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回答下列各题 Adults are getting smarter about how smart babies are. Not long ago, researchers learned that4-day-old could understand 26______and subtraction. Now, British research psychologist Graham Schaferhas discovered that infants can learn words for uncommon things long before they can speak. He foundthat 9-month-old infants could be taught, through repeated show-and-tell, to 27______the names of objectsthat were foreign to them, a result that 28______in some ways the received wisdom that, apart from learningto29______ things common to their dally lives, children dont begin to build vocabulary until well into theirsecond year. "Its no 30______that children learn words, but the words they tend to know are words linkedto 31______situations in the home," explains Schafer. "This is the first demonstration that we can choosewhat words the children will learn and that they can respond to them with an unfamiliar voice 32______in anunfamiliar setting. " Figuring out how humans acquire language may 33______why some children learn to read and writelater than others, Schafer says, and could lead to better treatments for developmental problems. Whatsmore, the study of language 34______offers direct insight into how humans learn. "Language is a test casefor human cognitive development," says Schafer. But parents eager to teach their infants should takenote : even without being taught new words, a control group 35______the other infants within a few months."This is not about advancing development," he says. "Its just about what children can do at an earlierage than what educators have often thought. 第(26)题__________
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更多 “ 回答下列各题 Adults are getting smarter about how smart babies are. Not long ago, researchers learned that4-day-old could understand 26______and subtraction. Now, British research psychologist Graham Schaferhas discovered that infants can learn words for uncommon things long before they can speak. He foundthat 9-month-old infants could be taught, through repeated show-and-tell, to 27______the names of objectsthat were foreign to them, a result that 28______in some ways the received wisdom that, apart from learningto29______ things common to their dally lives, children dont begin to build vocabulary until well into theirsecond year. "Its no 30______that children learn words, but the words they tend to know are words linkedto 31______situations in the home," explains Schafer. "This is the first demonstration that we can choosewhat words the children will learn and that they can respond to them with an unfamiliar voice 32______in anunfamiliar setting. " Figuring out how humans acquire language may 33______why some children learn to read and writelater than others, Schafer says, and could lead to better treatments for developmental problems. Whatsmore, the study of language 34______offers direct insight into how humans learn. "Language is a test casefor human cognitive development," says Schafer. But parents eager to teach their infants should takenote : even without being taught new words, a control group 35______the other infants within a few months."This is not about advancing development," he says. "Its just about what children can do at an earlierage than what educators have often thought. 第(26)题__________ ” 相关考题
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How men first learnt to invent words is unknown; in other words, the origin of language is a mystery. All we really know is that men, unlike animals, somehow invented certain sounds to express thought and feelings, actions and things, so that they could communicate with each other; and that later they agreed upon certain signs, called letters, which could be combined to present those sounds, and which could be written down. Those sounds, whether spoken or written in letters, we call words. The power of words, then, lies in their associations - the things they bring up before our minds. Words become filled with meaning for us by experience; and the longer we live, the more certain words recall to us the glad and sad events of our past; and the more we read and learn, the more the number of words that mean something increases. Great writers are those who not only have great thoughts but also express these thoughts in words which appeal powerfully to our minds and emotions. This charming and telling use of words is what we call literary style. Above all, the real poet is a master of words. He can convey his meaning in words which sing like music and which by their position and association can move men to tears. We should therefore learn to choose our words carefully and use them accurately, or they will make our speech silly and vulgar. What is true about words?：A、They are used to express feelings onlyB、They can not be written downC、They are simply soundsD、They are mysterious.
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What would you tell the interviewer that you are such a candidate who can adjust yourself to changes quickly?A.About what new things or skills you have been learning at the moment.B.About what changes you encountered before and how you responded.C.About how smart enough you are to be able to stop adverse situations getting worse.D.About how interested you are in some new technologies, methods and applications in your study.
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It can be learned from the passage that about four billion years ago ______.A. the earth was in molten stateB. the earth surface temperature was above 100℃C. the earth surface temperature was below 100℃D. rain water could remain on the earth
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—I can't see the words on the blackboard. —Perhaps you need _( )A. How long ago did you get it thisB. How long have you been like thisC. How soon have you got itD. How soon have you liked this
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读A、B两篇材料,根据材料内容选择最佳答案。A Learning How to Learn$22Children who read this book show great interest in study.Many pictures will help them understand it easily and quickly. Basic Study Guidebook $36Read this book and learn:What the three barriers (障碍) to study are and what to do about themWhat to do if you are tired of a subjectChildren read it to improve the ability to study. How to Use a Dictionary Picture Book for Children $35Read this book and learn:How to look up words in a dictionaryWhat the different marks in a dictionary meanHow to use a dictionary to pronounce words correctlyBuy this book and help children unlock their education.What’s more, you’ll just pay 60% for it before May 10, 2009.第 1 题 （ ）“__________” can tell you what to do if you are tired of a subject.A．Study Skills for LifeB．Learning How to LearnC．Basic Study GuidebookD．How to Use a Dictionary Picture Book for Children
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What can be inferred from the last paragraph?A.Babies’ cries have long been the concerns of scientists.
