People on a college campus were more likely to give money to the March of Dimes if they were
asked for a donation by a disabled woman in a wheelchair than if asked by a nondisabled woman. In
another 1 , subway riders in New York saw a man carrying a stick stumble(绊脚) and fall to the floor.
Sometimes the victim had a large red birthmark on his 2 ; sometimes he did not. In this situation, the
victim was more likely to 3 aid if his face was spotless than if he had an unattractive birthmark. In
4 these and other research findings, two themes are 5 : we are more willing to help people we
like for some reason and people we think 6 assistance.
In some situations, those who are physically attractive are more likely to receive aid. 7 , in a field
study researchers placed a completed application to graduate school in a telephone box at the airport.
The application was ready to be 8 , but had apparently been "lost". The photo attached to the
application was sometimes that of a very 9 person and sometimes that of a less attractive person.
The measure of helping was whether the individual who found the envelope actually mailed it or not.
Results showed that people were more likely to 10 the application if the person in the photo was
physically attractive.
The degree of 11 between the potential helper and the person in need is also important. For
example, people are more likely to help a stranger who is from the same country rather than a foreigner.
In one study, shoppers on a busy street in Scotland were more likely to help a person wearing a(n)
12 T-shirt than a person wearing a T-shirt printed with offensive words.
Whether a person receives help depends in part on the "worth" of the case. For example, shoppers
in a supermarket were more likely to give someone. 13 to buy milk rather than to buy cookies,
probably because milk is thought more essential for 14 than cookies. Passengers on a New York
subway were more likely to help a man who fell to the ground if he appeared to be 15 rather than
drunk. |
( )1. A. study
( )2. A. hand
( )3. A. refuse
( )4. A. challenging
( )5. A. important
( )6. A. seek
( )7. A. At first
( )8. A. printed
( )9. A. talented
( )10. A. send in
( )11. A. similarity
( )12. A. expensive
( )13. A. time
( )14. A. shoppers
( )15. A. talkative | B. way
B. arm
B. beg
B. recording
B. possible
B. deserve
B. Above all
B. mailed
B. good-looking
B. throw away
B. friendship
B. plain
B. instructions
B. research
B. handsome | C. word
C. face
C. lose
C. understanding
C. amusing
C. obtain
C. In addition
C. rewritten
C. helpful
C. fill out
C. cooperation
C. cheap
C. money
C. children
C. calm
| D. college
D. back
D. receive
D. publishing
D. missing
D. accept
D. For example
D. signed
D. hard-working
D. turn down
D. contact
D. strange
D. chances
D. health
D. sick | | 阅读理解 | Researchers in the psychology department at the University of California at Los Angeles (UCLA)
have discovered a major difference in the way men and women respond to stress. This difference may
explain why men are more likely to suffer from stress-related disorders.
Until now, psychological research has maintained that both men and women have the same
"fight-or-flight" reaction to stress. In other words, individuals either react with aggressive behavior, such
as verbal or physical conflict ("fight"), or they react by withdrawing from the stressful situation ("flight").
However, the UCLA research team found that men and women have quite different biological and
behavioral responses to stress. While men often react to stress in the fight-or-flight response, women
often have another kind of reaction which could be called "tend and befriend." That is, they often react
to stressful conditions by protecting and nurturing their young ("tend"), and by looking for social contact
and support from others - especially other females ("befriend").
Scientists have long known that in the fight-or- flight reaction to stress, an important role is played by
certain hormones(激素) released by the body. The UCLA research team suggests that the female
tend-or-befriend response is also based on a hormone. This hormone, called oxytocin, has been studied
in the context of childbirth, but now it is being studied for its role in the response of both men and women
to stress. The principal investigator, Dr. Shelley E. Taylor, explained that "animals and people with high
levels of oxytocin are calmer, more relaxed, more social, and less anxious." While men also secrete(分
泌)oxytocin, its effects are reduced by male hormones.
In terms of everyday behavior, the UCLA study found that women are far more likely than men to
seek social contact when they are feeling stressed. They may phone relatives or friends, or ask directions
if they are lost.
The study also showed how fathers and mothers responded differently when they came home to their
family after a stressful day at work. The typical father wanted to be left alone to enjoy some peace and
quiet. For a typical mother, coping with a bad day at work meant focusing her attention on her children
and their needs.
The differences in responding to stress may explain the fact that women have lower frequency of
stress-related disorders such as high blood pressure or aggressive behavior. The tend-and-befriend
regulatory(调节的) system may protect women against stress, and this may explain why women on
average live longer than men. | | 1. The UCLA study shows that in response to stress, men are more likely than women to _____ . | A. turn to friends for help
B. solve a conflict calmly
C. find an escape from reality
D. seek comfort from children | | 2. Which of the following is true about oxytocin according to the passage? | A. Men have the same level of oxytocin as women do.
B. Oxytocin used to be studied in both men and women.
C. Both animals and people have high levels of oxytocin.
D. Oxytocin has more of an effect on women than on men. | | 3. What can be learned from the passage? | A. Male hormones help build up the body"s resistance to stress.
