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

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  • [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 is a significant breakthrough achieved by cultural neuroscience according to the passage?

  • A. It proves that some values are deeply rooted in human liver.
    B. It correlates cultural differences with different brain activities.
    C. It suggests that some universal concepts are shared across cultures.
    D. It disputes our usual understanding of fundamental cultural differences.

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  • [单选题]最早提出经典性条件作用的人是( )。
  • A. 桑代克
    B. 斯金纳
    C. 巴甫洛夫
    D. 苛勒

  • [单选题]在我国文学史上,被称为"诗仙"、"诗圣"、"诗鬼"的唐代诗人是( )。
  • A. 杜甫、李白、贾岛
    B. 李白、杜甫、李贺
    C. 李白、杜甫、白居易
    D. 杜甫、李白、李商隐

  • [单选题]加涅根据学习情境由简单到复杂,学习水平由高到低的顺序把学习分成八类,( )指对刺激进行分类,学会对同一类刺激做出相同反应,也就是对事物的抽象特征的反应。
  • A. 信号学习
    B. 系列学习
    C. 概念学习
    D. 原理学习

  • [单选题]在古代欧洲曾经出现过一种旨在培养多方面发展的人的和谐教育,它是( )。
  • A. 斯巴达教育
    B. 雅典教育
    C. 教会
    D. 骑士教育

  • [单选题]中学老师上课时不能使用过于幼稚的语气词,不能把中学生当小学生看:同时也不能使用过于抽象的词汇,把中学生当成年人看。这是因为教师应关注到学生身心发展的( )。
  • A. 个别差异性
    B. 顺序性
    C. 互补性
    D. 阶段性

  • [单选题] That experiences influence subsequent behavior is evidence of an obvious but nevertheless remarkable activity called remembering.Learning could not occur without the function popularly named memory.Constant practice has such an effect on memory as to lead to skillful performance on the piano, to recitation of a poem, and even to reading and understanding these words.Socalled intelligent behavior demands memory, remembering being a primary requirement for reasoning.The ability to solve any problem or even to recognize that a problem exists depends on memory.Typically, the decision to cross a street is based on remembering many earlier experiences. Practice(or review) tends to build and maintain memory for a task or for any learned material.Over a period of no practice what has been learned tends to be forgotten; and the adaptive consequences may not seem obvious.Yet, dramatic instances of sudden forgetting can be seen to be adaptive.In this sense, the ability to forget can be interpreted co have survived through a process of natural selection in animals.Indeed, when one′s memory of an emotionally painful experience leads to serious anxiety, forgetting may produce relief: Nevertheless, an evolutionary interpretation might make it difficult to understand how the commonly gradual process of forgetting survived natural selection. In thinking about the evolution of memory together with all its possible aspects, it is helpful to consider what would happen if memories failed to fade.Forgetting clearly aids orientation in time, since old memories weaken and the new tend to stand out, providing clues for inferring duration. Without forgetting, adaptive ability would suffer, for example, learned behavior that might have been correct a decade ago may no longer be.Cases are recorded of people who(by ordinary standards) forgot so little that their everyday activities were full of confusion.This forgetting seems to serve the survival of the individual and the species. Another line of thought assumes a memory storage system of limited capacity that provides adaptive flexibility specifically through forgetting.In this view, continual adjustments are made between learning or memory storage (input) and forgetting (output).Indeed, there is evidence that the rate at which individuals forget is directly related to how much they have learned.Such data offers gross support of contemporary models of memory that assume an input-output balance.
  • From the evolutionary point of view, _______’

  • A. sudden forgetting may bring about adaptive consequences
    B. forgetting for lack of practice tends to be obviously inadaptive
    C. if a person gets very forgetful all of a sudden, he must be very adaptive
    D. forgetting is an indication of an individual′s adaptability

  • [单选题]教师角色态度动态发展的关键因素是( )。
  • A. 学生的表现、要求和反馈
    B. 领导批评
    C. 家长意见
    D. 社会舆论

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