问答题Practice 1 There are two factors which determine all individual’s intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more 1 than others. But no matter how good a brain he has to begin with, all individual will have a low order of intelligence 2 he has opportunities to learn. So the second factor is what happens to the individual—the sort of 3 in which he is reared. The importance of environment in determining all individual’s intelligence can be 4 by the case history of the identical twills, Peter and Mark. Being identical, the twins had identical brains at 5 . and their growth processes were the same. When the twins were three months old ,their parents died, and they were placed in 6 foster homes. Peter was reared by parents of low intelligence in an isolated community with poor educational opportunities. Mark was reared in the home of well-to-do parents who had been to 7 . He was read to as a child, sent to good schools, and given every opportunity to be 8 intellectually. This environmental difference continued until the twins were in their late teens, when they were given tests to measure their 9 . Mark’s LQ. was 125, twenty-five points-higher than the average and 10 forty points higher than his identical brother. Given equal opportunities, the twills, having identical brains, would have tested at roughly the same level.[A] separate [B] stimulated [C] smart[D] unless [E] when [F] fully[G] birth [H] improved [I] environment[J] clearly [K] demonstrated [L] similar[M] intelligence [N] capable [O] college
问答题
Practice 1 There are two factors which determine all individual’s intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more 1 than others. But no matter how good a brain he has to begin with, all individual will have a low order of intelligence 2 he has opportunities to learn. So the second factor is what happens to the individual—the sort of 3 in which he is reared. The importance of environment in determining all individual’s intelligence can be 4 by the case history of the identical twills, Peter and Mark. Being identical, the twins had identical brains at 5 . and their growth processes were the same. When the twins were three months old ,their parents died, and they were placed in 6 foster homes. Peter was reared by parents of low intelligence in an isolated community with poor educational opportunities. Mark was reared in the home of well-to-do parents who had been to 7 . He was read to as a child, sent to good schools, and given every opportunity to be 8 intellectually. This environmental difference continued until the twins were in their late teens, when they were given tests to measure their 9 . Mark’s LQ. was 125, twenty-five points-higher than the average and 10 forty points higher than his identical brother. Given equal opportunities, the twills, having identical brains, would have tested at roughly the same level.[A] separate [B] stimulated [C] smart[D] unless [E] when [F] fully[G] birth [H] improved [I] environment[J] clearly [K] demonstrated [L] similar[M] intelligence [N] capable [O] college
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Passage TwoThere are two factors which determine an individual's intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual the sort of environment in which he is reared (抚养). If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.The importance of environment in determining an individual's intelligence can be demonstrated by the case history of the identical twins, Peter and Mark. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old, their parents died, and they were placed in separate foster (收养) homes. Peter was reared by parents of low intelligence in an isolated community with poor educational opportunities. Mark was reared in the home of well-to-do parents who had been to college. He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually. This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence. Mark's IQ was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level.36. This selection can be titled ______.A. Measuring Your IntelligenceB. Intelligence and EnvironmentC. The Case of Peter and MarkD. how the Brain Influences Intelligence
The best statement of the main idea of this passage is that ______.A. human brains differ considerablyB. the brain a person is born with is important in determining his intelligenceC. environment is crucial in determining a person's intelligenceD. a person who is handicapped environmentally will never attain the level of intelligence of which he is capable
There are two factors which determine an individual's intelligence． The first is the sort of brain he is born with． Human brains differ considerably, some being more capable than others． But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn． So the second factor is what happens to the individual--the sort of environment in which he is brought up． If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable．Theimportanceofenvironmentindetermininganindividual'sintelligencecanbe?demonstrated by the case history of the identical twins, Peter and Mark． Being identical, the twins had identical brains at birth, and their growth processes were the same． When the twins were three months old, their parents died, and they were placed in separate foster homes． Peter was raised by parents of low intelligence in an isolated community with poor educational opportunities． Mark was reared in the home of well-to-do parents who had been to college． He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually． This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence． Mark's LQ． was 125, twenty-five points higher than the average and fully forty points higher than his identical brother． Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level．According to the passage, the average I．Q． is__________．A.85B.100C.110D.125
There are two factors which determine an individual's intelligence． The first is the sort of brain he is born with． Human brains differ considerably, some being more capable than others． But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn． So the second factor is what happens to the individual--the sort of environment in which he is brought up． If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable．Theimportanceofenvironmentindetermininganindividual'sintelligencecanbe?demonstrated by the case history of the identical twins, Peter and Mark． Being identical, the twins had identical brains at birth, and their growth processes were the same． When the twins were three months old, their parents died, and they were placed in separate foster homes． Peter was raised by parents of low intelligence in an isolated community with poor educational opportunities． Mark was reared in the home of well-to-do parents who had been to college． He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually． This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence． Mark's LQ． was 125, twenty-five points higher than the average and fully forty points higher than his identical brother． Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level．?The best statement of the main idea of this passage is that__________．A.human brains differ considerablyB.the brain a person is born with is important in determining his intelligenceC.environment is crucial in determining a person's intelligenceD.persons having identical brains will have roughly the same intelligence
