2023年6月英語(yǔ)六級(jí)考試備考深度閱讀試題模擬與解析(5)

　　One of the most eminent of psychologists, Clark Hull, claimed that the essence of reasoning lies in the putting together of two behavior segments in some novel way, never actually performed before, so as to reach a goal.

　　Two followers of Clark Hull, Howard and Tracey Kendler, devised a test for children that was explicitly based on Hullls principles. The children were given the task of learning to operate a machine so as to get a toy. In order to succeed they had to go through a two-stage sequence. The children were trained on each stage separately. The stages consisted merely of pressing the correct one of two buttons to get a marble; and of inserting the marble into a small hole to release the toy. The Kendlers found that the children could learn the separate bits readily enough. But they did not for the most part integrate. They did not press the button to get the marble and then proceed without further help to use the marble to get the toy. So the Kendlers concluded that they were incapable of deductive reasoning.

　　The mystery at first appears to deepen when we learn, from anther psychologist, Michael Cole and his colleagues, that adults in an African culture apparently cannot do the Kendlers task either. But it lessens, on the other hand, when we learn that a task was devised which was strictly analogous to the Kendlers one but much easier for me African males to handle. Instead of the button-pressing machine, Cole used a locked box and two differently colored match-boxes, one of which contained a key that would open the box. Notice that there are still two behavior segments--open the right match-box to get the key and use the key to open the box---so the task seems formally to be the same. But psychologically it is quite different. Now the subject is dealing not with a strange machine but with familiar meaningful objects: and it is clear to him what he is meant to do. It then turns our that the difficulty of integration is greatly reduced.

　　Recent work by Simon Hewson is of great interest here for it shows that, for young children, too, the difficulty lies not in the inferential processes which the task demands, but in certain perplexing features of the apparatus and the procedure. Hewson made two crucial changes. First, he replaced the button-pressing mechanism in the side panels by drawers in these panels which the children could open and shut. This took away the mystery from the first stage of training. Then he helped the child to understand that there was no magic about the specific marble. The two modifications together produced a jump m success rates from 30% to 90% for five-year-olds and from 35% to 72.5 % for four-year-olds. For three-year-olds, for reasons that are still in need of clarification, no improvement--rather a slight drop in performance resulted from the change.

　　We may conclude, then, that children experience very real difficulty when faced with the Kendler apparatus; but this difficulty cannot be taken as proof that they are incapable of deductive reasoning.

　　47. Why did the Kendlers conduct the test described in the second paragraph?中華考試網(wǎng)

　　48. The Kendlers trained their subjects separately in the two stages of their experiment, but not in how to ______ the two actions.

　　49. Michael Cole and his colleagues demonstrated that adult performance on deductive reasoning tasks depends on ______.

　　50. Who devised an experiment that investigated deductive reasoning without the use of any marbles?

　　51. ______ is cited as having demonstrated that earlier experiments into childrens ability to reason deductively may have led to the wrong conclusion.

　　參考答案

　　47. To test whether children are capable of deductive reasoning.

　　48. integrate/put together

　　49. features of the apparatus and procedure

　　50. Michael Cole and his colleagues.

　　51. Simon Hewson

　　Part Ⅳ Reading Comprehension

　　Section A

　　詳細(xì)解析

　　47.從第二段的最后一句So the Kendlers concluded that they were incapable of deductive reasoning.和全文的最后一句...but this difficulty cannot be taken as proof that they are incapable of deductive reasoning.可以推斷，三組實(shí)驗(yàn)都是根據(jù)文章開(kāi)頭所提到的心理學(xué)家 Clark Hull的理論。來(lái)驗(yàn)證實(shí)驗(yàn)對(duì)象是否有推理能力的。Kendler夫婦的實(shí)驗(yàn)對(duì)象是兒童。故可以回答為T(mén)o test whether children are capable of deductive reasoning.。

　　48.結(jié)合第二段倒數(shù)第三句But they did not for the most partintegrates.和文章第一段... the essence of reasoning lies in the putting together of twobehavior segments in some novel way，never actually performed before，so as to reach a goal.可見(jiàn)如果實(shí)驗(yàn)對(duì)象能把兩個(gè)行為結(jié)合起來(lái)去達(dá)到一個(gè)目的，就是具備了推理能力。所以培訓(xùn)實(shí)驗(yàn)對(duì)象的時(shí)候顯然不會(huì)教他們?nèi)绾稳ソY(jié)合兩個(gè)步驟。故正確答案為integrate或者也可以是put together。

