A. The two economists call their paper "Mental Retirement", and their argument has interested behavioral researchers. Data from the United States, England and 11 other European countries suggest that the earlier people retire, the more quickly their memories decline. The implication, the economists and others say, is that there really seems to be something to the "use it or lose it" notion—if people want to preserve their memories and reasoning abilities, they may have to keep active. B. "It's incredibly interesting and exciting, " said Laura L. Carstensen, director of the Center on Longevity at Stanford University. "It suggests that work actually provides an important component of the environment that keeps people functioning optimally." While not everyone is convinced by the new analysis, published recently in The Journal of Economic Perspectives, a number of leading researchers say the study is, at least, a bit of evidence for a hypothesis(假设) that is widely believed but surprisingly difficult to demonstrate. Researchers repeatedly find that retired people as a group tend to do less well on cognitive tests than people who are still working. But, they note, that could be because people whose memories and thinking skills are declining may be more likely to retire than people whose cognitive skills remain sharp. C. And research has failed to support the premise(假设)that mastering things like memory exercises, crossword puzzles and games like Sudoku carry over into real life, improving overall functioning. "If you do crossword puzzles, you get better at crossword puzzles, " said Lisa Berkman, director of the Center for Population and Development Studies at Harvard. "If you do Sudoku, you get better at Sudoku. You get better at one narrow task. But you don't get better at cognitive (认知的) behavior in life." The study was possible, explains one of its authors, Robert Willis, a professor of economics at the University of Michigan, because the National Institute on Aging began a large study in the United States nearly 20 years ago called the Health and Retirement Study, it surveys more than 22, 000 Americans over age 50 every two years, and administers memory tests. D. That led European countries to start their own surveys, using similar questions so the data would be comparable among countries. Now, Dr. Willis said, Japan and South Korea have begun administering the survey to their populations. China is planning to start doing a survey next year. And India and several countries in Latin America are starting preliminary work on their own surveys. "This is a new approach that is only possible because of the development of comparable data sets around the world." Dr. Willis said. The memory test looks at how well people can recall a list of 10 nouns immediately and 10 minutes after they heard them. A perfect score is 20, meaning all 10 were recalled each time. E. Those tests were chosen for the surveys because memory generally declines with age, and this decline is associated with diminished(降低的) ability to think and reason. People in the United States did best, with an average score of 11. Those in Denmark and England were close behind. with scores just above 10. In Italy, the average score was around 7, in France it was 8, and in Spain it was a little more than 6. F. Examining the data from the various countries, Dr. Willis and his colleague Susann Rohwedder, associate director of the RAND Center for the Study of Aging in Santa Monica, Calif., noticed that there are large differences in the ages at which people retire. In the United States, England and Denmark, where people retire later, 65 to 70 percent of men were still working when they were in their early 60s. In France and Italy, the figure is 10 to 20 percent, and in Spain it is 38 percent. Economic incentives(鼓励) produce the large differences in retirement age, Dr. Rohwedder and Dr. Willis report. Countries with earlier retirement ages have tax policies, pension, disability and other measures that encourage people to leave the work force at younger ages. G. The researchers find a straight-line relationship between the percentage of people in 3 country who are working at age 60 to 64 and their performance on memory tests. The longer people in a country keep working, the better, as a group, they do on the tests when they are in their early 60s. The study cannot point to what aspect of work might help people retain their memories. Nor does it reveal whether different kinds of work might be associated with different effects on memory tests. And, as Dr. Berkman notes, it has nothing to say about the consequences of staying in a physically demanding job that might lead to disabilities. "There has to be an out for people who face physical disabilities if they continue," she said. H. And of course not all work is mentally stimulating. But, Dr. Willis said, work has other aspects that might be operating. "There is evidence that social skills and personality skills—getting up in the morning, dealing with people, knowing the value of being prompt and trustworthy—are also important, " he said. "They go hand in hand with the work environment." But Hugh Hendrie, an emeritus(荣誉退休的) psychology professor at Indiana University School of Medicine, is not convinced by the paper's conclusions. "It's a nice approach, a very good study, " he said. But, he said, there are many differences among countries besides retirement ages. The connections do not prove causation. They also, he added, do not prove that there is a clinical significance to the changes in scores on memory tests. I. All true, said Richard Suzman, associate director for behavioral and social research at the National Institute on Aging. Nonetheless, he said, "it's a strong finding; it's a big effect." If work does help maintain cognitive functioning, it will be important to find out what aspect of work is doing that. Dr. Suzman said. "Is it the social engagement and interaction or the cognitive component of work, or is it the aerobic component of work?" he asked. "Or is it the absence of what happens when you retire, which could be increased TV watching?"? "It's quite convincing, but it's not the complete story, " Dr. Suzman said. "This is an opening shot. But it's got to be followed up."
