雅思閱讀第8部分

choice2

QuestionType10:Multiplechoice1(oneChoosethecorrectletter,A,B,C,Writethecorrectletterinboxes…onyouranswersheet.Thequestionwillcontainfourchoicesandyoushouldchooseone.ThequestionsarepresentedinthesameorderastheinformationinthereadingMultiplechoice1:ActionStepUsethepromptStep

yseStepStepanduse分析選項(xiàng)及適當(dāng)運(yùn)用排除法StepMatchtheanswerchoiceswiththeStepCambridge9,Test4,PassageA,B,C,

Comparedwithtoday’smuseums,thoseofthepastAdidnotpresenthistoryinadetailedBwerenotprimarilyintendedfortheCweremoreclearlyDpitemswithgreater Accordingtothewriter,currenttrendsintheheritageindustryAemphasizealBhavetheiroriginsinYorkandCrelyoncomputerDreflectminority Thewritersaysthatmuseums,heritagesitesandthemeparksAoftenworkloseBtrytopreserveseparateChavesimilarDarelesseasytodistinguishthan

Thewritersaysthatinpreparingexhibitsformuseums,expertsAshouldpursueasingleBhavetodoacertainamountoflanguageCshouldbefromcommercialDhavetobalanceing InparagraphE,thewritersuggeststhatsomemuseumexhibitsAfailtomatchvisitorBarebasedonthefalseassumptionsofCrevealmoreaboutpresentbeliefsthanabouttheDallowvisitorstomakemoreuseoftheirThepassageendsbynotingthatourviewofhistoryisbiasedbecauseAwefailtouseourBonlyverydurableobjectsremainfromtheCwetendtoignorethingsthatdispleaseDmuseumexhibitsfocustoomuchonthelocalTheTheDevelopmentofTheconvictionthathistoricalrelicsprovideinfallibletestimonyaboutthepastisrootedinneenthandearlytwentiethcenturies,whensciencewasregardedasobjectiveandvalueAsonewriterobserves:‘Althoughitisnowevidentthatartifactsareaseasilyalteredchronicles,publicfaithintheirveracityendures:atangiblerelicseemsipsofactoreal.’Suchconvictionwas,untilrecently,reflectedinmuseumdisys.Museumsusedtolook—andsomestilldo—muchlikestorageroomsofobjectspackedtogetherinshowcases:goodforscholarswhowantedtostudythesubtledifferencesindesign,butnotforordinaryvisitor,towhomitalllookedalike.Similarly,theinformationac ingtheobjectsoftenmadelittlesensetothelayvisitor.Thecontentandformatofexnationsdatedbacktoatimewhenthemuseumwastheexclusiveofthescientificresearcher.TheTheDevelopmentofRecently,however,attitudestowardshistoryandthewayitshouldbepresentedhavealtered.Thekeywordinheritagedisyisnow‘experience’,themoreexcitingthnd,ifpossible,involvingallthesenses.GoodexamplesofthisapproachintheUKaretheJorvikCenterinYork;theNationalMuseumofPhotography,FilmandevisioninBradford;andtheImperialWarMuseuminLondon.IntheUSthetrendemergedmuchearlier:Williamsburghasbeenaprototypeformanyheritagedevelopmentsinotherpartsoftheworld.Noonecanpredictwheretheprocesswillend.Onso-calledheritagesitesthere-enactmentofhistoricaleventsisreasinglypopular,andcomputerswillsoonprovidevirtualrealityexperiences,whichwillpresentvisitorswithavividimageoftheperiodoftheirchoice,inwhichtheythemselvescanactasifpartofthehistoricalenvironment.Suchdevelopmentshavebeencriticizedasanintolerablevulgarization,butthesuccessofmanyhistoricalthemeparksandsimilarlocationssuggeststhatthemajorityofthepublicdoesnotsharethisopinion.TheDevelopmentof

Inarelateddevelopment,thesharpdisttionbetweenmuseumandheritagesitesontheonehand,andthemeparksontheother,isgraduallyevaporating.Theyalreadyborrowideasandconceptsfromoneanother.Forexample,museumshaveadoptedstorylinesforexhibitions,siteshaveaccepted‘theming’asarelevanttool,andthemeparksaremovingtowardsmoreauthenticityandresearch-basedpresentations.Inzoos,animalsarenolongerkept ages,butingreatspaces,eitherintheopenairorinenormousgreenhouses,suchasthejungleanddesertenvironmentsinburgers’ZooinHolland.Thisparticulartrendisregardedasoneofthemajordevelopmentsinthepresentationofnaturalhistoryinthetwentieth