B.Babies start their speech acquisition at the age of three months.
C.Studying babies' cries helps us understand their speech perception.
D.Babies’ true speech, rather than their cries, should be the focus of study.
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第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.Snedeker,Geren and Shafto based their study on children who________.A:were finding it difficult to learn EnglishB:were learning English at a later age than US childrenC:had come from a number of language backgroundsD:had taken English lessons in China
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Washoe Learned American Sign Language1.An animal that influenced scientific thought has died.A chimpanzee named Washoe and born in Africa died of natural causes late last month at the age of 42 at a research center in the American state of Washington.Washoe had become known in the scientific community arid around the world for her ability to use American sign language.She was said to be the first non-human to learn a human language.Her skills also led to debate about primates and their ability to understand language.2.Research scientists Allen and Beatrix Gardner began teaching Washoe sign language in 1966.In 1969,the Gardners described Washoe's progress in a scientific report.The people who experimented with Washoe said she grew to understand about 250 words.For example,Washoe made signs to communicate when it was time to eat. She could request foods like apples and bananas.She also asked questions like,"Who is coming to play?"Once the news about Washoe spread,many language scientists began studies of their own into this new and exciting area of research.The whole direction of primate research changed.3. However,critics argued Washoe only learned to repeat sign language movements from watching her teachers.They said she had never developed true language skills.Even now there are some researchers who suggest that primates learn sign language only by memory,and perform the signs only for prizes.Yet Washoe's keepers disagree.Roger Fouts is a former student of the Gardners.He took Washoe to a research center in Ellensburg,Washington.There,Washoe taught sign language to three younger chimpanzees,which are still alive.4.Scientists like private researcher Jane Goodall believe Washoe provided new information about the mental workings of chimpanzees.Today,there are not as many scientists studying language skills with chimps.Part of the reason is that this kind of research takes a very long time.5.Debate continues about chimps' understanding of human communication.Yet,one thing is sure一Washoe changed popular ideas about the possibilities of animal intelligence.The experimenters thought Washoe was intelligent_________.A:if the Gardeners' argument was soundB:because she was cleverer than other chimpsC:when she wanted to eatD:while she was at a research center in EllensburgE:because she could use sign language to ask for fruits F: while Washoe was learning sign language
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Washoe Learned American Sign Language1.An animal that influenced scientific thought has died.A chimpanzee named Washoe and born in Africa died of natural causes late last month at the age of 42 at a research center in the American state of Washington.Washoe had become known in the scientific community arid around the world for her ability to use American sign language.She was said to be the first non-human to learn a human language.Her skills also led to debate about primates and their ability to understand language.2.Research scientists Allen and Beatrix Gardner began teaching Washoe sign language in 1966.In 1969,the Gardners described Washoe's progress in a scientific report.The people who experimented with Washoe said she grew to understand about 250 words.For example,Washoe made signs to communicate when it was time to eat. She could request foods like apples and bananas.She also asked questions like,"Who is coming to play?"Once the news about Washoe spread,many language scientists began studies of their own into this new and exciting area of research.The whole direction of primate research changed.3. However,critics argued Washoe only learned to repeat sign language movements from watching her teachers.They said she had never developed true language skills.Even now there are some researchers who suggest that primates learn sign language only by memory,and perform the signs only for prizes.Yet Washoe's keepers disagree.Roger Fouts is a former student of the Gardners.He took Washoe to a research center in Ellensburg,Washington.There,Washoe taught sign language to three younger chimpanzees,which are still alive.4.Scientists like private researcher Jane Goodall believe Washoe provided new information about the mental workings of chimpanzees.Today,there are not as many scientists studying language skills with chimps.Part of the reason is that this kind of research takes a very long time.5.Debate continues about chimps' understanding of human communication.Yet,one thing is sure一Washoe changed popular ideas about the possibilities of animal intelligence.Paragraph 2________A:Reason Why Not Many Scientists Carry out This Research Nowadays.B:Report about Washoe's Progress in Learning Sign Language.C:General Information about Washoe.D:The Gardeners' Contributions Recognized.E:Debate on Chimps' Intelligence.F: Washoe's Love for Three Young Chimps.