1. Dr. Berkman notes that the study fails to reveal the results of keeping doing physically demanding work.
2. According to Professor Robert Willis, the study was only possible when the data were comparable among countries.
D。
[解析] 题目意为：罗伯特·威利斯教授认为，只有当各国之间的数据可以进行比较时，这项研究才有可能实现。由题干中的线索词Professor Robert Willis，data，comparable可将本题出处定位至D段。该段第五句引用威利斯博士的话指出，只有在全球各国参照数据集的开发的前提下，这种新型研究方法才能成为现实。本题是关该句的同义转述，原句中This指代的是对于退休与记忆力之间关系的研究。
3. Though Hugh Hendrie said the study was a nice and good ones he is not convinced by its conclusions.
7. Data from America and some European countries show that retirement has an influence on people's memories.
A。
[解析] 题目意为：美国和一些欧洲国家的数据显示，退休对人们的记忆力有影响。由题干中的线索词Data from America，retirement，memories可将本题出处定位至A段。该段第二句提到了美国、英国以及其他11个欧洲国家的研究数据所表明的问题：退休得越早，人们的记忆力衰退得越快。也就是说，退休会对人们的记忆力产生影响。
8. Dr. Willis indicated that social skills and personality skills which are in close association with the work environment are also important in preserving people's memories.
H。
[解析] 题目意为：威利斯博士认为，与工作环境密切相关的社交技能以及个人技能对于保持人们的记忆力也很重要。由题干中的线索词Dr. Willis，social skills and personality skills可将本题出处定位至H段。该段第三、四句引用威利斯博士的话指出，社交技能以及个人技能也很重要。本题是对这两句内容的同义转述，题干中的in close association with the work environment与文中提到的go hand in hand with the work environment相对应。
9. Many leading researchers take a view on the new analysis that it proves a widely-believed hypothesis in a sense.
B。
[解析] 题目意为：许多一流的研究者认为，新的分析在一定程度上证明了一种大家广为认同的假说。由题干中的线索词leading researchers，newanalysis，hypothesis可将本题出处定位至B段。该段第三句提到，但许多一流的研究者们认为，对这样一种大家广为相信却又十分难以论证的假说，这一研究至少给出了些许证据。本题是对该句的同义转述。句中the new analysis和the study均指的是上一段中提及的两位经济学家的研究：if people want to preserve their memories and reasoning abilities，they may have to keep active。