Themeparksareundergoingotherchanges,too,astheytrytopresentmoreserioussocialandculturalissues,andmoveawayfromfantasy.Thisdevelopmentisaresponsetomarket sand,althoughmuseumsandheritagesiteshaveaspecial,ratherdistt,roletofulfill,theyarealsooperatingi competitiveenvironment,wherevisitorsmakechoicesonhowandwheretospendtheir Heritageandmuseumexpertsdonothavetoinventstoriesandrecreatehistoricalenvironmentstoattracttheirvisitors:theirassetsarealreadyin ce.However,exhibitsmustbebothbasedonartifactsandfactsasweknowthem,andattractivelypresented.Thosewhoareprofessionallyengagedintheartofinterpretinghistoryarethusinadifficultposition,astheymuststeeranarrowcours weenthedemandsof‘evidence’and‘a(chǎn)ttractiveness’,especiallygiventhe reasingneedintheheritageindustry ome-generatingactivities.TheTheDevelopmentofItcouldbeclaimedthatinordertomakeeverythinginheritagemore‘real’,historicalaccuracymustbereasinglyaltered.Forexample,PithecanthropuserectusisdepictedinanIndonesianmuseumwithMalayfacialfeatures,becausethiscorrespondstopublicperceptions.Similarly,intheMuseumofNaturalHistoryinWashington,Neanderthalmanisshownmakingadominantgesturetohiswife.Suchpresentationslusmoreaboutcontemporaryperceptionsoftheworldthanaboutourancestors.Thereisonecompensation,however,fortheprofessionalswhomaketheseinterpretations:iftheydidnotprovidetheinterpretation,visitorswouldtforthemselves,basedontheirownideas,misconceptionsandprejudices.Andnomatterhowexcitingtheresult,itwouldcontainalotmorebiasthanthepresentationsprovidedbyexperts.TheTheDevelopmentofHumanbiasisinevitable,butanothersourceofbiasintherepresentationofhistoryhastodowiththetransitorynatureofthematerialsthemselves.Thesimplefactisthatnoteverythingfromhistorysurvivesthehistoricalprocess.Castles,palacesandcathedralshavealongerlifespanthanthedwellingsofordinarypeople.Thesameappliestothefurnishingsandothercontentsofthepremises.InatownlikeLeydeninHolland,whichintheseventeenthcenturywasoccupiedbyapproximaythesa mberofinhabitantsastoday,peoplelivedwithinthewalledtown,anareamorethanfivetimessmallerthanmodernLeyden.Inmostofthehousesseveralfamilieslivedtogetherircumstancesbeyondourimagination.Yetinmuseums,fineperiodroomsgiveonlyanimageofthelifestyleoftheupperclassoftha .Nowonderthatpeoplewhostrollaroundexhibitionsarefilledwithnostalgia;theevidenceinmuseumsindicatesthatlifewassomuchbetterinthepast.Thisnotionisinducedbythebiasinitsrepresentationinmuseumsandheritagecenters. n–StepUsethepromptandUsethepromptandComparedwithtoday’smuseums,thoseofthepast（過去 Accordingtothewriter,currenttrendsintheheritageindustry Thewritersaysthatmuseums,heritagesitesandthemeparks（這三者之間的關(guān)系或差異Thewritersaysthatinpreparingexhibitsformuseums,experts（在準(zhǔn)備展品時(shí)，專家們的表InparagraphE,thewritersuggeststhatsomemuseumexhibits（一些的展品展現(xiàn)的Thepassageendsbynotingthatourviewofhistoryisbiasedbecause（文章結(jié)尾提到y(tǒng)setheanswer n–Step31AdidnotpresenthistoryinadetailedBwerenotprimarilyintendedfortheCweremoreclearlyDpitemswithgreater

34AshouldpursueasingleBhavetodoacertainamountoflanguageCshouldbefromcommercialDhavetobalanceing32AemphasizealBhavetheiroriginsinYorkandLondonCrelyoncomputerDreflectminority

35AfailtomatchvisitorBarebasedonthefalseassumptionsofCrevealmoreaboutpresentbeliefsthanabouttheDallowvisitorstomakemoreuseoftheir33AoftenworkloseBtrytopreserveseparateChavesimilarDarelesseasytodistinguishthan