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Washoe Learned American Sign Language1.An animal that influenced scientific thought has died.A chimpanzee named Washoe and born in Africa died of natural causes late last month at the age of 42 at a research center in the American state of Washington.Washoe had become known in the scientific community arid around the world for her ability to use American sign language.She was said to be the first non-human to learn a human language.Her skills also led to debate about primates and their ability to understand language.2.Research scientists Allen and Beatrix Gardner began teaching Washoe sign language in 1966.In 1969,the Gardners described Washoe's progress in a scientific report.The people who experimented with Washoe said she grew to understand about 250 words.For example,Washoe made signs to communicate when it was time to eat. She could request foods like apples and bananas.She also asked questions like,"Who is coming to play?"Once the news about Washoe spread,many language scientists began studies of their own into this new and exciting area of research.The whole direction of primate research changed.3. However,critics argued Washoe only learned to repeat sign language movements from watching her teachers.They said she had never developed true language skills.Even now there are some researchers who suggest that primates learn sign language only by memory,and perform the signs only for prizes.Yet Washoe's keepers disagree.Roger Fouts is a former student of the Gardners.He took Washoe to a research center in Ellensburg,Washington.There,Washoe taught sign language to three younger chimpanzees,which are still alive.4.Scientists like private researcher Jane Goodall believe Washoe provided new information about the mental workings of chimpanzees.Today,there are not as many scientists studying language skills with chimps.Part of the reason is that this kind of research takes a very long time.5.Debate continues about chimps' understanding of human communication.Yet,one thing is sure一Washoe changed popular ideas about the possibilities of animal intelligence.Washoe could make signs to communicate________.A:if the Gardeners' argument was soundB:because she was cleverer than other chimpsC:when she wanted to eatD:while she was at a research center in EllensburgE:because she could use sign language to ask for fruits F: while Washoe was learning sign language
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第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.When the writer says"critical period",he means a period when________.A:studies produce useful resultsB:adults need to be taught like childrenC:language learning takes place effectivelyD:immigrants want to learn another language
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Teaching Math,Teaching AnxietyIn a new study about the way kids learn math in elementary school,the psychologists at the University of Chicago Sian Beilock and Susan Levine found a surprising relationship between what female teachers think and what female students learn:If a female teacher is uncomfortable with her own math skills,then her female students are more likely to believe that boys are better than girls at math.If these girls keep getting math-anxious female teachers in later grades,it may create a snowball effect on their math achievement said Levine. In other words,girls may end up learning math anxiety from their teachers. The study suggests that if these girls grow up believing that boys are better at math than girls are,then these girls may not do as well as they would have if they were more confident.Just as students find certain subjects to be difficult,teachers can find certain subjects to be difficult to learn一and teach. The subject of math can be particularly difficult for everyone. Researchers use the word“anxiety”to describe such feelings:anxiety is uneasiness or worry.The new study found that when a teacher has anxiety about math,that feeling can influence how her female students feel about math. The study involved 65 girls,52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year,and the researchers compared the scores.The researchers also gave the students tests to tell whether the students believed that a math superstar had to be a boy. Then the researchers turned to the teachers:To find out which teachers were anxious about math,the researchers asked the teachers how they felt at times when they came across math,such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt,for example,was probably anxious about math.Boys,on average,were unaffected by a teacher's anxiety. On average,girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus,on the test showing whether someone thought a math superstar had to be a boy,20 girls showed feeling that boys would be better at math一and all of these girls had been taught by female teachers who had math anxiety.“This is an interesting study,but the results need to be interpreted as preliminary and in need of replication with a larger sample,”said David Geary,a psychologist at the University of Missouri in Columbia.David Geary thinks that______.A: the study is interesting but it is based on unreliable research processB: the research results need to be retested based on a larger sampleC: the research results need to be reinterpreted to be meaningfulD: the study is well based and produces significant results
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Intelligence makes for better leaders-from undergraduates to executives to presidents-according to multiple studies.It certainly l that handling a market shift or legislative logjam requires high cognitive abilities.But new research on leadership suggests that,at a certain point,having a higher io can be viewed as 2.3 previous research has shown that groups with smarter leaders perform better by 4 measures,some studies have 5 that followers might subjectively view leaders with extremely high intellect as less effective.Decades ago Dean Simonton,a psychologist at the University of California,Davis,proposed that brilliant leaders'words may simply go 6 people's heads,their solutions could be more complicated t0 7 and followers might find it harder to relate to them.Now Simonton and two colleagues have finally 8 that idea.The researchers 9 379 male and female business leaders in 30 countries,10 fields that included banking,retail and technology.The managers took IQ tests,an imperfect but robust 11 0f performance