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GRE阅读(No. 2—No. 9)经典---6
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1994年02月 SECTION A Analyzing the physics of dance can add fundamentally to a dancer’s skill. Although dancers seldom see themselves totally in physical terms—as body mass moving through space under the influence of well-known forces and obeying physical laws—neither can they afford to ignore the physics of movement. For example, no matter how much a dancer wishes to leap off the floor and then start turning, the law of conservation of angular momentum absolutely prevents such a movement. Some movements involving primarily vertical or horizontal motions of the body as a whole, in which rotations can be ignored, can be studied using simple equations of linear motion in three dimensions. However, rotational motions require more complex approaches that involve analyses of the way the body’s mass is distributed, the axes of rotation involved in different types of movement, and the sources of the forces that produce the rotational movement. 17. The primary purpose of the passage is to (A) initiate a debate over two approaches to analyzing a field of study (B) describe how one field of knowledge can be applied to another field (C) point out the contradictions between two distinct theories (D) define and elaborate on an accepted scientific principle (E) discuss the application of a new theory within a new setting 18. The author mentions all of the following as contributing to an understanding of the physics of dance EXCEPT: (A) the law of conservation of angular momentum (B) analyses of the way in which the body’s mass is distributed (C) equations of linear motion in three dimensions (D) analyses of the sources that produce rotational motions (E) the technical terms for movements such as leaps and turns 19. The author implies that dancers can become more skilled by doing which of the following? (A) Ignoring rotational movements (B) Understanding the forces that permit various movements (C) Solving simple linear equations (D) Learning the technical terms utilized by choreographers (E) Circumventing the law of conservation of angular momentum 20. Analysis of which of the following would require the kind of complex approach described in lines 14-19? (A) A long leap across space (B) A short jump upward with a return to the same place (C) A sustained and controlled turn in place (D) Short, rapid steps forward and then backward without turning (E) Quick sidesteps in a diagonal line Human relations have commanded people’s attention from early times. The ways of people have been recorded in innumerable myths, folktales, novels, poems, plays, and popular or philosophical essays. Although the full significance of a human relationship may not be directly evident, the complexity of feelings and actions that can be understood at a glance is surprisingly great. For this reason psychology holds a unique position among the sciences. “Intuitive” knowledge may be remarkably penetrating and can significantly help us understand human behavior, whereas in the physical sciences such commonsense knowledge is relatively primitive. If we erased all knowledge of scientific physics from our modem word, not only would we not have cars and television sets, we might even find that the ordinary person was unable to cope with the fundamental mechanical problems of pulleys and levers. On the other hand if we removed all knowledge of scientific psychology from our world, problems in interpersonal relations might easily be coped with and solved much as before. We would still “know” how to avoid doing something asked of us and how to get someone to agree with us; we would still “know” when someone was angry and when someone was pleased. One could even offer sensible explanations for the “whys” of much of the self’s behavior and feelings. In other words, the ordinary person has a great and profound understanding of the self and of other people which, though unformulated or only vaguely conceived, enables one to interact with others in more or less adaptive ways. Kohler, in referring to the lack of great discoveries in psychology as compared with physics, accounts for this by saying that “people were acquainted with practically all territories of mental life a long time before the founding of scientific psychology.” Paradoxically, with all this natural, intuitive, commonsense capacity to grasp human relations, the science of human relations has been one of the last to develop. Different explanations of this paradox have been suggested. One is that science would destroy the vain and pleasing illusions people have about themselves; but we might ask why people have always loved to read pessimistic, debunking writings, from Ecclesiastes to Freud. It has also been proposed that just because we know so much about people intuitively, there has been less incentive for studying them scientifically; why should one develop a theory, carry out systematic observations, or make predictions about the obvious? In any case, the field of human relations, with its vast literary documentation but meager scientific treatment, is in great contrast to the field of physic in which there are relatively few nonscientific books. 21. According to the passage, it has been suggested that the science of human relations was slow to develop because (A) intuitive knowledge of human relations is derived from philosophy (B) early scientists were more interested in the physical world (C) scientific studies of human relations appear to investigate the obvious (D) the scientific method is difficult to apply to the study of human relations (E) people generally seem to be more attracted to literary than to scientific writings about human relations 22. The author’s statement that “Psychology holds a unique position among the sciences” (lines 8-9) is supported by which of the following claims in the passage? (A) The full meaning of a human relationship may not be obvious. (B) Commonsense understanding of human relations can be incisive. (C) Intuitive knowledge in the physical sciences is relatively advanced. (D) Subjective bias is difficult to control in psychological research. (E) Psychological facts are too imprecise to lead to great discoveries. 23. According to the passage, an understanding of the self can be (A) highly biased due to unconscious factors (B) profound even when vaguely conceived (C) improved by specialized training (D) irrelevant for understanding human relations (E) more reliable than knowledge about other people 24. It can be inferred that the author would most likely agree with which of the following statements regarding people who lived before the advent of scientific psychology? (A) Their understanding of human relations was quite limited. (B) They were uninterested in acquiring knowledge of the physical world. (C) They misunderstood others more frequently than do people today. (D) Their intuitions about human relations were reasonably sophisticated. (E) They were more likely to hold pleasing illusions about themselves than are people today. 