Psychologists take opposing views of how external rewards, from warm praise to old cash, affect motivation and creativity. Behaviorists, who study the relation between actions and, argue that rewards can improve performance at work and school. Some other researchers who study various aspects of mental life, maintain those rewards often destroy creativity by encouraging dependence on approval and gifts from others.
The latter view has gained many supporters, especially among educators. But the careful use of small monetary rewards sparks in grade-school children suggesting that properly presented inducements indeed aid inventiveness, according to a study in the June Journal Personality and Social Psychology.
“If they know they're working for a reward and can focus on a relatively challenging task, they show the most creativity,” says Robert Esenberger of the University of Delaware in Newark. “But it's easy to kill creativity by giving rewards for poor performance or creating too much anticipation for rewards.”
A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Esenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and restore falling grades.
In earlier grades, the use of so-called token economics, in which students handle challenging problems and receive performance-based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims.
28. Psychologists are divided with regard to their attitudes toward _________. A. the choice between spiritual encouragement and monetary rewards B. the appropriate amount of external rewards C. the study of relationship between actions and
D. the effects of external rewards on students' performance
29. What is the view held by many educators concerning external rewards for students? A. They approve of external rewards. B. They don't think external rewards. C. They have doubts about external rewards.
D. They believe external rewards can motivate small children, but not college students. 30.According to the result of the study mentioned in the passage, what should educators do to stimulate motivation and creativity?
A. Give rewards for performances which deserve them. B. Always promise rewards.
C. Assign tasks which are not very challenging. D. Be more lenient to students when mistakes are made.
31. It can be inferred from the passage that major universities are trying to tighten their grading standards because they believe ______________.
A. rewarding poor performance may kill the creativity of students’
B. punishment is more effective than rewarding
C. failing uninspired students helps improve their overall academic standards D. discouraging the students anticipation for easy rewards is matter of urgency
D
When a consumer finds that an item she or he bought is faulty or in some other way does not live up to the manufacturer's claims, the first step is to present the warranty, or any other records which might help, at the store of purchase. In most cases, this action will produce results. However, if it does not, there are various means the consumer may use to gain satsatisfaction. A simple and common method used by many consumers is to complain directly to the store manager. In general, the “higher up” his or her complaint, the faster he or she can expect it to be settled. In such a case, it is usually settled in the consumer's favor, assuming he or she has a just claim.
Consumers should complain in person whenever possible, but if they cannot get to the place of purchase, it is acceptable to phone or write the complaint in a letter.
Complaining is usually most effective when it is done politely but firmly, and especially when the consumer can demonstrate what is wrong with the item in question. If this cannot be done, the consumer will succeed best by presenting specific information as to what is wrong, rather than by making general statements. For example, “The left speaker does not work at all and the sound coming out of the right one is unclear” is better than “This stereo does not work”. The store manager may advice the consumer to write to the manufacturer. If so, the consumer should do this, stating the complaint as politely and firmly as possible. If a polite complaint does not achieve the desired result, the consumer can go to a step further. She or he can threaten to take the seller to court or report the seller to a private or public organization responsible for protecting consumer's rights.
32. When a consumer finds that his or her in it, the first thing he or she should do is to _________.
A. complain personally to the manager B. threaten to take the matter to court C. write a firm letter of complaint to the store of purchase D. show some written proof of the purchase to the store
33. How can a consumer make his or her complaint more effective, according to the passage? A. Explain exactly what is wrong with the item. B. Threaten to take the seller to court.
C. Make polite and general statements about the problem. D. Avoid having direct contact with the store manager.
34.According to the passage, which of the following is suggested as the last alternative that consumers may turn to?