　　49.文章第三段描述了Michael Cole和同事們的實(shí)驗(yàn)。當(dāng)他們把實(shí)驗(yàn)設(shè)施換成實(shí)驗(yàn)對(duì)象所熟悉的東西時(shí)，他們的表現(xiàn)有所改善。可見(jiàn)影響實(shí)驗(yàn)結(jié)果的是實(shí)驗(yàn)設(shè)施的特點(diǎn)。封文章的第四段，作者對(duì)此做了總結(jié)：Recent work by Simon Hewson is of great interest here for it shows that，for young children，too，the difficulty lies not in the inferential processes which the task demands，but in certain perplexing features of the apparatus and the procedure.，作者明確指出無(wú)論實(shí)驗(yàn)對(duì)象是成人還是兒童，影響他們表現(xiàn)的是實(shí)驗(yàn)設(shè)施和過(guò)程的特點(diǎn)。因此，正確答案為features of the apparatus and procedure。

　　50.文章第二段描述Kendler夫婦的實(shí)驗(yàn)時(shí)作者提到：The stages consisted merely of pressing the correct one of two buttons to get a marble;and of inserting the marble into a small hole to release the toy.。第四段描述Simon Hewson的實(shí)驗(yàn)時(shí)提到：Then he helped the child to understand that there was nomagicabout the specific marble.，由此可見(jiàn)只有Michael Cole和他同事的實(shí)驗(yàn)沒(méi)有用彈珠了。故正確答案是Michael Cole and his colleagues.。

　　51.第四段描述了Simon Hewson在前面兩個(gè)研究者的實(shí)驗(yàn)的基礎(chǔ)上改良了實(shí)驗(yàn)設(shè)施，對(duì)兒童進(jìn)行了實(shí)驗(yàn)。結(jié)果證明五歲和四歲兒童的表現(xiàn)有大幅度提高。由此也證明，前面認(rèn)為孩子不具備推理能力的實(shí)驗(yàn)結(jié)論是錯(cuò)誤的。因此，本題的正確答案是Simon Hewson。

　　2023年6月英語(yǔ)六級(jí)考試備考深度閱讀試題模擬與解析(5)

　　One of the most eminent of psychologists, Clark Hull, claimed that the essence of reasoning lies in the putting together of two behavior segments in some novel way, never actually performed before, so as to reach a goal.

　　Two followers of Clark Hull, Howard and Tracey Kendler, devised a test for children that was explicitly based on Hullls principles. The children were given the task of learning to operate a machine so as to get a toy. In order to succeed they had to go through a two-stage sequence. The children were trained on each stage separately. The stages consisted merely of pressing the correct one of two buttons to get a marble; and of inserting the marble into a small hole to release the toy. The Kendlers found that the children could learn the separate bits readily enough. But they did not for the most part integrate. They did not press the button to get the marble and then proceed without further help to use the marble to get the toy. So the Kendlers concluded that they were incapable of deductive reasoning.

　　The mystery at first appears to deepen when we learn, from anther psychologist, Michael Cole and his colleagues, that adults in an African culture apparently cannot do the Kendlers task either. But it lessens, on the other hand, when we learn that a task was devised which was strictly analogous to the Kendlers one but much easier for me African males to handle. Instead of the button-pressing machine, Cole used a locked box and two differently colored match-boxes, one of which contained a key that would open the box. Notice that there are still two behavior segments--open the right match-box to get the key and use the key to open the box---so the task seems formally to be the same. But psychologically it is quite different. Now the subject is dealing not with a strange machine but with familiar meaningful objects: and it is clear to him what he is meant to do. It then turns our that the difficulty of integration is greatly reduced.

　　Recent work by Simon Hewson is of great interest here for it shows that, for young children, too, the difficulty lies not in the inferential processes which the task demands, but in certain perplexing features of the apparatus and the procedure. Hewson made two crucial changes. First, he replaced the button-pressing mechanism in the side panels by drawers in these panels which the children could open and shut. This took away the mystery from the first stage of training. Then he helped the child to understand that there was no magic about the specific marble. The two modifications together produced a jump m success rates from 30% to 90% for five-year-olds and from 35% to 72.5 % for four-year-olds. For three-year-olds, for reasons that are still in need of clarification, no improvement--rather a slight drop in performance resulted from the change.