36AwefailtouseourBonlyverydurableobjectsremainfromtheCwetendtoignorethingsthatdispleaseDmuseumexhibitsfocustoomuchonthelocal choiceswiththe n–Step

Answer:D(tips:最后一句話，專業(yè) 遇到，即展品體現(xiàn)的和 Answer:C(tips:第四句話，展品告訴 Answer:B(tips:最后兩句話， Cambridge7,Test1,PassageA,B,C,

27ThebookEducatingPsycheismainlyconcernedwithAthepowerofsuggestioninBaparticulartechniqueforlearningbasedonemotions.Ctheeffectsofemotionontheimaginationandtheunconscious.Dwaysoflearningwhicharenot

29Inthispassage,theauthorusestheexamplesofabookandalecturetoillustratethatAbothoftheseareimportantfordeveloBhistheoryaboutmethodsoflearningisCreadingisabettertechniqueforlearningthanDwecanremember oreeasilyunderTestneedyoutothe

28Lozanov'stheoryclaimsthat,whenwetrytorememberthings,AunimportantdetailsaretheeasiesttoBconcentratinghardproducesthebestCthemostsignificantfactsaremosteasilyDperipheralvisionisnot

30LozanovclaimsthatteachersshouldtrainstudentsAmemorisedetailsoftheBdeveloptheirownsetsofindirectCthinkaboutsomethingotherthanthecurriculumDavoidoverloadingthecapacityoftheEducatingEducatingPsychebyBernieNevilleisabookwhichlooksatradicalnewapproachestolearning,describingtheeffectsofemotion,imaginationandtheunconsciousonlearning.heorydiscussedinthebookisthatproposedbyGeorgeLozanov,whichfocusesonthepowerofsuggestion.Lozanov’sinstructionaltechniqueisbasedontheevidencethattheconnectionsmadeinthebrainthroughunconsciousprocessing(whichhecallsnon-specificmentalreactivity)aremoredurablethanthosemadethroughconsciousprocessing.Besidesthelaboratoryevidenceforthis,weknowfromourexperiencethatweoftenrememberwhatwehaveperceivedperipherally,longafterwehaveforgottenwhatwesetouttolearn.Ifwethinkofabookwestudiedmonthsoryearsago,wewillfinditeasiertorecallperipheraldetails—thecolour,thebinding,thetypeface,thetableatthelibrarywherewesatwhilestudyingit—thanthecontentonwhichwewereconcentrating.Ifwethinkofalecturewelistenedtowithgreatconcentration,wewillrecallthelecturer'sappearanceandmannerisms,ourceintheauditorium,thefailureoftheair-conditioning,muoreeasilythantheideaswewenttolearn.Eveniftheseperipheraldetailsareabitelusive,theycomebackreadilyinhypnosisorwhenwerelivetheeventimaginatively,asinpsychodrama.Thedetailsofthecontentofthelecture,ontheotherhand,seemtohavegoneEducatingThisphenomenoncanbepartlyattributedtothecommoncounterproductiveapproachtostudy(makingextremeeffortstomemorise,tensingmuscles,inducingfatigue),butitalsosimplyreflectsthewaythebrainfunctions.Lozanovthereforemadeindirectinstruction(suggestion)centraltohisteachingsystem.Insuggestopedia,ashecalledhismethod,consciousnessisshiftedawayfromthecurriculumtofocusonsomethingperipheral.Thecurriculumthenbecomesperipheralandisdealtwithbythereservecapacityofthebrain.Actionn–3UsetheprompttrackingcluestoysethechoicesandusechoiceswiththeCambridge8,Test4,PassageA,B,C,TestYouneedtothemaintolocate.

AcheapforpupilstoBwellorganisedan ofthepupils.Cwrittentobeused onjunctionwithTVDnotverypopularwithmanyJapaneseWhenanewmathtopicisAstudentsanswerquestionsonthBstudentsrelyentirelyontheCitiscarefullyandpatientlyexinedtotheDitisusualforstudentstouseextra

