GRE试题六(2)（在线收听） |
| 17.The primary purpose of the passage is to (A) reconcile two opposing theories (B) compare two different explanations for a phe- nomenon (C) describe experimental research that appears to support an unpopular theory (D) present evidence that may help to resolve an apparent contradiction (E) describe a hypothesis that has cause a con- troversy 18.It can be inferred from the passage that the author would most likely describe the "additional evidence" (line 12) provided by experiments with adrenergic antagonists as (A) revolutionary (B) disappointing (C) incomplete (D) unexpected (E) corroborative 19.The passage provides information about which of the following topics? (A) The mechanism by which glucose affects memory storage (B) The evidence that prompted scientist to test the effects of adrenaline on memory regulation (C) The reason that the effects of glucose on memory were tested (D) The ways that memory storage modifies the struc- ture of the brain (E) The kinds of training used to test memory enhance- ment in rats 20.The author refers to the results of the experiment using adrenergic antagonists as "negative findings" (line 13) most likely because the adrenergic antagonists (A) failed to disrupt adrenaline’s effect on memory (B) did not affect glucose’s ability to enhance memory. (C) did not block adrenaline’s ability to increase blood glucose levels (D) only partially affected adrenaline’s ability to enhance memory (E) disrupted both adrenaline’s and glucose’s effect on memory The age at which young children begin to make moral discriminations about harmful actions committed against themselves or others has been the focus of recent research into the moral development of children. Until recently, (5)child psychologists supported pioneer developmentalist Jean. Piaget in his hypothesis that because of their immaturity, children under age seven do not take into account the inten- tions of a person committing accidental or deliberate harm, but rather simply assign punishment for transgressions on (10)the basis of the magnitude of the negative consequences caused. According to Piaget, children under age seven occupy the first stage of moral development, which is char- acterized by moral absolutism (rules made by authorities must be obeyed) and imminent justice (if rules are broken, (15)punishment will be meted out). Until young children mature, their moral judgments are based entirely on the effect rather than the cause of a transgression. However, in recent research, Keasey found that six- year-old children not only distinguish between accidental and intentional harm, but (20)also judge intentional harm as naughtier, regardless of the amount of damage produced. Both of these findings seem to indicate that children, at an earlier age than Piaget claimed, advance into the second stage of moral develop- ment, moral autonomy, in which they accept social rules (25)but view them as more arbitrary than do children in the first stage. Keasey’s research raises two key questions for develop- mental psychologists about children under age seven: do they recognize justifications for harmful actions, and do (30)they make distinctions between harmful acts that are pre- ventable and those acts that have unforeseen harmful con- sequences? Studies indicate that justifications excusing harmful actions might include public duty,self-defense, and provocation. For example, Nesdale and Rule concluded that (35)children were capable of considering whether or not an aggressor’s action was justified by public duty: five year olds reacted very differently to "Bonnie wrecks Ann’s pretend house" depending on whether Bonnie did it "so somebody won’t fall over it" or because Bonnie wanted "to (40)make Ann feel bad."Thus, a child of five begins to under- stand that certain harmful actions, though intentional, can be justified; the constraints of moral absolutism no longer solely guide their judgments. Psychologists have determined that during kindergarten (45)children learn to make subtle distinctions involving harm. Darley observed that among acts involving unintentional harm, six-year-old children just entering kindergarten could not differentiate between foreseeable, and thus preventable, harm and unforeseeable harm for which the perpetrator (50)cannot be blamed. Seven months later, however, Darley found that these same children could make both distinc- tions, thus demonstrating that they had become morally autonomous. 21.Which of the following best describes the passage as a whole? (A) An outline for future research (B) An expanded definition of commonly misunder- stood terms (C) An analysis of a dispute between two theorists (D) A discussion of research findings in an ongoing inquiry (E) A confirmation of an established authority’s theory 22.According to the passage, Darley found that after seven months of kindergarten six year olds acquired which of the following abilities? (A) Differentiating between foreseeable and unforesee- able harm (B) Identifying with the perpetrator of a harmful action (C) Justifying harmful actions that result from provo- cation (D) Evaluating the magnitude of negative consequences resulting from the breaking of rules (E) Recognizing the difference between moral absolu- tism and moral autonomy |
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