in many areas,and each was rated on leadership style and effectiveness by an average of eight co-workers.10 12 correlated with ratings of leader effectiveness,strategy formation,vision and several other characteristics-up to a point.The ratings peaked at an io of around 120,which is higher than roughly 80 percent of office workers.Beyond that,the ratings 13.The researchers suggest the"ideal"io could be higher or lower in various fields,depending on 14 technical versus social skills are more valued in a（n）15 work culture."It's an interesting and thoughtful paper,"says Paul Sackett,a psychology professor at the University of Minnesota,who was not involved in the research."To me,the right interpretation of the work would be that it 16 a need to understand what high-IQ leaders do that 17 to lower perceptions by followers.The wrong interpretation would be,;Don't 18 high-io leaders.,"The study's lead author,John Antonakis,a psychologist at the University of Lausanne in Switzerland,suggests leaders should use their intelligence t0 19 creative metaphors that will persuade and inspire others."I think the only way a smart person can signal their intelligence 20 and still connect with the people,"Antonakis says,"is to speak in charming ways."13选？A.recovered
B.declined
C.fioated
D.jumped
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Intelligence makes for better leaders-from undergraduates to executives to presidents-according to multiple studies.It certainly l that handling a market shift or legislative logjam requires high cognitive abilities.But new research on leadership suggests that,at a certain point,having a higher io can be viewed as 2.3 previous research has shown that groups with smarter leaders perform better by 4 measures,some studies have 5 that followers might subjectively view leaders with extremely high intellect as less effective.Decades ago Dean Simonton,a psychologist at the University of California,Davis,proposed that brilliant leaders'words may simply go 6 people's heads,their solutions could be more complicated t0 7 and followers might find it harder to relate to them.Now Simonton and two colleagues have finally 8 that idea.The researchers 9 379 male and female business leaders in 30 countries,10 fields that included banking,retail and technology.The managers took IQ tests,an imperfect but robust 11 0f performance in many areas,and each was rated on leadership style and effectiveness by an average of eight co-workers.10 12 correlated with ratings of leader effectiveness,strategy formation,vision and several other characteristics-up to a point.The ratings peaked at an io of around 120,which is higher than roughly 80 percent of office workers.Beyond that,the ratings 13.The researchers suggest the"ideal"io could be higher or lower in various fields,depending on 14 technical versus social skills are more valued in a（n）15 work culture."It's an interesting and thoughtful paper,"says Paul Sackett,a psychology professor at the University of Minnesota,who was not involved in the research."To me,the right interpretation of the work would be that it 16 a need to understand what high-IQ leaders do that 17 to lower perceptions by followers.The wrong interpretation would be,;Don't 18 high-io leaders.,"The study's lead author,John Antonakis,a psychologist at the University of Lausanne in Switzerland,suggests leaders should use their intelligence t0 19 creative metaphors that will persuade and inspire others."I think the only way a smart person can signal their intelligence 20 and still connect with the people,"Antonakis says,"is to speak in charming ways."14选？A.which
B.why
C.whether
D.how
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Easy LearningStudents should be jealous.Not only do babies get to doze their days away,but they've alsomastered the fine art of learning in their sleep.By the time babies are a year old they can recognize a lot of sounds and even simple words. Marie Cheour at the university of Turku in Finland suspected that they might progress this fast be-cause they learn language while they sleep as well as when they are awake.To test the theory,Cheour and their colleagues studied 45 newborn babies in the first days of their lives.They exposed all the infants to an hour of Finnish vowel sounds一one that sounds like "oo",another like"ee"and a third boundary vowel peculiar to Finnish and similar languages that sounds like something in between.EEG recording of the infants brains before and after the session showed that the newborns could not distinguish the sounds.Fifteen of the babies then went back with their mothers,while the rest were split into two sleepstudy groups.One group was exposed throughout their night-time sleeping hours to the same three vowels,while the others listened to the other,easier-to-distinguish vowel sounds.When tested in the morning,and again in the evening,the babies who'd heard the tricky boundary vowels all night showed brainwave activity indicating that they could now recognize this sound.They could identify the sound even when its pitch was changed,while none of the other babies could pick up the boundary vowel at all.Cheour doesn't know how babies accomplish this night-time learning,but she suspects that the special ability might indicate that unlike adults,babies don't"turn off" their cerebral cortex while they sleep.The skill probably fades in the course of the first years of life,she add一so forget the idea that you can pick up the tricky French vowels as an adult just by slipping a language tape under your pillow. But while it may not help grown-ups,Cheour is hoping to use the sleeping hours to give remedial help to babies who are genetically at risk of language disorders.The study shows that the infant's cerebral cortex is working while he is asleep.A:Right B:Wrong C:Not mentioned
