大學(xué)英語(yǔ)四級(jí) 選詞填空沖刺練習(xí)（五）
Section A
Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.
Questions 36 to 45 are based on the following passage.
Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can performance at work and school. Cognitive researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on and gifts from others.
The latter view has gained many supporters, among educators. But the careful use of small rewards speaks creativity in grade school children, suggesting that properly presented inducements indeed inventiveness, according to a study in the June Journal of Personality and Social Psychology.
If kids know theyre working for a reward and can focus on a relatively task, they show the most creativity, says Robert Eisenberger of the University of Delaware in Newark. But its easy to creativity by giving rewards for poor performance or creating too much anticipation for rewards.
A teacher who continually draws attention to rewards or who hands our high grades for achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and failing grades.
In early grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows in raising efforts and creativity, the Delaware psychologist claims.
A) mental
B) promise
C) kill
D) avoid
E) hope
F) especially
G) aid
H) ordinary
I) approval
J) monetary
K) generally
L) improve
M) challenging
N) restore
O) excellent
心理學(xué)家們對(duì)于外在的獎(jiǎng)勵(lì)，從熱情的稱贊到冰冷冷的金錢刺激，會(huì)怎樣影響一個(gè)人動(dòng)力與創(chuàng)造力，持有截然不同的看法。研究行為和結(jié)果之間關(guān)系的行為學(xué)家認(rèn)為：獎(jiǎng)勵(lì)能夠提高人們的工作和學(xué)習(xí)表現(xiàn)。研究各種精神生活方面的認(rèn)知派研究專家卻認(rèn)為：由于獎(jiǎng)勵(lì)助長(zhǎng)了人們期望得到別人以同的心理和對(duì)物質(zhì)獎(jiǎng)勵(lì)的依賴心理，往往會(huì)破壞創(chuàng)造力。
后一種觀點(diǎn)得到了更多的支持，特別是教育界人士。然而《個(gè)性和社會(huì)心理學(xué)期刊》六月份刊載的一篇論文卻指出：謹(jǐn)慎地使用少量的金錢獎(jiǎng)勵(lì)會(huì)激發(fā)小學(xué)生的創(chuàng)造力，這表明適當(dāng)?shù)亟o予物質(zhì)刺激確實(shí)有助于激發(fā)創(chuàng)造力。
如果孩子們知道他們?cè)跒楂@得獎(jiǎng)勵(lì)而努力，而且能專注于較有挑戰(zhàn)性的任務(wù)，他們就會(huì)表現(xiàn)出很大的創(chuàng)造力，紐瓦克特拉華大學(xué)的Robert Eisenberger說(shuō)，但是如果孩子表現(xiàn)不佳也給予獎(jiǎng)勵(lì)，或是造成孩子對(duì)獎(jiǎng)勵(lì)過(guò)分期待，就很容易扼殺創(chuàng)造力。
Eisenberger認(rèn)為：一名教師如果總是把注意力放在獎(jiǎng)勵(lì)上，或是對(duì)于學(xué)生的一般表現(xiàn)也給高分，最終會(huì)扼殺學(xué)生們的靈感。作為后一種觀點(diǎn)的一個(gè)例證，Eisenberger指出，主要的幾所大學(xué)都在為盡力嚴(yán)格評(píng)分標(biāo)準(zhǔn)和恢復(fù)不及格分而不斷努力。
這位來(lái)自特拉華大學(xué)的心理學(xué)家認(rèn)為：在較低的年級(jí)里，實(shí)行所謂的獎(jiǎng)勵(lì)體系，即根據(jù)學(xué)生處理有挑戰(zhàn)性問(wèn)題的表現(xiàn)給其判定分?jǐn)?shù)，以決定學(xué)生能否得到有價(jià)值的獎(jiǎng)勵(lì)。這一獎(jiǎng)勵(lì)機(jī)制在激發(fā)學(xué)生努力提高其創(chuàng)造力方面還是非常有前景的。
36.【解析】L。由can得知此處填動(dòng)詞原形。第一段主要提出了行為學(xué)家和認(rèn)知派研究專家對(duì)于額外獎(jiǎng)勵(lì)的不同看法，因此可以推出此處應(yīng)填與destroy意思相反的動(dòng)詞，選項(xiàng)有improve和aid，但能與performance構(gòu)成動(dòng)賓搭配的只有improve，故排除aid，選improve。
37.【解析】I。由空格后的and gifts可知此處應(yīng)填名詞。認(rèn)知派研究專家認(rèn)為，由于獎(jiǎng)勵(lì)助長(zhǎng)了人們期望、從別人那得到和物質(zhì)獎(jiǎng)勵(lì)的心理，而往往會(huì)破壞創(chuàng)造力，因此，選項(xiàng)中只有approval認(rèn)同符合題意。