There are two factors which determine an individual's intelligence． The first is the sort of brain he is born with． Human brains differ considerably, some being more capable than others． But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn． So the second factor is what happens to the individual--the sort of environment in which he is brought up． If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable．Theimportanceofenvironmentindetermininganindividual'sintelligencecanbe?demonstrated by the case history of the identical twins, Peter and Mark． Being identical, the twins had identical brains at birth, and their growth processes were the same． When the twins were three months old, their parents died, and they were placed in separate foster homes． Peter was raised by parents of low intelligence in an isolated community with poor educational opportunities． Mark was reared in the home of well-to-do parents who had been to college． He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually． This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence． Mark's LQ． was 125, twenty-five points higher than the average and fully forty points higher than his identical brother． Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level．This selection can best be titled__________．A.Measuring Your IntelligenceB.Intelligence and EnvironmentC.The Case of Peter and MarkD.How the Brain Influences Intelligence
共用题干Approaches to Understanding IntelligencesIt pays to be smart,but we are not all smart in the same way.You may be a talented musician,but youmight not be a good reader.Each of us is different.Psychologists disagree about what is intelligence and what are talents or personal abilities.Psychologistshave two different views on intelligence.Some believe there is one general intelligence.Others believe there are many different intelligences.Some psychologists say there is one type of intelligence that can be measured with IQ tests.Thesepsychologists support their view with research that concludes that people who do well on one kind of test for mental ability do well on other tests.They do well on tests using words,numbers,or pictures.They do well on individual or group tests,and written or oral tests.Those who do poorly on one test,do the same on alltests.Studies of the brain show that there is a biological basis for general intelligence.The brains of intelli-gent people use less energy during problem solving.The brain waves of people with higher intelligence show a quicker reaction.Some researchers conclude that differences in intelligence result from differences in the speed and effectiveness of information processing by the brain.Howard Gardner,a psychologist at the Harvard School of Education,has four children.He believes that all children are different and shouldn't be tested by one intelligence test.Although Gardner believes general intelligence exists,he doesn't think it tells much about the talents of a person outside of formal schooling.He thinks that the human mind has different intelligences.These intelligences allow us to solve the kinds of problems we are presented with in life.Each of us has different abilities within these intelligences.Gardner believes that the purpose of school should be to encourage development of all of our intelligences.Gardner says that his theory is based on biology.For example,when one part of the brain is injured,other parts of the brain still work.People who cannot talk because of brain damage can still sing.So,there is not just one intelligence to lose.Gardner has identified 8 different kinds of intelligence:linguistic,mathematical,spatial, musical , interpersonal , intrapersonal , body-kinesthetic（身体动觉的）, and naturalistic.What is the main idea of this passage?A:The importance of intelligence. B:The development of intelligence tests.C:How to become intelligent. D:How to understand intelligence.
共用题干The Bilingual BrainWhen Karl Kim immigrated to the United States from Korea as a teenager,he had a hard time learning English.Now he speaks it fluently, and he had a unique opportunity to see how our brains adapt to a second language.As a graduate student, Kim worked in the lab of Joy Hirsch, a neuroscientist in New York Their work led to an important discovery.They found evidence that children and adults don't use the same parts ofthe brain when they learn a second language.The researchers used an instrument called an MRI(magnetic resonance imaging)scanner to study the brains of two groups of bilingual people.One group consisted of those who had learned a second language as children.The other consisted of people who,like Kim,learned their second language later in lite.Peoplefrom both groups were placed inside the MRI scanner ,This allowed Kim and Hirsch to see which parts of thebrain were getting more blood and were more active.They asked people from both groups to think about whatthey had done the day before ,first in one language and then the other.They couldn't speak out loudbecause any movement would disrupt（干扰）the scanning.Kim and Hirsch looked specifically at two language centers in the brain-Broca' s area, which isbelieved to control speech production,and Wernicke's area,which is thought to process meaning.Kim andHirsch found that both groups of people used the same part of Wernicke's area no matter what language theywere speaking.But their use of Broca's area was different.People who learned a second language as children used the same region in Broca's area for both tneir first and second languages.People who learned a second language later in life used a different part of Broca's area for their second language.How does Hirsch explain this difference?Hirsch believes that when language is first being programmed in young children,their brains may mix the sounds and structures of all languages in the same area.Once that programming is complete,the processing of a new language must be taken over by adifferent part of the brain.A second possibility is simply that we may acquire languages differently as children than we do asadults.Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.And that is very different from learning a language in a high school or college class.Which aspect of the two language centers in the brain does Paragraph 3 discuss?A:Impact. B:Function.C:Location. D:Size.