A. Complain to the store manager in person. B. Complain to the manufacturer.
C. Write a complaint letter to the manager.
D. Turn to the Consumers’ Rights Protection Organization for help. 35.The phrase “live up to” in this context means _____________. A. meet the standard of B. realize the purpose of C. fulfill the demands of D. keep the promise of
第二节 （共5小题，每小题2分，满分10分）
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项，选项中有两项为多余选项。 Why do Americans struggle with watching their weight, while the French, who consume rich food, continue to stay thin? Now a research by Cornell University suggests how life style and decisions about eating may affect weight. Researchers concluded that the French tend to stop eating when they feel full. _____________36___________________.
According to Dr. Joseph Mercola, a health expert, the French see eating as an important part of their life style. They enjoy food and therefore spend a fairly long time at the table, ______________37__________________. Mercola believes Americans lose the ability to sense when they are actually full. So they keep eating long after the French would have stopped. In addition, he points out that _______________38_________________. The French, instead, tend to shop daily, walking to small shops and farmers’ markets where they have a choice of fresh fruits, vegetables, and eggs as well as high-quality meats for each meal.
After a visit to the United States, Mireille Guiliano, author of French Women Don’t Get Fat, decided to write about the importance of knowing when to stop rather than suggesting how to avoid food. _____________39______________.
In spite of all these differences, evidence shows that recent life style changes may be affecting French eating habits. Today the rate of obesity — or extreme overweight — among adults is only 6%. However, ______________40________________, the obesity rate among French children has reached 17% — and is growing.
A. while Frenchmen see eating as something enjoyable B. while Americans see eating as something to be squeezed between the other daily activities C. as American fast food gains acceptance and the young reject older traditions D. Americans drive to huge supermarkets to buy canned and frozen foods for the week E. Today she continues to stay slim and rarely goes to the gym. F. However, Americans tend to stop when their plate is empty or their favorite TV show is over G. Today she continues to stay fat and usually goes to the gym. 第一节 完形填空（共20小题；每小题15分，满分30分）
阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。
Heifetz, a violin player, was not valued too much. One day, he traveled in a boat and was 41 in a storm. An old lighthouse man rescued him and led him into the lighthouse. After he had a long talk with him, Heifetz learned more about the old man. Then 42 in the storm , the lighthouse and the old man lifted Heifetz 43 from his usual everyday 44 . He was filled with understanding and love. He was 45 to a world he had never known or felt. He wanted to play music that showed the power of 46 and stars just for the old man. And 47 the storm and winds to join him, he stood and played the reutzer Sonata(奏鸣曲) of Beethoven.
The moments 48 . Moments that were days in the birth of fire and stars, moments of the 49 of all men, and finally moments that showed the 50 of all human spirit.Never 51 had Heifetz played with such power. 52 , waves and winds beat the lighthouse with giant hands. Above, the strong light 53 its life-saving beams across the dark and 54 seas. Heifetz dropped his head to his chest, breathing 55 . The ocean threw its water over the land with the sound of many voices.
The old man sat without moving, his wide old hand 56 on his knees. He thought about the storm outside--- music made by God. He thought of Heifetz and his music --- 57 were part of the works of nature --- both were works of 58 . He nodded his head up and down, then 59 to Heifetz.
“Yes,” he said… “That is 60 !” 41. A. arrested 42. A. nothing 43. A. off
B. seen
C. met
D. caught
D. anything
B. everything B. away
C. something
C. up D. down
D.routines
D.built up
44. A. feelings 45. A. brought up 46. A. water 47. A. as
B. savings
C. activities
B.cheered up
C. turned up
B. fire
C. hire
D. planet
D. by
D. increased
B. with B.lasted
C. for
48. A. passed 49. A. hope
C. froze
B. wish C. peace
D. struggle
D. witness
D. again
50. A. greatness 51. A. before 52. A. Into 53. A. came 54. A. angry 55. A. softly
B. smallness
B. after
C. gentleness
C. below
B. Inside B.went B.calm
C. Outside
D. Outward D. fixed D. patient
D. easily
C. threw
C. depressed
B.hard C. hardly
56. A. grasping 57. A.none 58. A.wonder
B.shaking B.both B.doubt
C. resting C. all
D. laying
D. neither
D. author
C. artist