HowdoschoolsdealwithstudentswhoexperienceATheyaregivenappropriatesupplementaryBTheyareencouragedtocopyfromotherCThey dtoexintheirslowDThey cedinamixed-ability WhydoJapanesestudentstenttoachieverelativelyhighratesodsuccessinmaths?AItisacompulsorysubjectinBTheyareusedtoworkingwithouthelpfromCMucheffortismadeandcorrectanswersareDThereisastrongemphasisonrepetitiveLandoftheRisingJapanhasasignificantlybetterrecordintermsofaveragemathematicalattainmentthanEnglandandWales.Largesampleinternationalcomparisonsofpupils’attainmentssethe1960shaveestablishedthatnotonlydidJapanesepupilsatage13havterscoresofaverageattainment,buttherewasalsoalargerproportionof‘low’attainersinEngland,where,ally,thevariationinattainmentscoreswasmuchgreater.ThepercentageofGrossNationalProductspentoneducationisreasonablysimilarinthetwocountries,sohowisthishigherandmoreconsistentattainmentinmathsachieved?LowersecondaryschoolsinJapancoverthreeschoolyears,fromtheseventhgrade(age13)totheninthgrade(age15).Virtuallyallpupilsatthisstageattendstateschools:only3percentareintheprivatesector.Schoolsareusuallymodemindesign,setwellbackfromtheroadandspaciousinside.Classroomsarelargeandpupilssitatsingledesksinrows.Lessonslastforastandardised50minutesandarealwaysfollowedbya10-minutebreak,whichgivesthepupilsachancetoletoff.Teachersbeginwithaformaladdressandmutualbowing,andthenconcentrateonwhole-classteaching.Classesarelarge—usuallyabout40—andareunstreamed.Pupilsstayinthesameclassforalllessonsthroughouttheschoolanddevelopconsiderableclaentityandloyalty.Pupilsattendtheschoolintheirownneighbourhood,whichintheoryremovesrankingbyschool.InpracticeinTokyo,becauseoftherelativeconcentrationofschools,thereissomecompetitiontogetintothe‘better’schoolinaparticulararea.LandoftheRisingTraditionalwaysofteachingformthebasisofthelessonandtheremarkablyquietclassestaketheirownnotesofthepointsmadeandtheexamplesdemonstrated.Everyonehastheirowncopyofthetextbook dbythecentraleducationauthority,Monbusho,aspartoftheconceptofcompulsoryeducationupto of15.Thesetextbooksare,onthewhole,small,presumablyinexpensivetoproduce,butwellsetoutandlogicallydeveloped.(eacherwasparticularlykeentointroducecolourandpicturesintomathstextbooks:hefeltthiswouldmakethemmoreaccessibletopupilsbroughtupinacartoonculture.)Besidesapprovingtextbooks,Monbushoalsodecidesthehighlycentralise tionalcurriculumandhowitistobedelivered.Lessonsallfollowthesamepattern.Atthebeginning,thepupilsputsolutionstotheonth,thentheteacherscomment,correctorelaborateasnecessary.Pupilsmarktheirown:thisisanimportantpripleinJapaneseschoolingasitenablespupilstoseewhereandwhytheymadeamistake,sothatthesecanbeavoidedinfuture.Noonemindsmistakesorignoranceaslongasyouarepreparedtolearnfromthem.Afterthehasbeendiscussed,theteacherexinsthetopicofthelesson,slowlyandwithalotofrepetitionandelaboration.Examplesaredemonstratedonth;questionsfromthetextbookareworkedthroughfirstwiththeclass,andthentheclassissetquestionsfromthetextbooktondividually.Onlyrarelyaresupplementaryworksheetsdistributedinamathsclass.Theimpressionisthatthelogicalnatureofthetextbooksandtheircomprehensivecoverageofdifferenttypesofexamples,combinedwiththerelativehomogeneityoftheclass,rendersworksheetsunnecessary.Atthispoint,theteacherwouldcirculateandmakesurethatallthepupilswerecowell.LandoftheRisingItisremarkablethatlarge,mixed-abilityclassescouldbekepttogetherformathsthroughoutalltheircompulsoryschoolingfrom6to15.Teacherssaythattheygiveindividualhelpatofalessonorafterschool,settingextraworkifnecessary.Inobservedlessons,anystrugglerswouldbeassistedbytheteacherorquietlyseekhelpfromtheirneighbour.Carefullyfosteredclaentitymakespupilskeentohelpeachother-anyway,itisintheirinterestssetheclassprogressestogether.Thisscarcelyseemsadequatehelptoenableslowlearnerstokeepup.However,theJapaneseattitudetowardseducationrunsalongthelinesof‘ifyouworkhardenough,youcandoalmostanything’.Parentsarekeptcloselyinformedoftheirchildren’sprogressandwillyapartinheltheirchildrentokeepupwithclass,sendingthemto‘Juku’（privateeveningtuition)ifextrahelpisneededandencouragingthemtoworkharder.Itseemstowork,atleastfor95percentoftheschoolpopulation.LandoftheRisingSowhatarethemajorcontributingfactorsinthesuccessofmathsteaching?Clearly,attitudesareimportant.EducationisvaluedgreatlyinJapaneseculture;mathsisrecognisedasanimportantcompulsorysubjectthroughoutschooling;andtheemphasisisonhardworkcoupledwithafocusonaccuracy.Otherrelevantpointsrelatetothesupportiveattitudeofaclasstowardsslowerpupils,thelackofcompetitionwithinaclass,andthepositiveemphasisonlearningforoneselfandimprovingone'sownstandard.Andtheviewofrepetitivelyboringlessonsandlearningthefactsbyheart,whichissometimesquotedinrelationtoJapaneseclasses,maybeunfairandunjustified.Nopoormathslessonswereobserved.Theyweremainlygoodandoneortwowereinspirational.Actionn–3UsetheprompttrackingcluestoysethechoicesandusechoiceswiththeCambridge8,Test2,Passage33-36A,B,C,Testthemainideasofthe