共用题干As many as 20% of all children in the United States suffer from some form of the learning disorder called dyslexia.Experts on dyslexia say that the problem is not a disease.They say that persons with dyslexia use information in a different way.One of the world's great thinkers and scientists,Albert Einstein was dyslexic.Einstein said that he never thought in words the way that most people do.He said that he thought in pictures instead.The American inventor Thomas Edison was also dyslexic.Dyslexia first was recognized in Europe and the United States more than 80 years ago.Many years passed before doctors discovered that persons with the disorder were not mentally slow or disabled.The doctors found that the brains of persons with dyslexia are different.In most people,the left side of the brain一 the part that controls language is larger than the right side.In persons with dyslexia,the right side of the brain is bigger. Doctors are not sure what causes this difference.However,research has shown that dyslexia is more common in males than in females,and it is found more often in persons who are left handed.No one knows the cause of dyslexia,but some scientists believe that it may result from chemical changes in a baby's body long before it is born.They are trying to find ways to teach persons with dyslexia. Dyslexic persons think differently and need special kinds of teaching help.After they have solved their problems with language,they often show themselves to be especially intelligent or creative.The left side of the brain in a dyslexic person is bigger than the right side.A:Right B:Wrong C:Not mentioned
There are two factors which determine an individual's intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual—the sort of environment in which he is reared. If an individual is handicapped envionmentally ,it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.The importance of environment in determining an individual's intellingence can be demonstrated by the case history of the identical twins, Peter and Mark X. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old , their parents died, and they were placed in separate foster homes. Peter was reated by parents of low intelligence in an isolatedcommunity with poor educational pooprtunities.Mark was reared inthe home of well-to-do parents who had been to college. He was read to as a child , sent to good schools, and given every opportunity to be stimulated intellectually.This enviromental difference continued until the twins were in their late teens, when they were giben tesets to measure their intelligence. Mark's I.Q. was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities , the twins , having identical brains,would have tested at roughly the same level.According to the passage , the average I.Q.is ___B__.a.85b.100c.110d.125
There are two factors which determine an individual's intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual—the sort of environment in which he is reared. If an individual is handicapped envionmentally ,it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.The importance of environment in determining an individual's intellingence can be demonstrated by the case history of the identical twins, Peter and Mark X. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old , their parents died, and they were placed in separate foster homes. Peter was reated by parents of low intelligence in an isolatedcommunity with poor educational pooprtunities.Mark was reared inthe home of well-to-do parents who had been to college. He was read to as a child , sent to good schools, and given every opportunity to be stimulated intellectually.This enviromental difference continued until the twins were in their late teens, when they were giben tesets to measure their intelligence. Mark's I.Q. was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities , the twins , having identical brains,would have tested at roughly the same level.The beststatement of the main idea of this passage is that _C____.a.human brains differ considerablyb.the brain a person is born with is improtant in determining his intelligencec.environment is crucial in determining a person's intelligenced. persons having identical brains will have roughly the same intelligence
There are two factors which determine an individual's intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual—the sort of environment in which he is reared. If an individual is handicapped envionmentally ,it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.The importance of environment in determining an individual's intellingence can be demonstrated by the case history of the identical twins, Peter and Mark X. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old , their parents died, and they were placed in separate foster homes. Peter was reated by parents of low intelligence in an isolatedcommunity with poor educational pooprtunities.Mark was reared inthe home of well-to-do parents who had been to college. He was read to as a child , sent to good schools, and given every opportunity to be stimulated intellectually.This enviromental difference continued until the twins were in their late teens, when they were giben tesets to measure their intelligence. Mark's I.Q. was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities , the twins , having identical brains,would have tested at roughly the same level.The case history of the twins appears to support the conclusion that ___C____.a.individual with identical brains seldom test at same levelb.an individual's intelligence is determined only by his enviromentc.lack of opportunity blocks the growth of intelligenced.changes of enviroment produce changes in the structure of the brain
There are two factors which determine an individual's intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual—the sort of environment in which he is reared. If an individual is handicapped envionmentally ,it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.The importance of environment in determining an individual's intellingence can be demonstrated by the case history of the identical twins, Peter and Mark X. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old , their parents died, and they were placed in separate foster homes. Peter was reated by parents of low intelligence in an isolatedcommunity with poor educational pooprtunities.Mark was reared inthe home of well-to-do parents who had been to college. He was read to as a child , sent to good schools, and given every opportunity to be stimulated intellectually.This enviromental difference continued until the twins were in their late teens, when they were giben tesets to measure their intelligence. Mark's I.Q. was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities , the twins , having identical brains,would have tested at roughly the same level.This passage suggests that an individual 's I.Q.___C___.a.can be predicted at birthb.stays the same throuthout his lifec.can be increased by educationd.is determined by his childhood