25. The author implies that attempts to treat human relations scientifically have thus far been relatively (A) unilluminating (B) paradoxical (C) pessimistic (D) encouraging (E) uninterpretable 26. The author refers to people who are attracted to “pessimistic, debunking writings” (line 44) in order to support which of the following ideas? (A) Interesting books about human relations are typically pessimistic. (B) People tend to ignore scientific explanations of human relations. (C) People rarely hold pleasing illusions about themselves. (D) A scientific approach human relations would undermine the pleasing illusions people hold of themselves. (E) It is doubtful that the science of human relations developed slowly because of a desire to maintain pleasing illusions. 27. It can be inferred that the author assumes that commonsense knowledge of human relations is (A) equally well developed among all adults within a given society (B) considerably more accurate in some societies than in others (C) biased insofar as it is based on myths and folktales (D) typically unrelated to an individual’s interactions with other people (E) usually sufficiently accurate to facilitate interactions with others SECTION B Although a historical lack of access to formal Spanish-language education initially limited the opportunities of some Chicanos to hone their skills as writers of Spanish, their bilingual culture clearly fostered an exuberant and compelling oral tradition. It has thus generally been by way of the emphasis on oral literary creativity that these Chicano writers, whose English-language works are sometimes uninspired, developed the powerful and arresting language that characterized their Spanish-language works. This Spanish-English difference is not surprising. When writing in Spanish, these authors stayed close to the spoken traditions of their communities where publication, support, and instructive response would come quickly in local or regional newspapers. Works in English, however, often required the elimination of nuance or colloquialism, the adoption of a formal tone, and the adjustment of themes or ideas to satisfy the different demands of national publications. 17. The passage is primarily concerned with doing which of the following? (A) Debating the historical value of a literary movement (B) Describing and accounting for a difference in literary styles (C) Explaining a publishing decision and evaluating its results (D) Analyzing the expectations of a particular group of readers (E) Classifying several kinds of literary production 18. According to the author, the Chicano oral experience contributed directly to which of the following characteristics in the work of some Chicano writers? (A) A sensitivity to and adeptness in using the spoken language (B) A tendency to appear in national rather than regional publications (C) A style reflecting the influence of Spanish language education (D) A reliance on a rather formal style (E) A capacity to appeal to a broad range of audiences 19. Which of the following best describes the function of the last two sentences of the passage (lines 11-19)? (A) They expand on an advantage mentioned in the first sentence of the passage(lines 1-5). (B) They outline the consequences of a limitation discussed in the first sentence of the passage (lines 1-5). (C) They provide explicit examples drawn from the oral and the written works mentioned in the second sentence of the passage (lines 5-10). (D) They explain the causes of a phenomenon mentioned in the third sentence of the passage(lines 10-11). (E) They limit the applicability of a generalization made in the third sentence of the passage (lines 10-11). 20. The passage suggests that which of the following was probably characteristic of the “national publications” mentioned in line 19? (A) They primarily presented scholarly material of little interest to a general audience. (B) They sometimes published articles treating controversial themes. (C) They encouraged authors to feature local issues in articles in order to increase circulation. (D) They included a significant number of articles by minority authors. (E) They took a stylistically formal approach to material of interest to a general audience. The two claws of the mature American lobster are decidedly different from each other. The crusher claw is short and stout; the cutter claw is long and slender. Such bilateral asymmetry, in which the right side of the body is, in all other respects, a mirror image of the left side, is not unlike handedness in humans. But where the majority of humans are right-handed, in lobsters the crusher claw appears with equal probability on either the right or left side of the body. Bilateral asymmetry of the claws comes about gradually. In the juvenile fourth and fifth stages of development, the paired claws are symmetrical and cutterlike. Asymmetry begins to appear in the juvenile sixth stage of development, and the paired claws further diverge toward well-defined cutter and crusher claws during succeeding stages. An intriguing aspect of this development was discovered by Victor Emmel. He found that if one of the paired claws is removed during the fourth or fifth stage, the intact claw invariably becomes a crusher, while the regenerated claw becomes a cutter. Removal of a claw during a later juvenile stage or during adulthood, when asymmetry is present, does not alter the asymmetry; the intact and the regenerate claws retain their original structures. These observations indicate that the conditions that trigger differentiation must operate in a random manner when the paired claws are intact but in a nonrandom manner when one of the claws is lost. One possible explanation is that differential use of the claws determines their asymmetry. Perhaps the claw that is used more becomes the crusher. This would explain why, when one of the claws is missing during the fourth or fifth stage, the intact claw always becomes a crusher. With two intact claws, initial use of one claw might prompt the animal to use it more than the other throughout the juvenile fourth and fifth stages, causing it to become a crusher. To test this hypothesis, researchers raised lobsters in the juvenile fourth and fifth stages of development in a laboratory environment in which the lobsters could manipulate oyster chips. (Not coincidentally, at this stage of development lobsters typically change from a habitat where they drift passively, to the ocean floor where they have the opportunity to be more active by burrowing in the substrate.) Under these conditions, the lobsters developed asymmetric claws, half with crusher claws on the left, and half with crusher claws on the right. In contrast, when juvenile lobsters were reared in a smooth tank without the oyster chips, the majority developed two cutter claws. This unusual configuration of symmetrical cutter claws did not change when the lobsters were subsequently placed in a manipulatable environment or when they lost and regenerated one or both claws. |
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