面的大写字母,例如,假设第1句话匹配第A段,那么答案就填A) Science of setbacks: How failure can improve career prospects A)How do early career setbacks affect our long-term success? Failures can help us learn and overcome our fears. But disasters can still wound us. They can screw us up and set us back. Wouldn't it be nice if there was genuine, scientifically documented truth to the expression "what doesn't kill you makes you stronger"? B)One way social scientists have probed the effects of career setbacks is to look at scientists of very similar qualifications. These scientists, for reasons that are mostly arbitrary, either just missed getting a research grant or just barely made it. In social sciences, this is known as examining "near misses" and narrow wins in areas where merit is subjective. That allows researchers to measure only the effects of being chosen or not. Studies in this area have found conflicting results. In the competitive game of biomedical science, research has been done on scientists who narrowly lost or won grant money. It suggests that narrow winners become even bigger winners down the line. In other words, the rich get richer. C)A 2018 study published in the Proceedings of the National Academy of Sciences, for example, followed researchers in the Netherlands. Researchers concluded that those who just barely qualified for a grant were able to get twice as much money within the next eight years as those who just missed out. And the narrow winners were 50 percent more likely to be given a professorship. D)Others in the US have found similar effects with National Institutes of Health early-career fellowships launching narrow winners far ahead of close losers. The phenomenon is often referred to as the Matthew effect, inspired by the Bible's wisdom that to those who have, more will be given. There's a good explanation for the phenomenon in the book The Formula: The Universal Laws of Success by Albert Laszlo Barabasi. According to Barabasi, it's easier and less risky for those in positions of power to choose to hand awards and funding to those who've already been so recognized. E)This is bad news for the losers. Small early career setbacks seem to have a disproportionate effect down the line. What didn't kill them made them weaker. But other studies using the same technique have shown there's sometimes no penalty to a near miss. Students who just miss getting into top high schools or universities do just as well later in life as those who just manage to get accepted. In this case. what didn't kill them simply didn't matter. So is there any evidence that setbacks might actually improve our career prospects? There is now. F)In a study published in Nature Communications, Northwestern University sociologist Dashun Wang tracked more than 1,100 scientists who were on the border between getting a grant and missing out between 1990and 2005. He followed various measures of performance over the next decade. These included how many papers they authored and how influential those papers were, as measured by the number of subsequent citations. As expected, there was a much higher rate of attrition(减员)among scientists who didn't get grants. But among those who stayed on, the close losers performed even better than the narrow winners. To make sure this wasn't by chance, Wang conducted additional tests using different performance measures. He examined how many times people were first authors on influential studies, and the like. G)One straightforward reason close losers might outperform narrow winners is that the two groups have comparable ability. In Wangs study, he selected the most determined, passionate scientists from the loser group and culled(剔除)what he deemed the weakest members of the winner group. Yet the persevering losers still came out on top. He thinks that being a close loser might give people a psychological boost, or the proverbial kick in the pants. H)Utrecht University sociologist Arnout van de Rijt was the lead author on the 2018 paper showing the rich get richer. He said the new finding is apparently reasonable and worth some attention. His own work showed that although the narrow winners did get much more money in the near future, the actual performance of the close losers was just as good. I)He said the people who should be paying regard to the Wang paper are the funding agents who distribute government grant money. After all, by continuing to pile riches on the narrow winners, the taxpayers are not getting the maximum bang for their buck if the close losers are performing just as well or even better. There's a huge amount of time and effort that goes into the process of selecting who gets grants, he said, and the latest research shows that the scientific establishment is not very good at distributing money. "Maybe we should spend less money trying to figure out who is better than who," he said, suggesting that some more equal dividing up of money might be more productive and more efficient. Van de Rijt said he's not convinced that losing out gives people a psychological boost. It may yet be a selection effect. Even though Wang tried to account for this by culling the weakest winners, it's impossible to know which of the winners would have quit had they found themselves on the losing side. J)For his part, Wang said that in his own experience, losing did light a motivating fire. He recalled a recent paper he submitted to a journal, which accepted it only to request extensive editing, and then reversed course and rejected it. He submitted the unedited version to a more respected journal and got accepted. K)In sports and many areas of life, we think of failures as evidence of something we could have done better. We regard these disappointments as a fate we could have avoided with more careful preparation, different training, a better strategy, or more focus. And there it makes sense that failures show us the road to success. These papers deal with a kind of failure people have little control over-rejection. Others determine who wins and who loses. But at the very least, the research is starting to show that early setbacks don't have to be fatal. They might even make us better at our jobs. Getting paid like a winner, though? That's a different matter. 1.Being a close loser could greatly motivate one to persevere in their research. 2.Grant awarders tend to favor researchers already recognized in their respective fields. 3.Suffering early setbacks might help people improve their job performance. 4.Research by social scientists on the effects of career setbacks has produced contradictory findings. 5.It is not to the best interest of taxpayers to keep giving money to narrow winners. 6.Scientists who persisted in research without receiving a grant made greater achievements than those who got one with luck,as suggested in one study. 7.Aresearch paper rejected by one journal may get accepted by another. 8.According to one recent study, narrow winners of research grants had better chances to be promoted to professors. 9.One researcher suggests it might be more fruitful to distribute grants on a relatively equal basis. 10.Minor setbacks in their early career may have a strong negative effect on the career of close losers",{"answer":62,"createTime":5,"id":6,"options":63,"question":12,"source":19,"type":20},[],[]]