There are two factors which determine an individual's intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual—the sort of environment in which he is reared. If an individual is handicapped envionmentally ,it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.The importance of environment in determining an individual's intellingence can be demonstrated by the case history of the identical twins, Peter and Mark X. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old , their parents died, and they were placed in separate foster homes. Peter was reated by parents of low intelligence in an isolatedcommunity with poor educational pooprtunities.Mark was reared inthe home of well-to-do parents who had been to college. He was read to as a child , sent to good schools, and given every opportunity to be stimulated intellectually.This enviromental difference continued until the twins were in their late teens, when they were giben tesets to measure their intelligence. Mark's I.Q. was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities , the twins , having identical brains,would have tested at roughly the same level.This selection can best be titled_____B____.a.Measuring Your Intelligenceb.Intelligence and Environment c.The Case of Peter and Markd.How the brain Influences Intelligence
共用题干第二篇Exercise and BrainJust as exercise strengthens the heart and lungs,bones and muscles,it may also power up the brain.A succession of scientific studies of animals implies that physical activity has a positive effect on mental functioning."It's clear that the brain benefits from exercise,"says brain scientist William Greenough of the University of Illinois at Urbana-Champaign.His studies with rats have demonstrated two primary effects of activity:Vigorous physical exercise provides the brain with more fuel,and skill-based ex-ercise increases the formation of connections in the brain, which, according to the proposals of some scientists,may make the brain better able to process information.In one experiment,laboratory rats were separated into three groups.One group was exercised by running inside an automatic wheel,a second group improved their skills in a complicated obstacle course,and a third group was inactive."The animals that learned to go through the obstacle course exhibited a greater number of brain connections than the animals in the exercised or inactive groups,"Greenough said."In contrast, the animals that exercised inside the automatic wheel possessed a greater density of blood vessels in the brain than did either of the other two groups of animals."Learning a new dance step may boost the brain in the same way that learning a language can, he says.And if the dance is a good physical exercise as well,the benefits multiply.Young brains may be especially able to boost brain power through exercise,suggested another of Greenough's experiments that showed the most significant changes in the brain occurred among rats that had been exercised when very young.And while animals aren't people,he says it is logical to make the inference that an effect found in rats may also apply to humans.Human studies have focused primarily on older adults and suggest that regular exercise can improve the speed with which the brain processes information.Measurements made by Arthur Kramer at the University of Illinois demonstrated that inactive adults,aged 63 to 82,could hit buttons faster in response to a tone after they went through a 10-week water exercise course.A corresponding control group that didn't exercise showed no improvement.According to passage,what can not boost the brain?A:A new dance step.B:A dance which is a good physical exercise as well.C:Running on an automatic wheel.D:Being inactive inside.
If you want to stay young,sit down and have a good think．This is the research result of professor Faulkner,who says that most of our brains are not getting enough exercise and as a result,we are ageing unnecessarily soon.Professor Faulkner wanted to find out why healthy farmers in northern Japan appeared to be losing their ability to think and to reason at a relatively early age,and how the process of ageing could be slowed down.He set about measuring brain volumes of a thousand people of different ages and occupations．Computer technology enabled him to obtain precise measurements of the volume of the front and side sections of the brain,which relate to intelligence and emotion,and determine the human character．Contraction of front and side parts--as cells die off--was observed in some subjects in their thirties,but it was still not evident in some sixty-and seventy-year-olds.Faulkner concluded from his tests that there is a simple way to slow the contraction—using the head.The findings show that contraction of the brain begins sooner in people in the country than in the towns．Those least at risk,says Faulkner,are lawyers,followed by university professors and doctors．White--collar workers doing routine work are,however,as likely to have shrinking brains as the farm worker,bus driver and shop assistant.Faulkner's findings show that thinking can prevent the brain from shrinking．Blood must circulate properly in the head to supply the fresh oxygen the brain cells need．"The best way to maintain good blood circulation is through using the brain,"he says．"Think hard and engage in conversation．Don't rely on pocket calculators."According to the passage,which group of people seem to age slower than the others?A.FarmerB.LawyerC.ClerkD.Shop assistant
If you want to stay young,sit down and have a good think．This is the research result of professor Faulkner,who says that most of our brains are not getting enough exercise and as a result,we are ageing unnecessarily soon.Professor Faulkner wanted to find out why healthy farmers in northern Japan appeared to be losing their ability to think and to reason at a relatively early age,and how the process of ageing could be slowed down.He set about measuring brain volumes of a thousand people of different ages and occupations．Computer technology enabled him to obtain precise measurements of the volume of the front and side sections of the brain,which relate to intelligence and emotion,and determine the human character．Contraction of front and side parts--as cells die off--was observed in some subjects in their thirties,but it was still not evident in some sixty-and seventy-year-olds.Faulkner concluded from his tests that there is a simple way to slow the contraction—using the head.The findings show that contraction of the brain begins sooner in people in the country than in the towns．Those least at risk,says Faulkner,are lawyers,followed by university professors and doctors．White--collar workers doing routine work are,however,as likely to have shrinking brains as the farm worker,bus driver and shop assistant.Faulkner's findings show that thinking can prevent the brain from shrinking．Blood must circulate properly in the head to supply the fresh oxygen the brain cells need．"The best way to maintain good blood circulation is through using the brain,"he says．"Think hard and engage in conversation．Don't rely on pocket calculators."Professor Faulkner wanted to find out__．A.how people's brains shrinkB.the way of making people live longerC.the size of certain people's brainsD.why certain people aged sooner than others