10. According to Dr. Rohwedder and Dr. Willis, in some countries, people retire early because of economic incentives.
F。
[解析] 题目意为：罗威德和威利斯博士认为，在一些国家，人们受到经济鼓励而较早退休。由题干中的线索词Dr. Rohwedder and Dr. Willis，economic incentives可将本题出处定位至F段。该段提到，罗威德博士和威利斯博士在论文中称，经济鼓励致使退休年龄产生了巨大的差异。随后对Economic incentives进行了具体说明：在退休年龄较早的国家，有相应的税收政策、退休金、伤残补贴和其他措施鼓励人们在比较年轻的时候就离开工作岗位，由此可知，罗威德博士和威利斯博士认为在一些国家里，经济激励导致人们退休较早。
He Drew Like an Angel
A. Throughout his life Leonardo da Vinci was troubled by a sense of failure, incompletion and time wasted. His favorite phrase, unconsciously repeated in whole or in part whenever he wrote something to see it a newly-cut pen was working, was "Tell me, tell me if anything got finished." And indeed very little did. His big projects for sculpture were never completed—the huge clay model for one of them, meant to commemorate his patron Ludovico Sforza, duke of Milan, ended up a shapeless mound, shot to pieces by occupying French archers. His big wall painting commemorating a Florentine victory, The Battle of Anghiariarson, became a wreck and was painted over. Little survives of his Last Supper in Milan. And so the sad catalog of rain and loss goes on. B. He never found time to edit the fascinating mass of his writings into books. His engineering and hydraulic (水力的) projects either failed or were not started. Very few of his machines would have worked either. Probably not even the tanks that he hoped would creep like fatal snails across the battlefields of northern Italy would have harmed anyone, even assuming that their sweating and straining occupants could have got their wheels to go round at all, which is beyond probability. C. We remember Leonardo as a painter, draftsman, sculptor, architect and scientist. Yet if one is to judge by the self-advertising letter he sent to Sforza in Milan in 1481, he didn't estimate his skills that way. Before anything else, he listed his strategic skill: he could design portable bridges, drains, bombard strongholds, design cannons, make fireproof ships, and so on. Not until item No. 10, the last on the list, did he get around to saying that in painting too he could "do every-thing possible as well as any other". There may have been a simple reason for this, since being a military engineer was probably more profitable than being a painter, but this image is still vastly unlike the artist we think of today as Leonardo. D. Three things, however, can be said without hesitation about Leonardo. The first is that he was not a "Renaissance man". He did not typify his time. Many artists in the Renaissance worked, as Leonardo did, in a wide variety of media: drawing, painting, sculpture, architecture and so forth. None, however, not even the great Leon Battista Alberti, had Leonardo's surprising and unsatisfied curiosity about the makeup and governing laws of the physical world or spent so much time and energy thinking about them. E. The second thing is, obviously, that he could draw like an angel. The idea that he was "the greatest" Italian draftsman of his time (born in 1452, he died at a considerable age in exile in France in 1519)is essentially meaningless, because the late 15th and early 16th centuries were full of amazing performers on paper. But not even contemporaries like Michelangelo were able to exceed, or regularly rival, him as a master of the kind of expressive and descriptive line that one sees in such drawings of his as the studies for equestrian sculpture(骑士雕塑) or in his surprising analyses of human bone and muscle structure—though some of them, of course, were artists with very different aims. F. The third thing is that Leonardo was one of the least transparent artists and, given the enormous losses and gaps in what we know about him, it is useless to hope that any exhibition could sum him up. He was conflicted, and almost incredibly hard to get at. It is not true, however, that his famous backward writing was an attempt to cover the secrets of his researches from prying eyes. This aspect of the Leonardo "mystery" is not a mystery at all, because he was left-handed, and it was natural for him to write that way. G. Still, was there ever an artist who was troubled by destruction—and it was a real trouble, not just an "as if" interest? Not until Leonardo and not after him either, one is tempted to add. He thought a lot about Chaos and social collapse with great delight: the end of the world was his private horror movie or would have been if the 15th century had had movies. H. Words had no frame for this, so Leonardo had to content himself with his drawings. Throughout the show one sees an absolute mastery of the processes of drawing: the making of marks but also the making of the instruments with which to make them. In the 15th century one did not walk into a shop and buy a pencil. One had to make the silver-point of charcoal. One had to cut the pencil and shape its point. All of this was wound in with the technique of drawing and helped to determine its intensity. That is one of the reasons why small drawings (and most of Leonardo's drawings were small, in some eases hardly more than thumbnail sketches)can be just like handwriting. There are some amazingly ugly subjects, like the imaginary Bust of Grotesque Man in Profile Facing to the Right. Leonardo delighted in these. The pleasure that he took in human ugliness was almost as intense as the delight afforded him by beauty. Granted, cosmetic considerations were less to the fore in 16th century Europe than they would be four centuries later. Granted, social attitudes toward the repellent aspects of old age were different. And yet it is difficult to look at his numerous drawings of horribly, ugly old people—which would be copied by other artists and would make a final appearance during the Victorian Age in the triumphantly hideous image of the Red Queen in Alice in Wonderland—without sensing that Leonardo's peculiar imagination is at a bit remove from ours. I. He is saying, "Idealize as much as you want, but avoid denial." The necessary other side of the ideal beauty of Leonardo's Mona Lisa or Cecilia Gallerani was the ugliness of his grotesqueries (怪诞派作品)—an ugliness that ends all possibility of desire and has something evil, not just medical, about it. To see his grotesques as the mere play of a mind mixed with sadism(虐待) is to misunderstand them. They are an essential part of the impulse that turned Leonardo toward an attachment to beauty as a kind of saving principle.
