正确答案: C

The early prerequisites students mastered.

题目：请阅读Passage 1，完成1~5小题。 　　Passage 1 　　Today's adults grew up in schools designed to sort us into the various segments of our social and economic system.The amount of time available to learn was fixed: one year per grade.The amount learned by the end of that time was free to vary: some ofus leamed a great deal; some,very little.As we advanced through the grades,those who had learned a great deal in previous grades continued to build on those foundations.Those who had failed to master the early prerequisites within the allotted time failed to learn that which followed.After 12 or 13 years of cumulative treatment of this kinD.we were,in effect,spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation. 　　From the very earliest grades,some students learned a great deal very quickly and consistently scored high on assessments.The emotional effect of this was to help them to see themselves as capable learners,and so these students became increasingly confident in school.That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach.Driven forward by this optimism,these students continued to try harD.and that effort continued to result in success for them.They became the academic and emotional winners.Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments. 　　But there were other students who didn't fare so well.They scored very low on tests,beginning in the earliest grades.The emotional effect was to cause them to question their own capabilities as learners.They began to lose confidence,which,in turn,deprived them of the emotional reserves needed to continue to take risks.As their motivation warneD.of course,their performance <u>plummeted</u>.These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope.Once again,the emotional trigger for their decision not to try was their perception of their performance on assessments. 　　Consider the reality-indeed.the paradox-of the schools in which we were reared.If some students worked hard and learned a lot,that was a positive result,and they would finish high in the rank order.But if some students gave up in hopeless failure,that was an acceptable result,too, because they would occupy places very low in the rank order.Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students,the more it reinforced the rank order.This is why,if some students gave up and stopped trying (even dropped out of school),that was regarded as the student's problem,not the teacher's or the school's. 　　Once again,please notice who is using test results to decide whether to strive for excellence or give up in hopelessness.The "data-based decision makers" in this process are students themselves.Students are deciding whether success is within or beyond reach,whether the learning is worth the required effort,and so whether to try or not.The critical emotions underpinning the decision making process include anxiety,fear of failure,uncertainty,and unwillingness to take risks-all triggered by students' perceptions of their own capabilities as reflected in assessment results. 　　Some students responded to the demands of such environments by working hard and learning a great deal.Others controlled their anxiety by giving up and not caring.The result for them is exactly the opposite of the one society wants.Instead of leaving no child behinD.these practices,in effect,drove down the achievement of at least as many students as they successfully elevated.And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities.

解析：细节题。根据文章第一段中的“…those who had learned a great deal in previous grades continued to build on those foundations.….spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation.”可知，在之前的学习中掌握较多内容的学生继续在已有基础上学习，没有在规定时间内掌握先决条件的人则无法继续学习，经过长期累积，学生的成就最终反映在他们各自的排名上。所以决定学生成就的是他们早期掌握的内容。故本题选C。

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学习资料的答案和解析：

[单选题]"十年离别后，长大一相逢，问姓惊初见，称名忆旧容"，这是一种( )。

间接再现

解析：根据再现有无预定目的，可以将再现分为无意再现和有意再现。没有预定目的，也不需要意志努力，自然而然发生的再现，叫无意再现，如"睹物恩人"。有一定的目的，需要一定的意志努力，自觉发生的重现，叫有意再现，如"冥思苦想"。根据再现是否需要中介性联想，又可将有意再现分为直接再现和间接再现。直接再现是由当前事物直接唤起过去的经验，如一位数间的加减乘除的结果在脑中的再现，就属于直接再现。间接再现是指通过中介性联想方能唤起过去的经验，例如"十年离别后，长大一相逢。问姓惊初见，称名忆旧容"，就是间接再现。

[多选题]材料：男，13岁，初二学生，不合群，经常莫名紧张，失眠，头痛，担心考试失败。父亲是保险业务员，42岁，母亲是医院护士，38岁，两人均中专学历。容易感冒，尿床，从五年级开始远视眼，情绪会不安定，和同学打架，有时在学校里会恶心，呕吐，并伴有攻击行为。作业经常完不成，要求周一上交的，周天晚上才准备写。学习热情不高，并且有厌恶感，课文朗读需要用手指指着读，并且阅读起来会跳行，计算也容易搞错。 　　问题： 　　(1)该中学生存在的主要心理问题是什么？ 　　(2)问题产生的原因有哪些？ 　　(3)作为一名学校心理辅导老师，你将采取什么咨询与辅导方法，该方法原理与步骤是什么？

[多选题]如何利用注意的规律组织教学？（10分）

[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 last paragraph we know that________.

forgetfulness is a response to learning

解析：1.原文第二段指出，如果一段时间内我们不对自己所学的进行练习，那么很快就会有所遗忘，在这种情况下适应性的后果也许不太明显。但是突发性失忆却会给适应性带来明显后果。故选A。 2.原文第三段表明，不遗忘的话，适应力就会变差。记录也显示不遗忘的人的生活是混乱的。故选B。 3.原文最后一段提到，研究表明记忆存储系统有限，而遗忘能力可对其进行灵活调节。在学习记忆（输入）与遗忘（输出）之间不断调节。事实证明，个人的遗忘率与他学习多少有直接关系。故选D。 4.本文通篇都在讨论遗忘对于人的适应机制的重要性，行文严谨，理论性很强，故选B。 5.通读全文可知，全文都在谈论遗忘的作用及其重要性，故选A。