If you want to stay young,sit down and have a good think．This is the research result of professor Faulkner,who says that most of our brains are not getting enough exercise and as a result,we are ageing unnecessarily soon.Professor Faulkner wanted to find out why healthy farmers in northern Japan appeared to be losing their ability to think and to reason at a relatively early age,and how the process of ageing could be slowed down.He set about measuring brain volumes of a thousand people of different ages and occupations．Computer technology enabled him to obtain precise measurements of the volume of the front and side sections of the brain,which relate to intelligence and emotion,and determine the human character．Contraction of front and side parts--as cells die off--was observed in some subjects in their thirties,but it was still not evident in some sixty-and seventy-year-olds.Faulkner concluded from his tests that there is a simple way to slow the contraction—using the head.The findings show that contraction of the brain begins sooner in people in the country than in the towns．Those least at risk,says Faulkner,are lawyers,followed by university professors and doctors．White--collar workers doing routine work are,however,as likely to have shrinking brains as the farm worker,bus driver and shop assistant.Faulkner's findings show that thinking can prevent the brain from shrinking．Blood must circulate properly in the head to supply the fresh oxygen the brain cells need．"The best way to maintain good blood circulation is through using the brain,"he says．"Think hard and engage in conversation．Don't rely on pocket calculators."The professor's tests show that__.A.our brains shrink as we grow oldB.the front section of the brain does not shrinkC.seventy-year-olds have better brains than sixty-year-oldsD.brain contraction may vary among people of the same age
共用题干Albert Einstein's Brain1.It doesn't take an Einstein to recognize that Albert Einstein's brain was very different from yours and mine.The gray matter housed inside that shaggy head managed to revolutionize our concepts of time,space,motion一the very foundations of physical reality一not just once but several times during his astonishing career. Yet while there clearly had to be something remarkable about Einstein's brain,the pathologist who removed it from the great physicist's skull after his death reported that the organ was,to all appearances,well within the normal range一no bigger or heavier than anyone else's.2.But a new analysis of Einstein's brain by Canadian scientists,reported in the current Lancet, reveals that it has some distinctive physical characteristics after all. A portion of the brain that governs mathematical ability and spatial reasoning一two key ingredients to the sort of thinking Einstein did best一was significantly larger than average and may also have had more interconnections among its cells,which could have allowed them to work together more effectively.3.In 1996,Harvey gave much of his data and a significant fraction of the tissue itself to Dr. Sandra Witelson,a neuroscientist who maintains a"brain bank"at McMaster for comparative studies of brain structure and function.These normal,undiseased brains,willed to science by people whose intelligence had been carefully measured before death, gave Witelson a solid set of benchmarks against which to measure the seat of Einstein's brilliant thoughts.Not only was Einstein's inferior parietal region unusually bulky the scientists found,but a feature called the Sylvian fissure was much smaller than average.Without this groove that normally slices through the tissue,the brain cells were packed close together,permitting more interconnections一which in principle can permit more cross-referencing of information and idea, leading to great leaps of insight.4.That's the idea,anyway.But while it's quite plausible according to current neurological theory,that doesn't necessarily,make it true.We know Einstein was a genius,and we now know that his brain was physically different from the average.But none of this proves a cause-and-effect relationship."What you really need,"says McLean's Benes,"is to look at the brains of a number of mathematical geniuses to see if the same abnormalities are present."5.Even if they are,it's possible that the bulked一up brains are a result of strenuous mental exercise,not an inherent feature that makes genius possible.Bottom line:we still don't know whether Einstein was born with an extraordinary mind or whether he earned it,one brilliant idea at a time.The structure of brain________.A:that doesn't necessarily make it trueB:the cells of mathematicsC:was born with an extraordinary mind or he earned itD:allow the cells work together more effectivelyE:is the same as the averages in size and weight
共用题干Albert Einstein's Brain1.It doesn't take an Einstein to recognize that Albert Einstein's brain was very different from yours and mine.The gray matter housed inside that shaggy head managed to revolutionize our concepts of time,space,motion一the very foundations of physical reality一not just once but several times during his astonishing career. Yet while there clearly had to be something remarkable about Einstein's brain,the pathologist who removed it from the great physicist's skull after his death reported that the organ was,to all appearances,well within the normal range一no bigger or heavier than anyone else's.2.But a new analysis of Einstein's brain by Canadian scientists,reported in the current Lancet, reveals that it has some distinctive physical characteristics after all. A portion of the brain that governs mathematical ability and spatial reasoning一two key ingredients to the sort of thinking Einstein did best一was significantly larger than average and may also have had more interconnections among its cells,which could have allowed them to work together more effectively.3.In 1996,Harvey gave much of his data and a significant fraction of the tissue itself to Dr. Sandra Witelson,a neuroscientist who maintains a"brain bank"at McMaster for comparative studies of brain structure and function.These normal,undiseased brains,willed to science by people whose intelligence had been carefully measured before death, gave Witelson a solid set of benchmarks against which to measure the seat of Einstein's brilliant thoughts.Not only was Einstein's inferior parietal region unusually bulky the scientists found,but a feature called the Sylvian fissure was much smaller than average.Without this groove that