11. Leonardo didn't estimate his skills in the way most modern people do maybe because a military engineer might earn more than a painter.
C。
[解析] 题目意为：莱奥纳尔多没有用大多数现代人的方式去评估自己的技能可能是因为做一名军事工程师比做一名画家赚钱多。根据题干中的线索词military engineer，earn more than a painter可定位至C段。本段末句提到他这样做有一个最简单的原因，即做一名军事工程师比做一名画家更有利可图。题干中的earn more than是原文中的more profitable than的同义转述。
12. According to the last remark made about Leonardo, we know that he was one of the least transparent artists.
F。
[解析] 题目意为：根据对莱奥纳尔多的最后一点评价，我们可知莱奥纳尔多是最不能让人了解的艺术家之一。由题干中的线索词last remark，one of the least transparent artists可定位至F段。文中一共对莱奥纳尔多进行了三点评价，F段为第三点即是最后一点，文段第一句即提到了莱奥纳尔多是最不能让人了解的艺术家之一。
13. According to Leonardo's self-judgment, he was best at strategic designing.
16. Leonardo's drawings of frightening, ugly old people helped create the image of the Red Queen in Alice in Wonderland successfully.
H。
[解析] 题目意为：莱奥纳尔多关于恐怖的丑陋老人的画作对成功塑造维多利亚时期的《爱丽丝梦游仙境》中红桃皇后的人物形象很有帮助。由题干中的线索词the Red Queen in Alice in Wonderland可定位至H段。本段末句提到莱奥纳尔多关于恐怖的丑陋老人的画作被其他画家临摹，并成功塑造了维多利亚时期的《爱丽丝梦游仙境》中可怕的红桃皇后的人物形象。
17. From the passage, we can learn about Leonardo that he was not a successful machine inventor.
B。
[解析] 题目意为：从文中我们可知，莱奥纳尔多并不是一个成功的机器发明者。由题干中的线索词not a successful machine inventor可定位至B段。本段第三句提到，莱奥纳尔多制造的机器没有几个能够使用，并列举了他设想的一种坦克也是不切实际的，由此可知，他并不是一个成功的机器发明者。
18. From Leonardo's works, one can not only see his pursuit of beauty but also the ugliness of his grotesqueries.
19. Michelangelo was one of the famous artists who were in the same time with Leonardo.
E。
[解析] 题目意为：米开朗基罗是众多与莱奥纳尔多同时代的著名艺术家之一。由题干中的线索词Michelangelo，in the same times with Leonardo可定位至E段。本段第三句提到，即使是像米开朗基罗这样与他同时代的人也不能超过他或者与他匹敌。题干中的in the same time是contemporaries的同义转述。
20. The technique of drawing was influenced hy the self-made pencils in the 15th century.
H。
[解析] 题目意为：15世纪，绘画技巧受到自制的铅笔的影响。由题干中的线索词The technique of drawing，self-made pencils将本题出处定位至H段。题干中的was influenced是原文中was wound in的同义转述。
Who Needs Harvards?