　　We may conclude, then, that children experience very real difficulty when faced with the Kendler apparatus; but this difficulty cannot be taken as proof that they are incapable of deductive reasoning.

　　47. Why did the Kendlers conduct the test described in the second paragraph?中華考試網(wǎng)

　　48. The Kendlers trained their subjects separately in the two stages of their experiment, but not in how to ______ the two actions.

　　49. Michael Cole and his colleagues demonstrated that adult performance on deductive reasoning tasks depends on ______.

　　50. Who devised an experiment that investigated deductive reasoning without the use of any marbles?

　　51. ______ is cited as having demonstrated that earlier experiments into childrens ability to reason deductively may have led to the wrong conclusion.

　　參考答案

　　47. To test whether children are capable of deductive reasoning.

　　48. integrate/put together

　　49. features of the apparatus and procedure

　　50. Michael Cole and his colleagues.

　　51. Simon Hewson

　　Part Ⅳ Reading Comprehension

　　Section A

　　詳細(xì)解析

　　47.從第二段的最后一句So the Kendlers concluded that they were incapable of deductive reasoning.和全文的最后一句...but this difficulty cannot be taken as proof that they are incapable of deductive reasoning.可以推斷，三組實(shí)驗(yàn)都是根據(jù)文章開(kāi)頭所提到的心理學(xué)家 Clark Hull的理論。來(lái)驗(yàn)證實(shí)驗(yàn)對(duì)象是否有推理能力的。Kendler夫婦的實(shí)驗(yàn)對(duì)象是兒童。故可以回答為T(mén)o test whether children are capable of deductive reasoning.。

　　48.結(jié)合第二段倒數(shù)第三句But they did not for the most partintegrates.和文章第一段... the essence of reasoning lies in the putting together of twobehavior segments in some novel way，never actually performed before，so as to reach a goal.可見(jiàn)如果實(shí)驗(yàn)對(duì)象能把兩個(gè)行為結(jié)合起來(lái)去達(dá)到一個(gè)目的，就是具備了推理能力。所以培訓(xùn)實(shí)驗(yàn)對(duì)象的時(shí)候顯然不會(huì)教他們?nèi)绾稳ソY(jié)合兩個(gè)步驟。故正確答案為integrate或者也可以是put together。

　　49.文章第三段描述了Michael Cole和同事們的實(shí)驗(yàn)。當(dāng)他們把實(shí)驗(yàn)設(shè)施換成實(shí)驗(yàn)對(duì)象所熟悉的東西時(shí)，他們的表現(xiàn)有所改善。可見(jiàn)影響實(shí)驗(yàn)結(jié)果的是實(shí)驗(yàn)設(shè)施的特點(diǎn)。封文章的第四段，作者對(duì)此做了總結(jié)：Recent work by Simon Hewson is of great interest here for it shows that，for young children，too，the difficulty lies not in the inferential processes which the task demands，but in certain perplexing features of the apparatus and the procedure.，作者明確指出無(wú)論實(shí)驗(yàn)對(duì)象是成人還是兒童，影響他們表現(xiàn)的是實(shí)驗(yàn)設(shè)施和過(guò)程的特點(diǎn)。因此，正確答案為features of the apparatus and procedure。

　　50.文章第二段描述Kendler夫婦的實(shí)驗(yàn)時(shí)作者提到：The stages consisted merely of pressing the correct one of two buttons to get a marble;and of inserting the marble into a small hole to release the toy.。第四段描述Simon Hewson的實(shí)驗(yàn)時(shí)提到：Then he helped the child to understand that there was nomagicabout the specific marble.，由此可見(jiàn)只有Michael Cole和他同事的實(shí)驗(yàn)沒(méi)有用彈珠了。故正確答案是Michael Cole and his colleagues.。

　　51.第四段描述了Simon Hewson在前面兩個(gè)研究者的實(shí)驗(yàn)的基礎(chǔ)上改良了實(shí)驗(yàn)設(shè)施，對(duì)兒童進(jìn)行了實(shí)驗(yàn)。結(jié)果證明五歲和四歲兒童的表現(xiàn)有大幅度提高。由此也證明，前面認(rèn)為孩子不具備推理能力的實(shí)驗(yàn)結(jié)論是錯(cuò)誤的。因此，本題的正確答案是Simon Hewson。