normally slices through the tissue,the brain cells were packed close together,permitting more interconnections一which in principle can permit more cross-referencing of information and idea, leading to great leaps of insight.4.That's the idea,anyway.But while it's quite plausible according to current neurological theory,that doesn't necessarily,make it true.We know Einstein was a genius,and we now know that his brain was physically different from the average.But none of this proves a cause-and-effect relationship."What you really need,"says McLean's Benes,"is to look at the brains of a number of mathematical geniuses to see if the same abnormalities are present."5.Even if they are,it's possible that the bulked一up brains are a result of strenuous mental exercise,not an inherent feature that makes genius possible.Bottom line:we still don't know whether Einstein was born with an extraordinary mind or whether he earned it,one brilliant idea at a time.We don't know whether Einstein________.A:that doesn't necessarily make it trueB:the cells of mathematicsC:was born with an extraordinary mind or he earned itD:allow the cells work together more effectivelyE:is the same as the averages in size and weight
共用题干Albert Einstein's Brain1.It doesn't take an Einstein to recognize that Albert Einstein's brain was very different from yours and mine.The gray matter housed inside that shaggy head managed to revolutionize our concepts of time,space,motion一the very foundations of physical reality一not just once but several times during his astonishing career. Yet while there clearly had to be something remarkable about Einstein's brain,the pathologist who removed it from the great physicist's skull after his death reported that the organ was,to all appearances,well within the normal range一no bigger or heavier than anyone else's.2.But a new analysis of Einstein's brain by Canadian scientists,reported in the current Lancet, reveals that it has some distinctive physical characteristics after all. A portion of the brain that governs mathematical ability and spatial reasoning一two key ingredients to the sort of thinking Einstein did best一was significantly larger than average and may also have had more interconnections among its cells,which could have allowed them to work together more effectively.3.In 1996,Harvey gave much of his data and a significant fraction of the tissue itself to Dr. Sandra Witelson,a neuroscientist who maintains a"brain bank"at McMaster for comparative studies of brain structure and function.These normal,undiseased brains,willed to science by people whose intelligence had been carefully measured before death, gave Witelson a solid set of benchmarks against which to measure the seat of Einstein's brilliant thoughts.Not only was Einstein's inferior parietal region unusually bulky the scientists found,but a feature called the Sylvian fissure was much smaller than average.Without this groove that normally slices through the tissue,the brain cells were packed close together,permitting more interconnections一which in principle can permit more cross-referencing of information and idea, leading to great leaps of insight.4.That's the idea,anyway.But while it's quite plausible according to current neurological theory,that doesn't necessarily,make it true.We know Einstein was a genius,and we now know that his brain was physically different from the average.But none of this proves a cause-and-effect relationship."What you really need,"says McLean's Benes,"is to look at the brains of a number of mathematical geniuses to see if the same abnormalities are present."5.Even if they are,it's possible that the bulked一up brains are a result of strenuous mental exercise,not an inherent feature that makes genius possible.Bottom line:we still don't know whether Einstein was born with an extraordinary mind or whether he earned it,one brilliant idea at a time.Paragraph 3________A:The InformationB:The Different in StructureC:The ConclusionD:The Research in Einstein's BrainE:Normal Brain in Size and Weight
共用题干Albert Einstein's Brain1.It doesn't take an Einstein to recognize that Albert Einstein's brain was very different from yours and mine.The gray matter housed inside that shaggy head managed to revolutionize our concepts of time,space,motion一the very foundations of physical reality一not just once but several times during his astonishing career. Yet while there clearly had to be something remarkable about Einstein's brain,the pathologist who removed it from the great physicist's skull after his death reported that the organ was,to all appearances,well within the normal range一no bigger or heavier than anyone else's.2.But a new analysis of Einstein's brain by Canadian scientists,reported in the current Lancet, reveals that it has some distinctive physical characteristics after all. A portion of the brain that governs mathematical ability and spatial reasoning一two key ingredients to the sort of thinking Einstein did best一was significantly larger than average and may also have had more interconnections among its cells,which could have allowed them to work together more effectively.3.In 1996,Harvey gave much of his data and a significant fraction of the tissue itself to Dr. Sandra Witelson,a neuroscientist who maintains a"brain bank"at McMaster for comparative studies of brain structure and function.These normal,undiseased brains,willed to science by people whose intelligence had been carefully measured before death, gave Witelson a solid set of benchmarks against which to measure the seat of Einstein's brilliant thoughts.Not only was Einstein's inferior parietal region unusually bulky the scientists found,but a feature called the Sylvian fissure was much smaller than average.Without this groove that normally slices through the tissue,the brain cells were packed close together,permitting more interconnections一which in principle can permit more cross-referencing of information and idea, leading to great leaps of insight.4.That's the idea,anyway.But while it's quite plausible according to current neurological theory,that doesn't necessarily,make it true.We know Einstein was a genius,and we now know that his brain was physically different from the average.But none of this proves a cause-and-effect relationship."What you really need,"says McLean's Benes,"is to look at the brains of a number of mathematical geniuses to see if the same abnormalities are present."5.Even if they are,it's possible that the bulked一up brains are a result of strenuous mental exercise,not an inherent feature that makes genius possible.Bottom line:we still don't know whether Einstein was born with an extraordinary mind or whether he earned it,one brilliant idea at a time.Paragraph 1________A:The InformationB:The Different in StructureC:The ConclusionD:The Research in Einstein's BrainE:Normal Brain in Size and Weight