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Easy LearningStudents should be jealous.Not only do babies get to doze their days away,but they've alsomastered the fine art of learning in their sleep.By the time babies are a year old they can recognize a lot of sounds and even simple words. Marie Cheour at the university of Turku in Finland suspected that they might progress this fast be-cause they learn language while they sleep as well as when they are awake.To test the theory,Cheour and their colleagues studied 45 newborn babies in the first days of their lives.They exposed all the infants to an hour of Finnish vowel sounds一one that sounds like "oo",another like"ee"and a third boundary vowel peculiar to Finnish and similar languages that sounds like something in between.EEG recording of the infants brains before and after the session showed that the newborns could not distinguish the sounds.Fifteen of the babies then went back with their mothers,while the rest were split into two sleepstudy groups.One group was exposed throughout their night-time sleeping hours to the same three vowels,while the others listened to the other,easier-to-distinguish vowel sounds.When tested in the morning,and again in the evening,the babies who'd heard the tricky boundary vowels all night showed brainwave activity indicating that they could now recognize this sound.They could identify the sound even when its pitch was changed,while none of the other babies could pick up the boundary vowel at all.Cheour doesn't know how babies accomplish this night-time learning,but she suspects that the special ability might indicate that unlike adults,babies don't"turn off" their cerebral cortex while they sleep.The skill probably fades in the course of the first years of life,she add一so forget the idea that you can pick up the tricky French vowels as an adult just by slipping a language tape under your pillow. But while it may not help grown-ups,Cheour is hoping to use the sleeping hours to give remedial help to babies who are genetically at risk of language disorders.Babies can learn language even in their sleep.A:Right B:Wrong C:Not mentioned
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Easy LearningStudents should be jealous.Not only do babies get to doze their days away,but they've alsomastered the fine art of learning in their sleep.By the time babies are a year old they can recognize a lot of sounds and even simple words. Marie Cheour at the university of Turku in Finland suspected that they might progress this fast be-cause they learn language while they sleep as well as when they are awake.To test the theory,Cheour and their colleagues studied 45 newborn babies in the first days of their lives.They exposed all the infants to an hour of Finnish vowel sounds一one that sounds like "oo",another like"ee"and a third boundary vowel peculiar to Finnish and similar languages that sounds like something in between.EEG recording of the infants brains before and after the session showed that the newborns could not distinguish the sounds.Fifteen of the babies then went back with their mothers,while the rest were split into two sleepstudy groups.One group was exposed throughout their night-time sleeping hours to the same three vowels,while the others listened to the other,easier-to-distinguish vowel sounds.When tested in the morning,and again in the evening,the babies who'd heard the tricky boundary vowels all night showed brainwave activity indicating that they could now recognize this sound.They could identify the sound even when its pitch was changed,while none of the other babies could pick up the boundary vowel at all.Cheour doesn't know how babies accomplish this night-time learning,but she suspects that the special ability might indicate that unlike adults,babies don't"turn off" their cerebral cortex while they sleep.The skill probably fades in the course of the first years of life,she add一so forget the idea that you can pick up the tricky French vowels as an adult just by slipping a language tape under your pillow. But while it may not help grown-ups,Cheour is hoping to use the sleeping hours to give remedial help to babies who are genetically at risk of language disorders.An infant can recognize a lot of vowels by the time he or she is a year old.A:Right B:Wrong C:Not mentioned
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Easy LearningStudents should be jealous.Not only do babies get to doze their days away,but they've alsomastered the fine art of learning in their sleep.By the time babies are a year old they can recognize a lot of sounds and even simple words. Marie Cheour at the university of Turku in Finland suspected that they might progress this fast be-cause they learn language while they sleep as well as when they are awake.To test the theory,Cheour and their colleagues studied 45 newborn babies in the first days of their lives.They exposed all the infants to an hour of Finnish vowel sounds一one that sounds like "oo",another like"ee"and a third boundary vowel peculiar to Finnish and similar languages that sounds like something in between.EEG recording of the infants brains before and after the session showed that the newborns could not distinguish the sounds.Fifteen of the babies then went back with their mothers,while the rest were split into two sleepstudy groups.One group was exposed throughout their night-time sleeping hours to the same three vowels,while the others listened to the other,easier-to-distinguish vowel sounds.When tested in the morning,and again in the evening,the babies who'd heard the tricky boundary vowels all night showed brainwave activity indicating that they could now recognize this sound.They could identify the sound even when its pitch was changed,while none of the other babies could pick up the boundary vowel at all.Cheour doesn't know how babies accomplish this night-time learning,but she suspects that the special ability might indicate that unlike adults,babies don't"turn off" their cerebral cortex while they sleep.The skill probably fades in the course of the first years of life,she add一so forget the idea that you can pick up the tricky French vowels as an adult just by slipping a language tape under your pillow. But while it may not help grown-ups,Cheour is hoping to use the sleeping hours to give remedial help to babies who are genetically at risk of language disorders.If an adult wants to learn a language faster,he can put a language tape under his pillow.A:Right B:Wrong C:Not mentioned