A. It's the summer before your senior year, and you're sweating. The college brochures are spread across the table, along with itineraries, SAT review books, downloaded copies of Web pages that let you chart the grades and scores of every kid from your high school who applied to a given college in the past five years and whether they got in or not. You're hunting for a school where the principal oboe player is graduating, or the soccer goalie, so it might be in the market for someone with your particular skills. You can be fifth-generation Princeton or the first in your family to apply to college: it's still the most important decision you've ever made, and the most confounding. B. You're a parent watching your child, so proud, and so worried. Your neighbors' son was a nationally ranked swimmer, straight As, great boards, nice kid. Got rejected at his top three choices, wait-listed at two more. Who gets into Yale these days anyway? Maybe they should have sent him to Mali for the summer to dig wells, fight malaria, and give him something to write about in his essay. C. You're the college counselor at a public school in a hothouse ZIP code, and you wish you could grab the students, grab the parents by the shoulders and shake them. Twenty thousand dollars for a college consultant? They're paying for help getting into a school where the kid probably doesn't belong. Do they really think there are only 10 great colleges in the country? There are scores of them, hundreds even, honors colleges embedded inside public universities that offer an Ivy education at state-school prices; small liberal-arts colleges that exalt the undergraduate experience in a way that the big schools can't rival. D. And if they hope to go on to grad school? Getting good grades at a small school looks better than floundering at a famous one. Think they need to be able to tap into the old-boy network to get a job? Chances are, the kid is going to be doing a job that doesn't even exist now, so connections won't do much good. The rules have changed. The world has changed. You have a sign over your office door: COLLEGE IS A MATCH TO BE MADE, NOT A PRIZE TO BE WON. E. "In my generation, " says Bill Fitzsimmons, the dean of admissions at Harvard, "America wasted a lot of talent." Applying to college was less brutal mainly because "three-quarters of the population was excluded from these types of schools." Now 62% more students are going to college than did in the 1960s, when Fitzsimmons was a Harvard undergrad, and while many of them head off to state universities and community colleges, the top schools are determined to tear down barriers to entry for the brightest of them. Admissions officers from Harvard. Yale and Stanford weave their outreach tours through low-income ZIP codes and remote rural areas, starting new summer academies for promising candidates and waiving their tuition if they do make it in. Like many other colleges, Harvard also gives some preferences to well-connected applicants like legacies(the children of alumni), but Fitzsimmons says his school is making a statement with its broader outreach. "The word has gone out that if you are talented, the sky is the limit, " Fitzsimmons says. "If we don't take advantage of that energy, America will languish." F. The math is simple: when so many more kids are applying, a smaller percentage get in, which yields the annual headlines about COLLEGE ADMISSIONS INSANITY. Princeton turned down 4 of every 5 of the valedictorians(毕业典礼上致告别辞的学生代表) who applied last year, and Dartmouth could have filled its freshman class with students with a perfect score in at least one SAT subject and had some to spare. But in the meantime, partly as a result, partly in response to all kinds of social and economic trends, the rest of the college universe has shifted as well. The parents may be the last ones to come around—but talk to high school teachers and guidance counselors and especially to the students themselves, and you can glimpse a new spirit, almost a liberation, when it comes to thinking about college. "Sometimes I see it with families with their second or third child, and they've learned their lesson with the first, " observes Jim Conroy, a college counselor at New Trier High School in Winnetka, Ill. Their message: while you may not be able to get into Harvard, it also does not matter anymore. Just ask the kids who have chosen to follow a different road. G. The apostle(倡导者) of the alternative way is a white-haired, bespectacled former education editor of The New York Times named Loren Pope, whose book Colleges That Change Lives is the best-selling admissions guide, ahead of A Is for Admission: The Insider's Guide to Getting Into the Ivy League and Other Top Colleges. He lays out all the ways in which the past 30 years have smiled on smaller schools. With rising prosperity, their endowments have ga-own. The number of Ph. D. s doubled from 1968 to 1998, meaning a deeper pool of professors to choose from. And in some ways the small schools gained an advantage over their prestigious rivals: after Sputnik, many colleges became research universities, "and smaller has been better for undergaraduate education ever since, " Pope says. "At big research universities, professors spend more time researching than teaching." H. In a kind of virtuous circle, the "second tier" schools got better as applications rose and they could become choosier in assembling a class—which in turn raised the quality of the whole experience on campus and made the school more attractive to both topflight professors and the next wave of applicants. "Just because you haven't heard of a college doesn't mean it's no good, " argues Marilee Jones, the admissions dean at the Massachusetts Institute of Technology and an outspoken advocate of the idea that parents need to lighten up. "Just as you've changed and grown since college, colleges are changing and growing." I. Once students start Looking Beyond the Ivy League—the title of another Pope book—they see for themselves the advantages that can come with an open mind. They find a school that lets students work with NASA on deep-space experiments, or maintains a year-round ski cabin or funds a full year of traveling in the developing world. Schools once derided as "safeties" stand taller now, as they make the case that excellence is not always a function of exclusivity. Some kids end up getting into Harvard and then turning it down because of the $30, 000 tuition or the lecture-hall class sizes or because in the course of the hunt they conclude that they would fit better elsewhere. And in making their choice, they get to make their own statement about what is important in an education, and even teach their parents some lessons.
