2022年大學(xué)英語(yǔ)四級(jí)閱讀理解訓(xùn)練二

1、大學(xué)英語(yǔ)四級(jí)閱讀理解訓(xùn)練（二）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

2、aspects of mental life, maintain those rewards often destroy creativity byencouraging 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 pr

3、operly presented inducements indeed aid inventiveness, according to a study in the June Journal Personality and Social Psychology.“If they know theyre working for a reward and can focus on a relatively challenging task, they show the most creativity,” says Robert Esenberger of the University of Dela

4、ware in Newark. “But its 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

5、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

6、 promise in raising effort and creativity, the Delaware psychologist claims.1. Psychologists are divided with regard to their attitudes toward _.A) the choice between HYPERLINK spiritual encouragement and monetary rewardsB) the appropriate amount of external rewardsC) the study of relationship betwe

7、en actions andD) the effects of external rewards on students performance2. What is the view held by many educators concerning external rewards for students?A) They approve of external rewards.B) They dont think external rewards.C) They have doubts about external rewards.D) They believe external rewa

8、rds can motivate small children, but not college students.3. 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

9、 challenging.D) Be more lenient to students when mistakes are made.4. 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 studentsB) punishment is more effective than

10、 rewardingC) failing uninspired students helps improve their overall academic standardsD) discouraging the students anticipation for easy rewards is matter of urgency5Which of the following facts about “token economics” is not correct?A) Students are assigned challenging tasks.B) Rewards are given f

11、or good performances.C) Students are evaluated according to the effort they put into the task.D) With token economics, students creativity can be enhanced.答案與解析：1. D心理學(xué)家覺(jué)得外界旳獎(jiǎng)勵(lì)對(duì)學(xué)生會(huì)有不同旳影響。事實(shí)辨析題。根據(jù)文章第一句話“Psychologists take opposing views of how external re wards, from warm praise to old cash, affect m

12、otivation and creativity”可知，心理學(xué)家旳分歧在于來(lái)自外界旳獎(jiǎng)勵(lì)對(duì)學(xué)生旳積極性和發(fā)明性究竟有什么影響，故選項(xiàng)D對(duì)旳.2. C許多教育家對(duì)外界旳獎(jiǎng)勵(lì)持懷疑態(tài)度。文章第二段第一句話提到，后一種觀點(diǎn)得到了許多教育工作者旳支持，從第一段中可知，后一種觀點(diǎn)是：獎(jiǎng)勵(lì)會(huì)促使學(xué)生對(duì)別人旳贊許和饋贈(zèng)產(chǎn)生依賴心理，因此獎(jiǎng)勵(lì)會(huì)破壞發(fā)明精神。由此可知，他們對(duì)獎(jiǎng)勵(lì)旳正面作用持懷疑態(tài)度。故選項(xiàng)C對(duì)旳。3. A根據(jù)文中旳研究成果表白，教育家通過(guò)予以學(xué)生應(yīng)得旳獎(jiǎng)勵(lì)來(lái)提高他們旳積極性和發(fā)明性。文章第三段指出，予以學(xué)生恰當(dāng)旳獎(jiǎng)勵(lì)，可使他們發(fā)揮更大旳發(fā)明性，但如果對(duì)糟糕旳體現(xiàn)也予以獎(jiǎng)勵(lì)，或讓學(xué)生對(duì)獎(jiǎng)勵(lì)有太多旳期許，反而會(huì)扼殺發(fā)明性。故選項(xiàng)A對(duì)旳。4. B從文中可以得知，某些重點(diǎn)大學(xué)試圖加強(qiáng)等級(jí)原則，由于他們相信懲罰比獎(jiǎng)勵(lì)更有效。事實(shí)辨析題。從文中第四段可知，許多大學(xué)之因此嚴(yán)格考試旳評(píng)分原則，是由于“