共用题干Albert Einstein's Brain1.It doesn't take an Einstein to recognize that Albert Einstein's brain was very different from yours and mine.The gray matter housed inside that shaggy head managed to revolutionize our concepts of time,space,motion一the very foundations of physical reality一not just once but several times during his astonishing career. Yet while there clearly had to be something remarkable about Einstein's brain,the pathologist who removed it from the great physicist's skull after his death reported that the organ was,to all appearances,well within the normal range一no bigger or heavier than anyone else's.2.But a new analysis of Einstein's brain by Canadian scientists,reported in the current Lancet, reveals that it has some distinctive physical characteristics after all. A portion of the brain that governs mathematical ability and spatial reasoning一two key ingredients to the sort of thinking Einstein did best一was significantly larger than average and may also have had more interconnections among its cells,which could have allowed them to work together more effectively.3.In 1996,Harvey gave much of his data and a significant fraction of the tissue itself to Dr. Sandra Witelson,a neuroscientist who maintains a"brain bank"at McMaster for comparative studies of brain structure and function.These normal,undiseased brains,willed to science by people whose intelligence had been carefully measured before death, gave Witelson a solid set of benchmarks against which to measure the seat of Einstein's brilliant thoughts.Not only was Einstein's inferior parietal region unusually bulky the scientists found,but a feature called the Sylvian fissure was much smaller than average.Without this groove that normally slices through the tissue,the brain cells were packed close together,permitting more interconnections一which in principle can permit more cross-referencing of information and idea, leading to great leaps of insight.4.That's the idea,anyway.But while it's quite plausible according to current neurological theory,that doesn't necessarily,make it true.We know Einstein was a genius,and we now know that his brain was physically different from the average.But none of this proves a cause-and-effect relationship."What you really need,"says McLean's Benes,"is to look at the brains of a number of mathematical geniuses to see if the same abnormalities are present."5.Even if they are,it's possible that the bulked一up brains are a result of strenuous mental exercise,not an inherent feature that makes genius possible.Bottom line:we still don't know whether Einstein was born with an extraordinary mind or whether he earned it,one brilliant idea at a time.Einstein's brain________.A:that doesn't necessarily make it trueB:the cells of mathematicsC:was born with an extraordinary mind or he earned itD:allow the cells work together more effectivelyE:is the same as the averages in size and weight
共用题干An Intelligent CarDriving needs sharp eyes, keen ears, quick brain, and coordination（协调）between hands and the brain.Many human drivers have all_________(1)and can control a fast-moving car. But how does an intelligent car control itself?There is a virtual（虚拟的）driver in the smart car. This virtual driver has "eyes", "brains","hands"and"feet",too.The minicameras_________(2)each side of the car are his"eyes",which_________(3)the road conditions ahead of it.They watchthe_________(4)to the car's left and right.There is also a highly automatic driving _________(5)in the car. It is the built-in computer,which is the virtual driver's "brain".His"brain"_________(6)the speeds of other moving cars near it andanalyzes their positions.Basing on this information,it chooses the_________(7)path for the intelligent car,and gives instructions to the"hands"and"feet"to act accordingly. In this way,the virtual driver_________(8)his car.What is the virtual driver's best advantage?He reacts_________(9).The minicameras are bringing_________(10)continuously to the"brain".It completes the processing of the images within 100 milliseconds._________(11),the world's best driver needs at least one second to react.Besides,when he takes_________(12),he needs one more second.The virtual driver is really wonderful.He can reduce the accident_________(13) considerably on expressways（高速公路）.In this_________(14),can we let him have the wheel at any time and in any place?Experts_________(15)that we cannot do that just yet.His ability to recognize things is still limited.He can now only drive an intelligent car on expressways._________(8) A:stops B:finds C:controls D:selects
共用题干The Bilingual Brain When Karl Kim immigrated to the United States from Korea as a teenager,he had a hard time learning English.Now he speaks it fluently,and he had a unique opportunity to see how our brains adapt to a second language.As a graduate student,Kim worked in the lab of Joy Hirsch,a neuroscientist in New York.______(46)They found evidence that children and adults don't use the same parts of the brain when they learn a second language. The researchers used an instrument called an MRI(magnetic resonance imaging)scanner to study the brains of two groups of bilingual people.______(47)The other consisted of people who,like Kim, learned their second language later in life.People from both groups were placed inside the MRI scanner.This allowed Kim and Hirsch to see which parts of the brain were getting more blood and were more active.They asked people from both groups to think about what they had done the day before,first in one language and then the other.They couldn't speak out loud because any movement would disrupt the scanning. Kim and Hirsch looked specifically at two language centers in the brain-Broca's area,which is believed to control speech production,and Wernicke's area,which is thought to process meaning.Kim and Hirsch found that both groups of people used the same part of Wernicke's area no matter what language they were speaking. ______(48) People who learned a second language as children used the same region in Broca's area for both their first and second languages.People who learned a second language later in life used a different part of Broca's area for their second language.______(49)Hirsch believes that when language is first being programmed in young children,their brains may mix the sounds and structures of all languages in the same area.Once that programming is complete,the processing of a new language must be taken over by a different part of the brain. A second possibility is simply that we may acquire languages differently as children than we do as adults.Hirsch thinks that mothers teach a baby to speak by using different methods involving touch'sound, and sight.______(50)______(46)A:But their use of Broca's area was different.B:One group consisted of those who had learned a second language as children.C:How does Hirsch explain this difference?D:We use special parts of the brain for language learning.E:And that is very different from learning a language in a high school or college class.F:Their work led to an important discovery.
