必典考网

请阅读 Passage 2,完成 1~5小题。   Passage 2   Scientists

  • 下载次数:
  • 支持语言:
  • 319
  • 中文简体
  • 文件类型:
  • 支持平台:
  • pdf文档
  • PC/手机
  • 【名词&注释】

    必典考网发布"请阅读 Passage 2,完成 1~5小题。   Passage 2   Scientists"考试试题下载及答案,更多教师资格证-高中英语的考试试题下载及答案考试题库请访问必典考网高中教师资格频道。

  • [单选题]请阅读 Passage 2,完成 1~5小题。   Passage 2   Scientists have been surprised at how deeply culture-the language we speak,the values we absorb-shapes the brain,and are rethinking findings derived from studies of Westerners.To take one recent example,a region behind the forehead called the medial prefrontal cortex supposedly represents the self: it is active when we ( "we" being the Americans in the study) think of our own identity and traits.But with Chinese volunteers,the results were strikingly different.The "me" circuit hummed not only when they thought whether a particular adjective described themselves,but also when they considered whether it described their mother.The Westerners showed no such overlap between self and mom.Depending whether one lives in a culture that views the self as autonomous and unique or as connected to and part of a larger whole,this neural circuit takes on quite different functions.   "Cultural neuroscience" ,as this new field is calleD.is about discovering such differences.Some of the findings,as with the "me/mom" circuit,buttress longstanding notions of cultural differences.For instance,it is a cultural cliche that Westerners focus on individual objects while East Asians pay attention to context and background (another manifestation of the individualism-collectivism split).Sure enough,when shown complex,busy scenes,Asian-Americans and non-Asian-Americans recruited different brain regions.The Asians showed more activity in areas that process figure-ground relations-holistic context-while the Americans showed more activity in regions that recognize objects.   Psychologist Nalini Ambady of Tufts found something similar when she and colleagues showed drawings of people in a submissive pose (head down,shoulders hunched) or a dominant one (arms crosseD.face forward) to Japanese and Americans.The brain's dopamine-fueled reward circuit became most active at the sight of the stance-dominant for Americans,submissive for Japanese-that each volunteer's culture most values,they reported in 2009.This raises an obvious chicken-and-egg question,but the smart money is on culture shaping the brain,not vice versa.Cultural neuroscience wouldn't be making waves if it found neurobiological bases only for well-known cultural differences.It is also uncovering the unexpected.For instance,a 2006 study found that native Chinese speakers use a different region of the brain to do simple arithmetic (3 + 4) or decide which number is larger than native English speakers do,even though both use Arabic numerals.The Chinese use the circuits that process visual and spatial information and plan movements (the latter may be related to the use of the abacus).But English speakers use language circuits.It is as if the West conceives numbers as just words,but the East imbues them with symboliC.spatial freight.(Insert cliche about Asian math geniuses.) "One would think that neural processes involvng basic mathematical computations are universal," says Ambady,but they "seem to be culture-specific".   Not to be the skunk at this party,but I thunk it's important to ask whether neuroscience reveals anything more than we already know from,say,anthropology.For instance,it's well known that East Asian cultures prize the collective over the individual,and that Americans do the opposite.Does identifying brain correlates of those values offer any extra insight? After all,it's not as if anyone thought those values are the result of something in the liver.   Ambady thinks cultural neuro-science does advance understanding.Take the me/mom finding,which,she argues,"attests to the strength of the overlap between self and people close to you in collectivistic cultures and the separation in individualistic cultures.It is important to push the analysis to the level of the brain." Especially when it shows how fundamental cultural differences are-so fundamental,perhaps,that "universal" notions such as human rights,democracy,and the like may be no such thing.

  • Which of the following may best describe the author's attitude towards universal cultural concepts in the last paragraph?

  • A. Doubtful.
    B. Positive.
    C. Negative.
    D. Neutral.

  • 查看答案&解析 查看所有试题
  • 学习资料:
  • [单选题]个别教师不允许班上学习差的学生参加考试,随意占用学生的上课时间,指派学生参加一些与教育教学无关的商业庆典活动等,这些行为主要是侵害了学生的( )。
  • A. 健康权
    B. 名誉权
    C. 受教育权
    D. 隐私权

  • [多选题]学校教育实现个体个性化的主要表现是( )。
  • A. 促进人的主体能力的发展
    B. 促进个体差异的充分发展
    C. 开发人的创造性
    D. 培养个体的职业意识和角色

  • [单选题]________ method of teaching writing pays great attention to the accuracy of the final product but ignores the process, which the students go through to reach the final goal.
  • A. Form-oriented
    B. Product-oriented
    C. Content-oriented
    D. Process-oriented

  • [单选题]以下说法正确的是( )。
  • A. 教师职务分为一级职务、二级职务和三级职务。
    B. 在进行素质教育时,国家鼓励学校和教师主要采用讲授式教育教学方法,为学生系统讲授知识。
    C. 学校应当把德育放在首位
    D. 国家实行教科书审定制度。教科书的审定办法由当地教育部门规定。

  • [单选题]下列不属于我国学校德育的主要内容有( )。
  • A. 通识教育
    B. 心理健康教育
    C. 道德教育
    D. 思想教育

  • [单选题]学校全体员工在学习、工作和生活中所拥有的价值观、信仰、态度作用称为( )。
  • A. 学生文化
    B. 校园文化
    C. 学校制度
    D. 学校传统

  • [单选题]以下不属于教师的义务的是( )。
  • A. 履行教育教学职责
    B. 对学生进行思想政治教育
    C. 提高业务水平
    D. 指导学生的学习和发展

  • [单选题]明确规定日本侵占的中国东北三省、台湾和澎湖列岛必须在"二战"后归还中国的重要国际会议是( )。
  • A. 德黑兰会议
    B. 雅尔塔会议
    C. 开罗会议
    D. 波茨坦会议

  • 本文链接:https://www.51bdks.net/show/jq9x7.html
  • 推荐阅读

    必典考试
    @2019-2025 必典考网 www.51bdks.net 蜀ICP备2021000628号 川公网安备 51012202001360号