21. The new spirit releases people from the pressure of going to top colleges.
23. Students with an open mind can see the advantages of small colleges if they look beyond the Ivy League.
I。
[解析] 题目意为：对于视野开阔的学生来说，如果他们的眼光能越过常春藤联盟学校，他们就能发现一些小型大学的优势。由题干中的线索词with an open mind，beyond the Ivy League可将本题出处定位至I段。该段首句指出，一旦学生开始将眼光越过常春藤联盟学校，他们的思想开放之后便会看到(小型学校的)优势。本题是对该句信息的概括。
24. Harvard's statement with its broader outreach is sending a message that it must tap the talented.
E。
[解析] 题目意为：哈佛声称要扩大招生范围说明它必须要发掘优秀的人才。由题干中的线索词outreach，talented可将本题出处定位至E段。该段最后，哈佛大学招生办主任比尔·菲茨西蒙斯介绍了哈佛大学针对优秀人才的一个声明：哈佛大学对于优秀人才没有任何限制(the sky is the limit)。而且哈佛大学肩负吸纳优秀人才的使命：如果我们不利用这些能量，美国将会不振。末句中的the energy指的就是the talented。
25. When smaller colleges have more applications, they could become more attractive to topflight professors and applicants next year.
H。
[解析] 题目意为：如果小型大学拥有了更多的申请者，那它们对那些优秀的教授和下一学年的申请者更具有吸引力。由题干中的线索词more attractive to topflight professors and applicants可将本题出处定位至H段。本段第一句指出，由于大学申请率提高，在学生的挑选方面更严格，提升了大学的整体质量，从而对顶尖的教授和下一批学生而言更具吸引力。本题是对这句话的同义转述。
26. Students may have their own opinions about what is important in college education in choosing colleges themselves.
I。
[解析] 题目意为：在选择学校方面，学生们可能对于什么才是大学教育中最重要的方面有自己的看法。由题干中的线索词about what is important in college education可将本题出处定位至I段。该段最后两句讲的都是学生自己选择学校的情形，其中最后一句指出，在做决定方面，学生们已经对大学教育中什么是最重要的有了自己的观点，句中的they指代的是students，本题是对该句的同义转述。
27. Students used to think connections at college would help them find a job.
D。
[解析] 题目意为：学生们过去认为大学里的关系网能够帮助他们找到一份工作。由题干中的线索词connections，find a job可将本题出处定位至D段。本段以自问自答的方式对上名校还是上普通的小规模的学校进行了探讨。原文说，他们是否认为要有能力利用校友关系才能找到工作?可是他们要做的工作很有可能现在还不存在，所以关系没多大用。可见，在以前的大学生中曾经流行过这样的观念：大学时期的人脉关系能够帮助找到工作，只是这个观念在现在似乎行不通了。
28. The falling admission rate is the cause for college admissions insanity.
30. According to the passage, one who is preparing for college can obtain scores of graduates from his or her high school from the Internet.
A。
[解析] 题目意为：文章指出，一个准备申请大学的学生可以从网上找到自己高中学校的毕业生的成绩。由题干中的线索词college，scores of graduates，high school可将本题出处定位至A段。该段第二句中说大学宣传册满桌子都是，还有行程路线，SAT复习书，还有从网页上下载的资料，从这些资料可以知道过去五年内自己所在高中申请某一大学的毕业生的成绩和录取情况。由首句中的senior year、第二句中的SAT review books以及your high school不难推断出，这是对一个正在准备申请大学的学生而言的。本题中的Internet对应于原文中的downloaded Web pages。
They Trash Cars, Don't They?
