正确答案: B

Objective.

题目：请阅读 Passage 2,完成1~5小题。 　　Passage 2 　　IF YOU want something done,the saying goes,give it to a busy person.It is an odd way to guarantee hitting deadlines.But a paper recently published in the Journal of Consumer Research suggests it may,in fact,be true-as long as the busy person conceptualises the deadline in the right way. 　　Yanping Tu of the University of Chicago and Dilip Soman of the University of Toronto 　　examined how individuals go about both thinking about and completing tasks.Previous studies have shown that such activity progresses through four distinct phases: pre-decision,post-decision (but pre-action),action and review.It is thought that what motivates the shift from the decision-making stages to the doing-something stage is a change in mindset. 　　Human beings are a deliberative sort,weighing the pros and cons of future actions and remaining open to other ideas and influences.However,once a decision is taken,the mind becomes more "implemental" and focuses on the task at hand."The mindset towards 'where can I get a sandwich'," explains Ms Tu,"is more implemental than the mindset towards 'should I get a sandwich or not?'" 　　Ms Tu and Dr Soman advise in their paper that "the key step in getting things done is to get started." But what drives that? They believe the key that unlocks the implemental mode lies in how people categorise time.They suggest that tasks are more likely to be viewed with an implemental mindset if an imposed deadline is cognitively linked to "now" -a so-called like-the-present scenario.That might be a future date within the same month or calendar year,or pegged to an event with a familiar spot in the mind's timeline (being given a task at Christmas,say,with a deadline of Easter).Conversely,they suggest,a deadline placed outside such mental constructs (being "unlike-the-present" ) exists merely as a circle on a calendar,and as such is more likely to be considered deliberatively and then ignored until the last minute. 　　To <u>flesh out</u> this ideA.the pair carried out five sets of tests,with volunteers ranging from farmers in India to undergraduate students in Toronto.In one test,the farmers were offered a financial incentive to open a bank account and make a deposit within six months.The researchers predicted those approached in June would consider a deadline before December 31st as like-the-present.Those approached in July,by contrast,received a deadline into the next year,and were expected to think of their deadline as unlike-the-present.The distinction worked.Those with a deadline in the same year were nearly four times more likely to open the account immediately as those for whom the deadline lay in the following year.Arbitrary though calendars may be in parsing up the continuous fiow of time,humans parse their concept of time in line with <u>them.</u> 　　The effect can manifest itselfin even subtler ways.In another set of experiments,undergraduate students were given a calendar on a Wednesday and were asked to suggest an appropriate day to carry out certain tasks before the following Sunday.The trick was that some were given a calendar with all of the weekdays coloured purple,with weekends in beige (making a visual distinction between a Wednesday and the following Sunday).Others were given a calendar in which every other week,Monday to Sunday,was a solid colour (meaning that a Wednesday and the following Sunday were thus in the same week,and in the same colour).Even this minor visual cue affected how like-or unlike-the-present the respondents tended to view task priorities. 　　These and other bits of framing and trickery in the research support the same thesis: that making people link a future event to today triggers an implemental response,regardless of how far in the future the deadline actually lies.If the journey of l,000 miles starts with a single step,the authors might suggest that you take that step before this time next week.

解析：态度题。humanistic“人文主义的”，objective“客观的”，speculative“推理的，思考的”，recriminatory“互相指责的，反控诉的”。全文作者以客观的态度阐述观点，故本题选B。

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学习资料的答案和解析：

[单选题]我们对优秀学生进行奖励，不仅可以鼓励优秀学生也可以鼓励一般学生，是因为一般学生受到了( )。

替代强化

解析：直接强化，即通过外部因素对学习行为予以强化，如奖励与惩罚便是学习中常用的两种强化形式：替代强化，即通过一定的榜样来强化相应的学习行为或学习行为倾向。替代惩罚是观察者由于看到别人某一行为受到惩罚，而减少自己同样行为的倾向，即观察到的消极后果具有减弱人们以相同或相关的方式去行事的倾向。题于描述的是替代性强化。

[单选题]泰勒评价模式认为，课程评价的目的是( )。

确定教学目标的达成度

解析："课程评价之父"泰勒针对常模参照测验的不足，提出了目标评价模式。这个模式以目标为中心展开，强调评价的标准是预定的教学目标，课程评价的目的是检验预定目标的完成状况，即确定教学目标的达成度。

[单选题]在自然情境下进行的，比较灵活且适用范围较广的一种观察方法是( )。

教育现场观察

解析：教育现场观察是在自然情境下进行的，比较灵活的且适用范围较广的观察方面。它的主要优点是保持了人的心理活动的自然性和客观性，获得的资料比较真实。故选择D。A项，实验室观察是研究者根据研究的目的，在对观察对象发生的环境和条件加以控制或改变的条件下进行的观察。这种观察有严密的计划，有利于探讨事物内在的因果关系。BC选项，根据是否对观察活动进行严格的控制，观察法可以分为结构式观察和非结构式观察。结构式观察有明确的目标、问题和范围，有详细的观察计划、步骤和合理设计的可控制性观察。非结构式观察是对研究问题的范围目标采取弹性态度，观察内容项目与观察步骤没有预先确定，也无具体记录要求的非控制性观察。