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第一篇Grown-ups are often surprised by how well they remember something they learned as children but have never practiced still swim as well as ever since.A man when he gets back who has not hada chance to go swimming for years can in the water. He can get on a bicycle after many years and still ride away.He can play catch and hit a ball as well as his son.A mother who has not thought about the words for years can teach her daughter the poem that begins"Twinkle,twinkle,little star",remember the story of Cinderella or Goldilocks and the Three Bears.One explanation is the law of overlearning,which can be stated as follows:Once we have learned something,additional learning trials（尝试）increase the length of time we will remember it.In childhood we usually continue to practice such skills as swimming,bicycle riding,and playing baseball long after we have learned them.We continue to listen to and remind ourselves of words such as"Twinkle,twinkle,little star"and childhood tales such as Cinderella and Goldi-- locks.We not only learn but overlearn.The multiplication tables（乘法口诀表）are an exception to the general rule that we forget rather quickly the things that we learn in school,because they are another of the things we overlearn in childhood.The law of overlearning explains why cramming（突击学习）for an examination, though it may result in a passing grade,is not a satisfactory way to learn a college course.By cramming,a studentmay learn the subject well enough to get by on the examination,but he is likely soon to forget almost everything he learned.A little overlearning,on the other hand,is really necessary for one's future development.The author explains the law of overlearning by________.A:presenting research findingsB:setting down general rulesC:making a comparisonD:using examples
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第一篇Grown-ups are often surprised by how well they remember something they learned as children but have never practiced still swim as well as ever since.A man when he gets back who has not hada chance to go swimming for years can in the water. He can get on a bicycle after many years and still ride away.He can play catch and hit a ball as well as his son.A mother who has not thought about the words for years can teach her daughter the poem that begins"Twinkle,twinkle,little star",remember the story of Cinderella or Goldilocks and the Three Bears.One explanation is the law of overlearning,which can be stated as follows:Once we have learned something,additional learning trials（尝试）increase the length of time we will remember it.In childhood we usually continue to practice such skills as swimming,bicycle riding,and playing baseball long after we have learned them.We continue to listen to and remind ourselves of words such as"Twinkle,twinkle,little star"and childhood tales such as Cinderella and Goldi-- locks.We not only learn but overlearn.The multiplication tables（乘法口诀表）are an exception to the general rule that we forget rather quickly the things that we learn in school,because they are another of the things we overlearn in childhood.The law of overlearning explains why cramming（突击学习）for an examination, though it may result in a passing grade,is not a satisfactory way to learn a college course.By cramming,a studentmay learn the subject well enough to get by on the examination,but he is likely soon to forget almost everything he learned.A little overlearning,on the other hand,is really necessary for one's future development.What is the main idea of Paragraph 1?A:People remember well what they learned in childhood.B:Children have a better memory than grown-ups.C:Poem reading is a good way to learn words.D:Stories for children are easy to remember.
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Washoe Learned American Sign LanguageAn animal that influenced scientific thought has died. A chimpanzee named Washoe and born in Africa died of natural causes late last month at the age of 42 at a research center in the A-merican state of Washington.Washoe, had become known in the scientific community and around the world for her ability to use American Sign Language.She was said to be the first non-human to learn a human language .Her skills also led to debate about primates and their ability to under-stand language.Research scientists Allen and Beatrix Gardner began teaching Washoe sign language in 1966.In 1969,the Gardeners described Washoe's progress in a scientific report. The people who experimented with Washoe said she grew to understand about 250 words. For example,Washoe made signs to communicate when it was time to eat. She could request foods like apples and ba-nanas .She also asked questions like,“Who is coming to play?”Once the news about Washoe spread,many language scientists began studies of their own into this nev and exciting area of research .The whole direction of primate research changed.However,critics argued Washoe only learned to repeat sign language movements from watc-hing her teachers.They said she had never developed true language skills.Even now,there are some researchers who suggest that primates learn sign language only by memory,and perform the signs only for prizes. Yet Washoe's keepers disagree.Roger Fouts is a former student of the Gar-deners. He took Washoe to a research center in Ellensburg,Washington. There,Washoe taught sign language to three younger chimpanzees,which are still alive.Scientists like private researcher Jane Goodall believe Washoe provided new information a-bout the mental workings of chimpanzees. Today,there are not as many scientists studying lan-guage skills with chimps. Part of the reason is that this kind of research takes a very long time.Debate continues about chimps' understanding of human communication. Yet,one thing is sure-Washoe changed popular ideas about the possibilities of animal intelligence. We can draw a conclusion from the last paragraph that______.A: whether chimps can learn a human language remains unanswerableB: primate have the ability to speak a languageC: animals cannot learn a human signD: Washoe is as intelligent as humans
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Washoe Learned American Sign LanguageAn animal that influenced scientific thought has died. A chimpanzee named Washoe and born in Africa died of natural causes late last month at the age of 42 at a research center in the A-merican state of Washington.Washoe, had become known in the scientific community and around the world for her ability to use American Sign Language.She was said to be the first non-human to learn a human language .Her skills also led to debate about primates and their ability to under-stand language.Research scientists Allen and Beatrix Gardner began teaching Washoe sign language in 1966.In 1969,the Gardeners described Washoe's progress in a scientific report. The people who experimented with Washoe said she grew to understand about 250 words. For example,Washoe made signs to communicate when it was time to eat. She could request foods like apples and ba-nanas .She also asked questions like,“Who is coming to play?”Once