共用题干An Intelligent CarDriving needs sharp eyes, keen ears, quick brain, and coordination（协调）between hands and the brain.Many human drivers have all_________(1)and can control a fast-moving car. But how does an intelligent car control itself?There is a virtual（虚拟的）driver in the smart car. This virtual driver has "eyes", "brains","hands"and"feet",too.The minicameras_________(2)each side of the car are his"eyes",which_________(3)the road conditions ahead of it.They watchthe_________(4)to the car's left and right.There is also a highly automatic driving _________(5)in the car. It is the built-in computer,which is the virtual driver's "brain".His"brain"_________(6)the speeds of other moving cars near it andanalyzes their positions.Basing on this information,it chooses the_________(7)path for the intelligent car,and gives instructions to the"hands"and"feet"to act accordingly. In this way,the virtual driver_________(8)his car.What is the virtual driver's best advantage?He reacts_________(9).The minicameras are bringing_________(10)continuously to the"brain".It completes the processing of the images within 100 milliseconds._________(11),the world's best driver needs at least one second to react.Besides,when he takes_________(12),he needs one more second.The virtual driver is really wonderful.He can reduce the accident_________(13) considerably on expressways（高速公路）.In this_________(14),can we let him have the wheel at any time and in any place?Experts_________(15)that we cannot do that just yet.His ability to recognize things is still limited.He can now only drive an intelligent car on expressways._________(1)A:these B:them C:this D:that
共用题干An Intelligent CarDriving needs sharp eyes, keen ears, quick brain, and coordination（协调）between hands and the brain.Many human drivers have all_________(1)and can control a fast-moving car. But how does an intelligent car control itself?There is a virtual（虚拟的）driver in the smart car. This virtual driver has "eyes", "brains","hands"and"feet",too.The minicameras_________(2)each side of the car are his"eyes",which_________(3)the road conditions ahead of it.They watchthe_________(4)to the car's left and right.There is also a highly automatic driving _________(5)in the car. It is the built-in computer,which is the virtual driver's "brain".His"brain"_________(6)the speeds of other moving cars near it andanalyzes their positions.Basing on this information,it chooses the_________(7)path for the intelligent car,and gives instructions to the"hands"and"feet"to act accordingly. In this way,the virtual driver_________(8)his car.What is the virtual driver's best advantage?He reacts_________(9).The minicameras are bringing_________(10)continuously to the"brain".It completes the processing of the images within 100 milliseconds._________(11),the world's best driver needs at least one second to react.Besides,when he takes_________(12),he needs one more second.The virtual driver is really wonderful.He can reduce the accident_________(13) considerably on expressways（高速公路）.In this_________(14),can we let him have the wheel at any time and in any place?Experts_________(15)that we cannot do that just yet.His ability to recognize things is still limited.He can now only drive an intelligent car on expressways._________(2)A:in B:above C:to D:on
问答题Grandma sent Johnny some money for his birthday. Johnny spent all of it in five stores. In each store, he spent $1.00 more than half of what he had when he came in. How much money did he get from grandma?
问答题Practice 1 There are two factors which determine all individual’s intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more 1 than others. But no matter how good a brain he has to begin with, all individual will have a low order of intelligence 2 he has opportunities to learn. So the second factor is what happens to the individual—the sort of 3 in which he is reared. The importance of environment in determining all individual’s intelligence can be 4 by the case history of the identical twills, Peter and Mark. Being identical, the twins had identical brains at 5 . and their growth processes were the same. When the twins were three months old ,their parents died, and they were placed in 6 foster homes. Peter was reared by parents of low intelligence in an isolated community with poor educational opportunities. Mark was reared in the home of well-to-do parents who had been to 7 . He was read to as a child, sent to good schools, and given every opportunity to be 8 intellectually. This environmental difference continued until the twins were in their late teens, when they were given tests to measure their 9 . Mark’s LQ. was 125, twenty-five points-higher than the average and 10 forty points higher than his identical brother. Given equal opportunities, the twills, having identical brains, would have tested at roughly the same level.[A] separate [B] stimulated [C] smart[D] unless [E] when [F] fully[G] birth [H] improved [I] environment[J] clearly [K] demonstrated [L] similar[M] intelligence [N] capable [O] college