Accordingtotheintroduction,webecomeawareoftheimportanceofsmellwhenAwediscoveranewBweexperienceapowerfulCourabilitytosmellisDwearesurroundedbyAshowshowwemakeuseofsmellwithoutrealisingit.Bdemonstratesthatfamilymembershaveasimilarsmell.CprovesthatasenseofsmellisDcomparesthesenseofsmellinmalesand

Whatisthe nginparagraphAsupportingotherBmakingaCrejectingacommonDdescribing WhatdoesthewritersuggestaboutthestudyofsmellintheatmosphereinparagraphE?AThemeasurementofsmellisbecomingmoreBResearchersbelievesmellisapurelyphysicalCMostsmellsareDSmellisyettobeThemeaningandpowerofThesenseofsmell,orolfaction,ispowerful.Odoursaffectusonaphysical,psychologicalandsociallevel.Forthemostpart,however,webreatheinthearomaswhichsurrounduswithoutbeingconsciouslyawareoftheirimportancetous.Itisonlywhenthefacultyofsmellisimpairedforsomereasonthatwebegintorealisetheessentialrolethesenseofsmellysinoursenseofwell-beingAsurveyconductedbyAnthonySynottatMontreal'sConcordiaUniversityaskedparticipantstocommentonhowimportantsmellwastothemintheirlives.Itbecameapparentthatsmellcanevokestrongemotionalresponses.Ascentassociatedwithagoodexperiencecanbringarushofjoy,whileafoulodouroroneassociatedwithabadmemorymaymakeusgrimacewithdisgust.Respondentstothesurveynotedthatmanyoftheirolfactorylikesanddislikeswerebasedonemotionalassociations.Suchassociationscanbepowerfulenoughsothatodoursthatwewouldgenerallylabelunpleasantbecomeagreeable,andthosethatwewouldgenerallyconsiderfragrantbecomedisagreeableforparticularindividuals.Theperceptionofsmell,therefore,consistsnotonlyofthesensationofthursthemselves,butoftheexperiencesandemotionsassociatedwiththem.ThemeaningandpowerofOdoursarealsoessentialcuesinsocialbonding.Onerespondenttothesurveybelievedthatthereisnotrueemotionalbondingwithouttouchingandsmellingalovedone.Infact,infantsrecognisethursoftheirmotherssoonafterbirthandadultscanoftenidentifytheirchildrenorspousesbyscent.Inonewell-knowntest,womenandmenwereabletodistinguishbysmellaloneclothingwornbytheirmarriagepartnersfromsimilarclothingwornbyotherpeople.Mostofthesubjectswouldprobablyneverhavegivenmuchthoughttoodourasacueforidentifyingfamilymembersbeforebeinginvolvedinthetest,butastheexperimentrevealed,evenwhennotconsciouslyconsidered,smellsregister.Inspiteofitsimportancetoouremotionalandsensorylives,smellisprobablythemostundervaluedsenseinmanycultures.Thereasonoftengivenforthelowregardinwhichsmellisheldisthat,incomparisonwithitsimportanceamonganimals,thehumansenseofsmellisfeebleandundeveloped.Whileitistruethattheolfactorypowersofhumansarenothinglikeasfineasthosepossessedbycertainanimals,theyarestillremarkablyacute.Ournosesareabletorecognisethousandsofsmells,andtoperceivurswhicharepresentonlyinextremelysmallties.ThemeaningandpowerofSmell,however,isahighlyelusivephenomenon.Odours,unlikecolours,forinstance,cannotbenamedinmanylanguagesbecausethespecificvocabularysimplydoesn’texist.‘Itsmellslike…,’wehavetosaywhendescribinganodour,strugglingtoexpressourolfactoryexperience.Norcanodoursberecorded:thereisnoeffectivewaytoeithercaptureorstorethemovertime.Intherealmofolfaction,wemustmakedowithdescriptionsandrecollections.Thishasimplicationsforolfactoryresearch.Mostoftheresearchonsmellundertakentodatehasbeenofaphysicalscientificnature.Significantadvanceshavebeenmadeintheunderstandingofthebiologicalandchemicalnatureofolfaction,butmanyfundamentalquestionshaveyettobeanswered.Researchershavestilltodecidewhethersmellisonesenseortwo—onerespondingtoodoursproperandtheotherregisteringodourlesschemicalsintheair.Otherunansweredquestionsarewhetherthenoseistheonlypartofthebodyaffectedbyodours,andhowsmellscanbemeasuredobjectivelygiventhenonphysicalcomponents.Questionslikethesemeanthatinterestinthepsychologyofsmellisinevitablysettoyanreasinglyimportantroleforresearchers.ThemeaningandpowerofHowever,smellisnotsimplyabiologicalandpsychologicalphenomenon.Smelliscultural,henceitisasocialandhistoricalphenomenon.Odoursareinvestedwithculturalvalues:smellsthatareconsideredtobeoffensiveinsomeculturesmaybeperfectlyacceptableinothers.Therefore,oursenseofsmellisameansof,andmodelfor,in ctingwiththeworld.Differentsmellscanprovideuswithintimateandemotionallychargedexperiencesandthevaluethatweattachtotheseexperiencesisinteriorisedbythemembersofsocietyinadeeply alway.Importantly,ourcommonlyheldfeelingsaboutsmellscanhelpdistinguishusfromothercultures.Thestudyoftheculturalhistoryofsmellis,therefore,i yrealsense,aninvestigationintotheessenceofhumanculture.Actionn–3UsetheprompttrackingcluestoysethechoicesandusechoiceswiththeCambridge9,Test2,Passage27-31A,B,C,TestYouneedthemainideasof

