intuition is. Some see it as the opposite of rationality; others view it as an excuse for capriciousness.
Isenberg’s recent research on the cognitive processes of senior managers reveals that managers’ intuition is neither of these. Rather, senior managers use intuition in at least five distinct ways. First, they intuitively sense when a problem exists. Second, managers rely on intuition to perform well-learned behavior patterns rapidly. This intuition is not arbitrary or irrational, but is based on years of painstaking practice and hands-on experience that build skills. A third function of intuition is to synthesize isolated bits of data and practice into an integrated picture, often in an Ahexperience. Fourth, some managers use intuition as a check on the results of more rational analysis. Most senior executives are familiar with the formal decision analysis models and tools, and those who use such systematic methods for reaching decisions are occasionally leery of solutions suggested by these methods which run counter to their sense of the correct course of action. Finally, managers can use intuition to bypass in-depth analysis and move rapidly to engender a plausible solution. Used in this way, intuition is an almost instantaneous cognitive process in which a manager recognizes familiar patterns.
One of the implications of the intuitive style of executive management is that thinking is inseparable from acting. Since managers often know what is right before they can analyze and explain it, they frequently act first and explain later. Analysis is inextricably tied to action in thinking/acting cycles, in which managers develop thoughts about their companies and organizations not by analyzing a problematic situation and then acting, but by acting and analyzing in close concert.
Given the great uncertainty of many of the management issues that they face, senior managers often instigate a course of action simply to learn more about an issue. They then use the results of the action to develop a more complete understanding of the issue. One implication of thinking/acting cycles is that action is often part of defining the problem, not just of implementing the solution.
D 1. According to the text, senior managers use intuition in all of the following ways EXCEPT to ________.
A) speed up of the creation of a solution to a problem B) identify a problem
C) bring together disparate facts D) stipulate clear goals
D 2. The text suggests which of the following about the writers on management mentioned in line 1, paragraph 2?
A) They have criticized managers for not following the classical rational model of decision analysis.
B) They have not based their analyses on a sufficiently large sample of actual managers.
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C) They have relied in drawing their conclusions on what managers say rather than on what managers do.
D) They have misunderstood how managers use intuition in making business decisions. C 3. It can be inferred from the text that which of the following would most probably be one major difference in behavior between Manager X, who uses intuition to reach decisions, and Manager Y, who uses only formal decision analysis?
A) Manager X analyzes first and then acts; Manager Y does not.
B) Manager X checks possible solutions to a problem by systematic analysis; Manager Y
does not.
C) Manager X takes action in order to arrive at the solution to a problem; Manager Y does
not.
D) Manager Y draws on years of hands-on experience in creating a solution to a problem;
Manager X does not.
D 4. The text provides support for which of the following statements?
A) Managers who relay on intuition are more successful than those who rely on formal discussion analysis.
B) Managers cannot justify their intuitive decisions.
C) Managers’ intuition works contrary to their rational and analytical skills. D) Intuition enables managers to employ their practical experience more efficiently. B 5. Which of the following best describes the organization of the first paragraph of the text? A) An assertion is made and a specific supporting example is given. B) A conventional model is dismissed and an alternative introduced. C) The results of recent research are introduced and summarized. D) Two opposing points of view are presented and evaluated. Passage 8
In bringing up children, every parent watches eagerly the child’s acquisition(学会) of each new skill—the first spoken words, the first independent steps, or the beginning of reading and writing. It is often tempting to hurry the child beyond his natural learning rate, but this can set up dangerous feelings of failure and states of worry in the child. This might happen at any stage. A baby might be forced to use a toilet too early, a young child might be encouraged to learn to read before he knows the meaning of the words he reads. On the other hand, though, if a child is left alone too much, or without any learning opportunities, he loses his natural enthusiasm for life and his desire to find out new things for him.
Parents vary greatly in their degree of strictness towards their children. Some may be especially strict in money matters; others are severe over times of coming home at night or punctuality for meals. In general, the controls imposed represent the needs of the parents and the values of the community as much as the child’s own happiness.