B. In a family a mother cares more about children than a father does.
C. Biological differences lead to different behavioral responses to stress.
D. The UCLA study was designed to confirm previous research findings. | | 4. Which of the following might be the best title of the passage? | A. How men and women get over stress
B. How men and women suffer from stress
C. How researchers overcome stress problems
D. How researchers handle stress-related disorders | | 阅读理解 | A. When a child should learn to read
B. Why it is fun to teach a child reading
C. What if a child has reading problems
D. How you prepare a young child for reading
E. What is the best way to teach a child reading
F. Whether reading early promises later achievements | 阅读理解
Directions: Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words. | While contact between adolescents (between the ages of fifteen and nineteen) and their peers (同龄人) is a universal characteristic of all cultures, the nature and the degree of such contact vary a great deal. In
American contemporary society, adolescents spend much more time with their peers than with younger
children or adults.
This pattern of age segregation(隔离) in American society did not become usual until the beginning of the industrialized society. Changes in the workplace separated children from adults, with adults working and children attending school. The dramatic increase of mothers in the workplace has further contributed
to the reduction in the amount of time adolescents spend with adults. School reform efforts during the
nineteenth century, which resulted in age-segregated schools and grades, have reduced the amount of time adolescents spend with younger children. Finally, the changes in population are considered a factor that
may have contributed to the emergence of adolescent peer culture. From 1955 t0 1975, the adolescent
population increased dramatically, from 11 percent t0 20.9 percent. This increase in the number of
adolescents might be a contributing factor to the increase in adolescent peer culture in terms of growth in
size.
Research supports the view that adolescents spend a great deal of time with their peers. Reed Larson
and his colleagues examined adolescents" daily activities and found that they spend more time talking to
their friends than engaging in any other activity. In a typical week, high school students will spend twice
as much time with their peers as with adults. This gradual withdrawal from adults begins in early
adolescence. In sixth grade, adults (excluding parents) account for only 25 percent of adolescent social
networks. Another important characteristic of adolescent peer culture is its increasingly autonomous (白
治的) function. While childhood peer groups are conducted under the close supervision of parents,
adolescent peer groups typically make an effort to escape adult supervision and usually succeed in
doing so.
(Note: Answer the questions or complete the statements in NO MORE THAN EIGHT WORDS.)
1. "This pattern of age segregation" refers to the phenomenon that adolescents segregate themselves
from
2. Besides changes in the workplace, are the other two factors contributing to adolescent
peer culture.
3. When do adolescents start to spend less time with adults?
____________________________________________________________
4. How do adolescent peer groups differ from childhood peer groups?
_____________________________________________________________ | | 阅读理解 | Two friends have an argument that bleaks up their friendship forever, even though neither one can
remember how the whole thing got started. Such sad events happen over and over in high schools
across the country. In fact, according to an official report on youth violence, "In our country today, the
greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but
the terrible reality of violence". Given that this is the case, why aren"t students taught to manage conflict
the way they are taught to solve math problems, drive cars, or stay physically fit?
First of all, students need to realize that conflict is unavoidable. A report on violence among middle
school and high school students indicates that most violent incidents between students begin with a
relatively minor insult (侮辱). For example, a fight could start over the fact that one student eats a peanut
butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to
violence. The problem isn"t in the sandwich, but in the way students deal with the conflict.
Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict
resolution (解决) stay calm. Once the student feels calmer, he or she should choose words that will calm
the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotional
fir On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes
out of control.
After both sides have calmed down, they can use another key strategyfor conflict resolution; listening.
Listening allows the two sides to understand each other. One person should describe his or her side, and
the other person should listen without interrupting. Afterward, the listener can ask non-threatening
questions to clarify the speaker"s position. Then the two people should change roles.
Finally, students need f. consider what they are hearing. This doesn"t mean trying to figure out what"s
wrong with the other person. It means understanding what the real issue is and what both sides are trying
to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one
person thinks the other person is unwilling to try new things. Students need to ask themselves questions
such as these: How did this start? What do I really want? What am I afraid off As the issue becomes
clearer, the conflict often simply becomes smaller. Even if it doesn"t, careful thought helps both sides
figure out a mutual solution.
There will always be conflict in schools, but that doesn"t mean there needs to be violence. After
students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, "64 percent of the teachers reported less physical violence in the classroom; 75 percent of the teachers
reported an increase in student cooperation; and 92 percent of the students felt better about themselves".
Learning to resolve conflicts can help students deal with friends,. teachers. parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country. | | 1. This article is mainly about _____. | A. the lives of school children
B. the cause of arguments in schools
C. how to analyze youth violence
D. how to deal with school conflicts | | 2. From Paragraph 2 we can learn that________. | A. violence is more likely to occur at lunchtime
B. a small conflict can lead to violence
C. students tend to lose their temper easily
D. the eating habit of a student is often the cause of a fight | | 3.Why do students need to ask themselves the questions stated in Paragraph 5? | A. To find out who to blame.
B. To get ready to buy new things.
C. To make clear what the real issue is.
D. To figure out how to stop the shouting match. | | 4. After the conflict resolution program was started in Atlanta, it was found that______. | A. there was a decrease in classroom violence
B. there was less student cooperation in the classroom
C. more teachers fell better about themselves in schools
D. the teacher-student relationship greatly improved | | 5.The writer"s purpose for writing this article is to_______. | A. complain about problems in school education
B. teach students different strategies for school life
C. advocate teaching conflict management in schools
D. inform teachers of the latest studies on school violence | 最新试题
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