NeuroeconomicsisafieldofstudywhichseekstoAcauseachangeinhowscientistsunderstandbrahemistry.Bunderstandhowgooddecisionsaremadinthebrain.Cunderstandhowthebrainislinkedto ompetitivefields.Dtracethespecificfiringpatternsofneuronsindifferentareasofthebrain. Accordingtothewriter,iconoclastsaredisttivebecauseAtheycreateunusualbraBtheirbrainsfunctionCtheiralitiesaredistDtheymakedecisions

Accordingtothewriter,thebrainworksefficientlyAitusestheeyesBitinterpretsdataCitgeneratesitsownDitreliesonpreviousThewritersaysthatperceptionAacombinationofphotonsandsoundBareliableproductofwhatyoursensesCaresultofbrainDaprocessweareusuallyconsciousAccordingtothewriter,aniconoclasticAcentralizesperceptualthinkinginonepartoftheBavoidscognitiveChasabrainthatishardwiredforDhasmoreopportunitiesthantheaverageAneuroscientistrevealshowtothinkInthelastdecadearevolutionhasoccurredinthewaythatscientiststhinkaboutthebrain.Wenowknowthatthedecisionshumansmakecanbetracedtothefiringpatternsofneuronsinspecificpartsofthebrain.Thesediscoverieshaveledtothefieldknownasneuroeconomics,whichstudiesthebrain’ssecretstosuccessinaneconomicenvironmentthatdemandsinnovationandbeingabletodothingsdifferentlyfromcompetitors.Abrainthatcandothisisaniconoclasticone.Briefly,aniconoclastisawhodoessomethingthatotherscan’tbeThisdefinitionimpliesthaticonoclastsaredifferentfromotherpeople,butmoreprecisely,itistheirbrainsthataredifferentinthreedisttways:perception,fearrespons