As regards the development of moral standards in the growing child, consistency is very
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important in parental teaching. To forbid a thing one day and excuse it the next is no foundation for morality(道德). Also, parents should realize that “example is better than precept”. If they are not sincere and do not practice what they preach(说教), their children may grow confused and emotionally insecure when they grow old enough to think for themselves, and realize they have been to some extent fooled. A sudden awareness of a marked difference between their parents’ principles and their morals can be a dangerous disappointment.
D 1. What can be inferred from the first paragraph? A) Many parents want to see their children learn new skills. B) Every parent hurries his child to do everything beyond his ability. C) Some parents set up dangerous states of worry in the child. D) Few parents will make his lose interest in learning new things. C 2. In the process of children’s learning new skills parents .
A) should encourage them to read before they know the meaning of the words they read B) should not expect too much of them
C) should achieve a balance between pushing them too hard and leaving them on their own D) should create as many learning opportunities as possible B 3. Which of the following is TRUE according to the passage?
A) Parents should teach their children to learn to use a toilet as early as possible.
B) Parental restrictions on their children are different, and not always enforced in the
interests of the children alone.
C) Parents should be strict with their children.
D) parents should preach more rather than set their children an example. D 4. The word “precept” (Para. 3) probably means “ ”.
A) idea B) punishment C) behavior D) instruction A 5. In moral matters, parents should . A) observe the rules themselves
B) be aware of the marked difference between adults and children C) forbid things which have no foundation in morality D) consistently ensure the security of their children Passage 9
Each summer, no matter how pressing my work schedule, I take off one day exclusively for my son. We call it dad-son day. This year our third stop was the amusement park, where he discovered that he was tall enough to ride one of the fastest roller coasters(过山车) in the world. We blasted through face-stretching turns and loops for ninety seconds. Then, as we stepped off the ride, he shrugged and, in a distressingly calm voice, remarked that it was not as exciting as other rides he’d been on. As I listened, I began to sense something seriously out of balance.
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Throughout the season, I noticed similar events all around me. Parents seemed hard pressed to find new thrills for indifferent kids. Surrounded by ever-greater stimulation, their young faces were looking disappointed and bored.
Facing their children’s complaints of “nothing to do”. Parents were shelling out large numbers of dollars for various forms of entertainment. In many cases the money seemed to do little more than buy transient relief from the terrible moans of their bored children. This set me pondering the obvious question: “How can it be so hard for kids to find something to do when there’s never been such a range of stimulating entertainment available to them?”
What really worries me is the intensity of the stimulation. I watch my little daughter’s face as she absorbs the powerful onslaught (冲击) arousing visuals and bloody special effects in movies.
Why do children immersed in this much excitement seem starved for more? That was, I realized, the point. I discovered during my own reckless adolescence that what creates excitement is not going fast, but going faster. Thrills have less to do with speed than changes in speed.
I’m concerned about the cumulative effect of years at these levels of feverish activity. It is no mystery to me why many teenagers appear apathetic (麻木的) and burned out, with a “been there, done that” air of indifference toward much of life. As increasing numbers of friends’ children are prescribed medications ----- stimulants to deal with inattentiveness at school or anti-depressants to help with the loss of interest and joy in their live ---- I question the role of kids’ boredom in some of the diagnoses.
My own work is focused on the chemical imbalances and biological factors related to behavioral and emotional disorders. These are complex problems. Yet I’ve been reflecting more and more on how the pace of life and the intensity of stimulation may be contributing to the rising rates of psychiatric problems among children and adolescents in our society. A 1. The author felt surprised in the amusement park at the face that________ A) his son was not as thrilled by the roller coaster ride as expected B) his son blasted through the turns and loops with his face stretched C) his son appeared distressed but calm while riding the roller coaster D) his son could keep his balance so well on the fast-moving roller coaster D 2. According to the author, children are bored _________. A) unless their parents can find new thrills for them B) when they don’t have any access to stimulating fun games C) when they are left alone at weekends by their working parents D) even if they are exposed to more and more kinds of entertainment
C 3. From his own experience, the author came to the conclusion that children seem to expect ________.
A) a much wider variety of sports facilities
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