38.【解析】 F。此處應(yīng)填副詞。可選項(xiàng)有g(shù)enerally和especially，但從文章后面所舉的例子來(lái)理解，此處是為了突出強(qiáng)調(diào)教育家支持認(rèn)知派研究專家的看法，因此只有especially尤其，特別符合題意。
39.【解析】J。此處應(yīng)填形容詞修飾rewards。由But轉(zhuǎn)折可知此句表明的觀點(diǎn)與認(rèn)知派研究專家的觀點(diǎn)物質(zhì)獎(jiǎng)勵(lì)有害相反，因此可以推出此處應(yīng)填的形容詞是表示物質(zhì)獎(jiǎng)勵(lì)意思的詞，選項(xiàng)中只有monetary符合題意。
40.【解析】 G。此處應(yīng)填動(dòng)詞。由But轉(zhuǎn)折可知，此處表明的觀點(diǎn)與前者即行為學(xué)家所持的觀點(diǎn)一致，原文為適當(dāng)?shù)亟o予獎(jiǎng)勵(lì)刺激確實(shí)創(chuàng)造力，選項(xiàng)中只有aid有助于符合題意。
41.【解析】M。此處應(yīng)填形容詞修飾task。從原文來(lái)看，如果孩子們知道他們?cè)跒楂@得獎(jiǎng)勵(lì)而努力，并能專注于相對(duì)的任務(wù)，他們就會(huì)表現(xiàn)出很大的創(chuàng)造力，因此只有challengin9符合題意。
42.【解析】 C。由it its easy to d0結(jié)構(gòu)可知，此處應(yīng)填動(dòng)詞原形。由此句中But轉(zhuǎn)折與前一句中show the most creativity可以推出，此處應(yīng)填的詞應(yīng)與show the most creativity表達(dá)的意思相反，且與destroy意思相近，故選項(xiàng)中只有kill符合題意。
43.【解析】H。此處應(yīng)填形容詞修飾achievement0由此句中high grades和uninspired可以推出此處應(yīng)填的詞應(yīng)與high形成對(duì)比，故只有ordinary符合。
44.【解】 N。由空格前的and可知，此處應(yīng)填動(dòng)詞，與tighten構(gòu)成并列。可選項(xiàng)有avoid和restore，但由tighten可推出，既然是使評(píng)分標(biāo)準(zhǔn)嚴(yán)格，那么就會(huì)有高分和低分，也會(huì)有不及格，故只有restore恢復(fù)符合題意。avoid避免不符合原文意思。
45.【解析】B。很明顯此處應(yīng)填名詞作shows的賓語(yǔ)。原文為實(shí)行所謂象征性獎(jiǎng)勵(lì)，在努力提高學(xué)生創(chuàng)造力方面有，可選項(xiàng)有promise和hope，而hope是人主觀的愿望、希望，但此處強(qiáng)調(diào)的是 有實(shí)現(xiàn)的可能性，有前景，故排除hope而選promise。
Section A
Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.
Questions 36 to 45 are based on the following passage.
Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can performance at work and school. Cognitive researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on and gifts from others.
The latter view has gained many supporters, among educators. But the careful use of small rewards speaks creativity in grade school children, suggesting that properly presented inducements indeed inventiveness, according to a study in the June Journal of Personality and Social Psychology.
If kids know theyre working for a reward and can focus on a relatively task, they show the most creativity, says Robert Eisenberger of the University of Delaware in Newark. But its easy to creativity by giving rewards for poor performance or creating too much anticipation for rewards.
A teacher who continually draws attention to rewards or who hands our high grades for achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and failing grades.
In early grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows in raising efforts and creativity, the Delaware psychologist claims.
A) mental
B) promise
C) kill
D) avoid
E) hope
F) especially
G) aid
H) ordinary
I) approval
J) monetary
K) generally
L) improve
M) challenging
N) restore
O) excellent
