正确答案: D

Who will prosper and who will not in this machine economy?

题目：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.

解析：指代题。第一段开头举出自动驾驶汽车、电脑程序撰写体育赛事和股价浮动的新闻报道、电脑判卷等例子，并指出机器不仅可以提供体力，也可以提供脑力，从而引出人类将如何适应这一局面的问题——哪些人能在这种新型的机器经济中成功、哪些人不会成功？故本题选D。

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学习资料的答案和解析：

[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（ ）。

《学记》

解析：《学记》是《礼记》中的一篇，写作于战国晚期，它不仅是中国古代也是世界上最早的一篇论述教育问题的著作。故本题选A。

[单选题]What is missing at the discourse level between the two sentences “Carol loves tomatoes.Shewas born in Africa.”?

Coherence.

解析：本题考查语篇衔接与连贯。衔接与连贯是语篇分析中的两个基本概念，是语言成篇不可缺少的基本特征。衔接( cohesion)是指语篇内标记不同句际关系的形式连接，使篇章内的句子结合在一起的语篇建构手段。语篇的衔接是通过词汇和语法等表层结构形式实现的，对语义联系进行说明，是语篇的有形网络。连贯(coherence)则是指篇章是一个整体而不是一些不相关的词句的堆积。它是语篇中意义的关联，通过逻辑推理来达到语义连接，是语篇的无形网络。语篇的衔接可通过以下衔接手段实现：指称(reference)、替代(substitution)、省略(ellipsis)、连接(conjunction)和词汇衔接(lexical cohesion)等。本题中“卡萝尔爱吃西红柿”和“她生于非洲”这两句话都是在说明一个人身上的特点，在形式上通过指称She实现了衔接，但前后语义不连贯，无法构成一个有完整语义的语篇或主题，缺少语篇的连贯。故本题选C。

[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。

负强化

解析：题目中小涛出操行为增加了，所以是一种强化，排出C、D。小涛不愿被罚站，于是每天早早到校，属于摆脱一个厌恶刺激增加行为反应发生的概率。

[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?

Strong internal and weak instrumental motives.

解析：细节题。根据第六段中的“...cadets with strong internal and strong instrumental motivesfor attending West Point performed worse on every measure than did those with strong intenal motives but weakinstrumental ones.”可知，拥有较高内部动机和较低功利性动机更有助于事业的成功。故本题选B。

[单选题]短时记忆的容量是( )个组块。

5～9

解析：短时记忆的容量是7+2个组块，即5～9个组块。