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必典考网发布"21.请阅读Passage 1，完成第1～5小题。
Passage 1
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[单选题]21.请阅读Passage 1，完成第1～5小题。
Passage 1
Self-driving vehicles threaten to send truck drivers to the unemployment office.Computerprograms can now write journalistic accounts of sporting events and stock price movements.There are even computers that can grade essay exams with reasonable accuracy,which could revolutionizemy own job.Increasingly,machines are providing not only the “brawn” but the brains,too.And thatraises “the question” of where humans fit into this picture-who will prosper and who won't in thisnew kind ofmachine economyr?
Within five years we are likely to have the world's best education,or close to it,online andfree.But not everyone will sit down and go through the material without a professor pushing themto do the work.
Your smartphone will record data on your life and,when asked,will tell you what to do,drawing on data from your home or from your spouse and friends if need be.“You’ve thrown outthat bread the last three times you’ve bought it,give it a pass” will be a text message of the future.How about “Now is not the time to start another argument with your wife”? The GPS is just the beginning of computer-guided instruction.Take your smartphone on a date,and it might vibratein your pocket to indicate “Kiss her now.” If you hesitate for fear of being seen as pushy,it may write:“Who cares ifyou look bad? You are sampling optimally in the quest for a lifetime companion.”
A lot ofjobs will consist of making people feel either very good or very bad about themselves.Coaches,mentors and disciplinarians will spread to many areas oflife,at least for those of us whocan stand to listen to them.These people will cajole us,fiatter us and shame us into improving ourlives,our work habits and our consumption.
Computing and software will make it easier to measure performance and productivity.
It will be harder to gloss over our failings and maintain self-deception.In essence everyone will suffer the fate of professional chess players,who will always know when they have lost a game,have an exact numerical rating for their overall performance,and find excuses for failure hard tocome by.
Individuals will have many measures of their proficiency.They will have an incentive todisclose that information to get the better job or social opportunity.You'll assume the worst aboutthose who keep secrets,and so openness will reign.Many of us will start to hate the idea of Big Data.
What does the underlined phrase “the question” in Paragraph 1 refer to?
A. Where do humans fit into this picture?
B. Will machines eventually replace human beings?
C. Which could revolutionize my own job,teaching at school?
D. Who will prosper and who will not in this machine economy?
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学习资料：
[单选题]撰写于我国战国末期，被认为世界上最早专门论述教育问题的文献是（ ）。
A. 《学记》
B. 《论语》
C. 《大学》
D. 《中庸》
[单选题]What is missing at the discourse level between the two sentences “Carol loves tomatoes.Shewas born in Africa.”?
A. Reference.
B. Cohesion.
C. Coherence.
D. Substitution.
[单选题]班主任王老师规定早操迟到的学生一律在教室外罚站，小涛不愿被罚站，于是每天早早到校。根据斯金纳的学习理论，小涛出操的行为主要是通过( )获得的。
A. 正强化
B. 负强化
C. 惩罚
D. 塑造
[单选题]21.请阅读Passage 1,完成第1~5小题。
Passage 1
There are two kinds of motive for engaging in any activity:internal and instrumental.If ascientist conducts research because she wants to discover important facts about the world,that'san internal motive,since discovering facts is inherently related to the activity of research.If sheconducts research because she wants to achieve scholarly renown,that's an instrumental motive,since the relation between fame and research is not so inherent.Often,people have both for doingthings.
What mix of motives-internal or instrumental or both-is most conducive to success? Youmight suppose that a scientist motivated by a desire to discover facts and by a desire to achieverenown will do better work than a scientist motivated by just one of those desires.Surely twomotives are better than one.But as we and our colleagues argue in a paper newly published in theProceedings of the National Academy of Sciences,instrumental motives are not always an asset andcan actually be counterproductive to success.
We analyzed data drawn from 11,320 cadetsin nine entering classes at the United StatesMilitary Academy at West Point,all of whom rated how much each of a set of motives influencedtheir decision to attend the academy.The motives included things like a desire to get a good job laterin life and a desire to be trained as a leader in the United States Army.
How did the cadets fare,years later? How did their progress relate to their original motives forattending West Point?
We found,unsurprisingly,that the stronger their internal reasons were to attend West Point,themore likely cadets were to graduate and become commissioned officers.Also unsurprisingly,cadetswith internal motives did better in the military (as evidenced by early promotion recommendations)than did those without internal motives and were also more likely to stay in the military after theirfive years ofmandatory service.
Remarkably,cadets with strong internal and strong instrumental motives for attending WestPoint performed worse on every measure than did those with strong internal motives but weakinstrumental ones.They were less likely to graduate,less outstanding as military officers and lesscommitted to staying in the military.
Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives.Helping people focus on the meaning and impact of theirwork,rather than on,say,the financial returns it will bring,may be the best way to improve not onlythe quality oftheir work but also their financial success.
There is a temptation among educators and instructors to use whatever motivational tools areavailable to recruit participants or improve performance.If the desire for military excellence andservice to country fails to attract all the recruits that the Army needs,then perhaps appeals to “moneyfor college,”“career training”or“seeing the world”will do the job.While this strategy may luremore recruits,it may also yield worse soldiers.Similarly,for students uninterested in learning,financial incentives for good attendance or pizza parties for high performance may prompt them toparticipate,but it may result in less well-educated students.
According to the passage,which of the following is conducive to career success?
A. Strong internal and strong instrumental motives.
B. Strong internal and weak instrumental motives.
C. Weak internal and strong instrumental motives.
D. Weak internal and weak instrumental motives.
[单选题]短时记忆的容量是( )个组块。
A. 5-7
B. 7-9
C. 7
D. 5～9
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