the news about Washoe spread,many language scientists began studies of their own into this nev and exciting area of research .The whole direction of primate research changed.However,critics argued Washoe only learned to repeat sign language movements from watc-hing her teachers.They said she had never developed true language skills.Even now,there are some researchers who suggest that primates learn sign language only by memory,and perform the signs only for prizes. Yet Washoe's keepers disagree.Roger Fouts is a former student of the Gar-deners. He took Washoe to a research center in Ellensburg,Washington. There,Washoe taught sign language to three younger chimpanzees,which are still alive.Scientists like private researcher Jane Goodall believe Washoe provided new information a-bout the mental workings of chimpanzees. Today,there are not as many scientists studying lan-guage skills with chimps. Part of the reason is that this kind of research takes a very long time.Debate continues about chimps' understanding of human communication. Yet,one thing is sure-Washoe changed popular ideas about the possibilities of animal intelligence.The Gardeners' experiment with Washoe was criticized because______.A: just ask some simple questionsB: only copy teachers' sign languageC: only memorize about 250 wordsD: just repeat short sentences
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Washoe Learned American Sign LanguageAn animal that influenced scientific thought has died. A chimpanzee named Washoe and born in Africa died of natural causes late last month at the age of 42 at a research center in the A-merican state of Washington.Washoe, had become known in the scientific community and around the world for her ability to use American Sign Language.She was said to be the first non-human to learn a human language .Her skills also led to debate about primates and their ability to under-stand language.Research scientists Allen and Beatrix Gardner began teaching Washoe sign language in 1966.In 1969,the Gardeners described Washoe's progress in a scientific report. The people who experimented with Washoe said she grew to understand about 250 words. For example,Washoe made signs to communicate when it was time to eat. She could request foods like apples and ba-nanas .She also asked questions like,“Who is coming to play?”Once the news about Washoe spread,many language scientists began studies of their own into this nev and exciting area of research .The whole direction of primate research changed.However,critics argued Washoe only learned to repeat sign language movements from watc-hing her teachers.They said she had never developed true language skills.Even now,there are some researchers who suggest that primates learn sign language only by memory,and perform the signs only for prizes. Yet Washoe's keepers disagree.Roger Fouts is a former student of the Gar-deners. He took Washoe to a research center in Ellensburg,Washington. There,Washoe taught sign language to three younger chimpanzees,which are still alive.Scientists like private researcher Jane Goodall believe Washoe provided new information a-bout the mental workings of chimpanzees. Today,there are not as many scientists studying lan-guage skills with chimps. Part of the reason is that this kind of research takes a very long time.Debate continues about chimps' understanding of human communication. Yet,one thing is sure-Washoe changed popular ideas about the possibilities of animal intelligence. The Gardeners' experiment with Washoe______.A: began in 1969B: won a big prizeC: lasted three yearsD: influenced primate research
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Washoe Learned American Sign LanguageAn animal that influenced scientific thought has died. A chimpanzee named Washoe and born in Africa died of natural causes late last month at the age of 42 at a research center in the A-merican state of Washington.Washoe, had become known in the scientific community and around the world for her ability to use American Sign Language.She was said to be the first non-human to learn a human language .Her skills also led to debate about primates and their ability to under-stand language.Research scientists Allen and Beatrix Gardner began teaching Washoe sign language in 1966.In 1969,the Gardeners described Washoe's progress in a scientific report. The people who experimented with Washoe said she grew to understand about 250 words. For example,Washoe made signs to communicate when it was time to eat. She could request foods like apples and ba-nanas .She also asked questions like,“Who is coming to play?”Once the news about Washoe spread,many language scientists began studies of their own into this nev and exciting area of research .The whole direction of primate research changed.However,critics argued Washoe only learned to repeat sign language movements from watc-hing her teachers.They said she had never developed true language skills.Even now,there are some researchers who suggest that primates learn sign language only by memory,and perform the signs only for prizes. Yet Washoe's keepers disagree.Roger Fouts is a former student of the Gar-deners. He took Washoe to a research center in Ellensburg,Washington. There,Washoe taught sign language to three younger chimpanzees,which are still alive.Scientists like private researcher Jane Goodall believe Washoe provided new information a-bout the mental workings of chimpanzees. Today,there are not as many scientists studying lan-guage skills with chimps. Part of the reason is that this kind of research takes a very long time.Debate continues about chimps' understanding of human communication. Yet,one thing is sure-Washoe changed popular ideas about the possibilities of animal intelligence. The second paragraph mainly discusses______.A: a report about Washoe's progress in learning sign languageB:the whole direction of primate researchC: new primate researches conducted by many language scientistsD: an experiment with Washoe at a research center in Africa
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单选题Doctor: Morning, Mr. White. Come in. And what can I do for you today? ? ? ?Patient: Well, doctor,_____ I often wake up at 3:00 in the morning and I just can’t get back to sleep. Doctor: I see…and how long has this been going on? Patient:Oh, about a month now. I wonder if you could prescribe something.A
I’m having difficulty sleeping.B
I’m watching TV every night.C
I’m getting too much sleep.D
I’m eating too much.