心理學(xué)家們對(duì)于外在的獎(jiǎng)勵(lì)，從熱情的稱贊到冰冷冷的金錢刺激，會(huì)怎樣影響一個(gè)人動(dòng)力與創(chuàng)造力，持有截然不同的看法。研究行為和結(jié)果之間關(guān)系的行為學(xué)家認(rèn)為：獎(jiǎng)勵(lì)能夠提高人們的工作和學(xué)習(xí)表現(xiàn)。研究各種精神生活方面的認(rèn)知派研究專家卻認(rèn)為：由于獎(jiǎng)勵(lì)助長(zhǎng)了人們期望得到別人以同的心理和對(duì)物質(zhì)獎(jiǎng)勵(lì)的依賴心理，往往會(huì)破壞創(chuàng)造力。
后一種觀點(diǎn)得到了更多的支持，特別是教育界人士。然而《個(gè)性和社會(huì)心理學(xué)期刊》六月份刊載的一篇論文卻指出：謹(jǐn)慎地使用少量的金錢獎(jiǎng)勵(lì)會(huì)激發(fā)小學(xué)生的創(chuàng)造力，這表明適當(dāng)?shù)亟o予物質(zhì)刺激確實(shí)有助于激發(fā)創(chuàng)造力。
如果孩子們知道他們?cè)跒楂@得獎(jiǎng)勵(lì)而努力，而且能專注于較有挑戰(zhàn)性的任務(wù)，他們就會(huì)表現(xiàn)出很大的創(chuàng)造力，紐瓦克特拉華大學(xué)的Robert Eisenberger說(shuō)，但是如果孩子表現(xiàn)不佳也給予獎(jiǎng)勵(lì)，或是造成孩子對(duì)獎(jiǎng)勵(lì)過(guò)分期待，就很容易扼殺創(chuàng)造力。
Eisenberger認(rèn)為：一名教師如果總是把注意力放在獎(jiǎng)勵(lì)上，或是對(duì)于學(xué)生的一般表現(xiàn)也給高分，最終會(huì)扼殺學(xué)生們的靈感。作為后一種觀點(diǎn)的一個(gè)例證，Eisenberger指出，主要的幾所大學(xué)都在為盡力嚴(yán)格評(píng)分標(biāo)準(zhǔn)和恢復(fù)不及格分而不斷努力。
這位來(lái)自特拉華大學(xué)的心理學(xué)家認(rèn)為：在較低的年級(jí)里，實(shí)行所謂的獎(jiǎng)勵(lì)體系，即根據(jù)學(xué)生處理有挑戰(zhàn)性問(wèn)題的表現(xiàn)給其判定分?jǐn)?shù)，以決定學(xué)生能否得到有價(jià)值的獎(jiǎng)勵(lì)。這一獎(jiǎng)勵(lì)機(jī)制在激發(fā)學(xué)生努力提高其創(chuàng)造力方面還是非常有前景的。
36.【解析】L。由can得知此處填動(dòng)詞原形。第一段主要提出了行為學(xué)家和認(rèn)知派研究專家對(duì)于額外獎(jiǎng)勵(lì)的不同看法，因此可以推出此處應(yīng)填與destroy意思相反的動(dòng)詞，選項(xiàng)有improve和aid，但能與performance構(gòu)成動(dòng)賓搭配的只有improve，故排除aid，選improve。
37.【解析】I。由空格后的and gifts可知此處應(yīng)填名詞。認(rèn)知派研究專家認(rèn)為，由于獎(jiǎng)勵(lì)助長(zhǎng)了人們期望、從別人那得到和物質(zhì)獎(jiǎng)勵(lì)的心理，而往往會(huì)破壞創(chuàng)造力，因此，選項(xiàng)中只有approval認(rèn)同符合題意。
38.【解析】 F。此處應(yīng)填副詞。可選項(xiàng)有g(shù)enerally和especially，但從文章后面所舉的例子來(lái)理解，此處是為了突出強(qiáng)調(diào)教育家支持認(rèn)知派研究專家的看法，因此只有especially尤其，特別符合題意。
39.【解析】J。此處應(yīng)填形容詞修飾rewards。由But轉(zhuǎn)折可知此句表明的觀點(diǎn)與認(rèn)知派研究專家的觀點(diǎn)物質(zhì)獎(jiǎng)勵(lì)有害相反，因此可以推出此處應(yīng)填的形容詞是表示物質(zhì)獎(jiǎng)勵(lì)意思的詞，選項(xiàng)中只有monetary符合題意。
40.【解析】 G。此處應(yīng)填動(dòng)詞。由But轉(zhuǎn)折可知，此處表明的觀點(diǎn)與前者即行為學(xué)家所持的觀點(diǎn)一致，原文為適當(dāng)?shù)亟o予獎(jiǎng)勵(lì)刺激確實(shí)創(chuàng)造力，選項(xiàng)中只有aid有助于符合題意。
41.【解析】M。此處應(yīng)填形容詞修飾task。從原文來(lái)看，如果孩子們知道他們?cè)跒楂@得獎(jiǎng)勵(lì)而努力，并能專注于相對(duì)的任務(wù)，他們就會(huì)表現(xiàn)出很大的創(chuàng)造力，因此只有challengin9符合題意。
42.【解析】 C。由it its easy to d0結(jié)構(gòu)可知，此處應(yīng)填動(dòng)詞原形。由此句中But轉(zhuǎn)折與前一句中show the most creativity可以推出，此處應(yīng)填的詞應(yīng)與show the most creativity表達(dá)的意思相反，且與destroy意思相近，故選項(xiàng)中只有kill符合題意。
43.【解析】H。此處應(yīng)填形容詞修飾achievement0由此句中high grades和uninspired可以推出此處應(yīng)填的詞應(yīng)與high形成對(duì)比，故只有ordinary符合。
44.【解】 N。由空格前的and可知，此處應(yīng)填動(dòng)詞，與tighten構(gòu)成并列。可選項(xiàng)有avoid和restore，但由tighten可推出，既然是使評(píng)分標(biāo)準(zhǔn)嚴(yán)格，那么就會(huì)有高分和低分，也會(huì)有不及格，故只有restore恢復(fù)符合題意。avoid避免不符合原文意思。
45.【解析】B。很明顯此處應(yīng)填名詞作shows的賓語(yǔ)。原文為實(shí)行所謂象征性獎(jiǎng)勵(lì)，在努力提高學(xué)生創(chuàng)造力方面有，可選項(xiàng)有promise和hope，而hope是人主觀的愿望、希望，但此處強(qiáng)調(diào)的是 有實(shí)現(xiàn)的可能性，有前景，故排除hope而選promise。