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单选题Could you say it again? I can’t understand ______ you are talking about.A
howB
whenC
whatD
which
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问答题How Babies Learn Language During the first year of a child’s life, parents and careers are concerned with its physical development very carefully. It is interesting just how easily children learn language. Children who are just three or four years old, who cannot yet tie their shoelaces, are able to speak in full sentences without any specific language training. The current view of child language development is that it is an instinct—something as natural as eating or sleeping. According to experts in this area, this language instinct is innate—something each of us is born with. But this prevailing view has not always enjoyed widespread acceptance. In the middle of last century, experts of the time, including a renowned professor at Harvard University in the United States, regarded child language development as the process of learning through mere repetition. Language “habits” developed as young children were they used incorrect forms of language correctly and ignored or punished when they used incorrect forms of language. Over time, a child, according to this theory, would learn language much like a dog might learn to behave properly through training. Yet even though the modern view holds that language is instinctive, experts like Assistant Professor Lise Eliot are convinced that the interaction a child has with its parents and caregivers is crucial to its developments. The language of the parents and caregivers is so important that the child will learn to speak in a manner very similar to the model speakers it hears.Given that the models parents provide are so important, it is interesting to consider the role of “baby talk” in the child’s language development. Baby talk is the language produced by an adult speaker who is trying to exaggerate certain aspects of the language to capture the attention of a young baby. Dr Roberta Golinkoff believes that babies benefit from baby talk. Experiment show that immediately after birth babies respond more to infant-directed talk than they do to adult-directed talk. When using baby talk, people exaggerate their facial expressions, which helps the baby to begin to understand what is being communicated. She also notes that the exaggerated nature and repetition of baby talk helps infants to learn the difference between sounds. Since babies have a great deal of information to process, baby talk helps. Although there is concern that baby talk may persist too long, Dr Golinkoff says that it stops being used as the child gets older, that is, when the child is better able to communicate with the parents. Professor Jusczyk has made a particular study of babies’ ability to recognize sounds, and says they recognize the sound of their own names as early as four and a half months. Babies know the meaning of Mummy and Daddy by about six months, which is earlier than was previously believed. By about nine months, babies begin recognizing frequent patterns in language. A baby will listen longer to the sounds that occur frequently, so it is good to frequently call the infant by its name. An experiment at Johns Hopkins University in USA, in which researchers went to the homes of 16 nine-month-olds, confirms this view. The researchers arranged their visits for ten days out of a two-week period. During each visit the researcher played an audio tape that included the same three stories. The stories included odd words such as “python” or “hornbill”, words that were unlikely to be encountered in the babies’ everyday experience. After a couple of weeks during which nothing was done, the babies were brought to the research lab, where they listened to two recorded lists of words. The first list included words heard in the story. The second included similar words, but not the exact ones that were used in the stories. Jusczyk found the babies listened longer to the words that had appeared in the stories, which indicated that the babies had extracted individual words from the story. When a control group of 16 nine-month-olds, who had not heard the stories, listened to the two groups of words, they showed no preference for either list. This does not mean that the babies actually understand the meanings of the words, just the sound patterns. It supports the idea that people are born to speak, and have the capacity to learn language from the day they are born. This ability is enhanced if they are involved in conversation. And, significantly, Dr Eliot reminds parents that babies and toddlers need to feel they are communicating. Do the following statements agree with the views of the writer in the passage “How babies learn language”? YES if the statement agrees with the information NO if the statement dose not agree with the information NOT GIVEN if there is no information about this in the passage 1．From the time of their birth humans seem to have an ability to learn language. 2．According to experts in the 1950s and 1960s, language learning is very similar to the training of animals. 3．Repetition in language learning is important, according to Dr Eliot. 4．Dr Golinkoff is concerned that “baby talk” is spoken too much by some parents. 5．The first word a child learns to recognize is usually “Mummy” or “Daddy”.
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