A. We complain about the state of the roads, and this one is making my teeth rattle(咯咯作响). The car is only going about 30mph but the wheels are madly drumming up and down over uneven roads. It is a tough one for vehicle integrity, says Miguel Fragoso, using engineer-speak to describe a road capable of shaking a ear piece of road will never be improved, because Fragoso likes it just the way it is. He is managing director of the Millbrook Proving Ground, an extending 700-acre site hidden away in Bedfordshire behind security fences and high banks. This is to prevent the car-world paparazzi(狗仔队) taking pictures of the new models manufacturers bring to test here. Even the lens on my mobile phone has been covered with a tamper-proof(不可更改的) security seal. Not that the cars here look pretty. Many have not been washed for weeks and are covered in layers of dirt and dust. That too is deliberate. B. Millbrook is a sort of automotive time machine. A shiny new model arrives, and after about 20 weeks it will have been exposed to the equivalent of ten years of severe weather and wear-and-tear comparable to being driven 160, 000 miles or so—the lifetime of a typical car. Day and night it will have been driven fast and slowly, up and down hills, around twisty corners, through salt-water baths to accelerate rusting and along gravel (碎石) roads to pit the paintwork. It will also be frozen, baked, soaked in water to reveal leaks, and bounced along the notorious(臭名昭著的) Belgian Pave, the one-mile circuit we are on. This is built from blocks of paving with rough sections and random low lands. The pounding it gives the pause is so severe that after about five circles a car needs to be driven into a ditch of water to cool its engines down. C. Carmakers also test future models on public roads, often disguised with stick-on panels, and take them to harsh environments, including roads within the Arctic Circle and deserts such as the Mare in California. But proving grounds like Millbrook allow a lot of tests to be done in one place and in repeatable, carefully measured conditions—including the ultimate wrecking exercise: robust in models and smashing the car into a steel wall to establish its crashworthiness (防撞性). D. During the accelerated ageing, engineers take the cars apart and examine them for worn and broken parts. This allows carmakers to advance designs and change production methods to prevent failures which would be costly for them to fix in the period of guarantee, and embarrassing if vehicles have to be recalled. Such testing processes have helped carmakers to raise their quality, resulting in warranties getting longer. Some engine guarantees have gone from three to five years and more; anti-corrosion warranties now sometimes extend beyond ten years. E. The engineers are not just looking for wear and tear. Among the most irritating problems for motorists are noise, vibration and harshness, known as NVH in the business. Shaking things up on the Belgian Pave is one way of testing NVH, but there are others. Cars undergo extreme temperature variations, for instance. Jump in a car on a freezing morning and the temperature could be -10℃. Five minutes later, with the heater blasting away, the temperature of the screen could have soared to 30℃. As different materials expand at different rates when heated, this can cause continuous rattles to occur. Carmakers do not want their precious models to gain a reputation for rattling every time the heater is turned on. F. Nor would they like them to be known for careless handling. So setting up the suspension and steering to cope with different surfaces is also a big part of the job. One of the most demanding courses on which to test vehicle dynamics is Millbrook's beautiful hill route. It dashes up and down hills and around tight corners, just like an Alpine road. It is so realistic that film-makers use it; when James Bond needed somewhere to flip his Aston Martin over seven times in Casino Royale, this was where Daniel Craig and his special effects doubles headed. G. At other times the 60 or so drivers working at Millbrook need to test a car as if on a very long straight road. This is provided by a high-speed circuit built in the 1960s when General Motors began developing the centre, which is now run 8s 8n independent company. The high-speed circuit is a two-mile five-lane circular road that is banked. I have driven around here before, as occasionally manufacturers bring people to Millbrook to test their cars. But I never really understood the physics involved. Being banked and circular, each lane has what is called a neutral-steer speed at which the forces acting on the car are the same as if it is going in a straight line. So, as Miguel demonstrated in lane four with its neutral-steer speed of 75mph, it is possible to take your hands off the steering wheel. Accelerate harder, and the car moves on its own up into lane five, where the neutral-steer speed is 100mph. This track allows the miles to be piled on a car but with a constant force acting on the suspension. So, for instance, if you wanted to drive 500 miles at 100 mph in a straight line—which is impossible on any public road, anywhere—you would just need to do 250 laps of this circuit. The track is used for testing things like durability and engine cooling. H. The straightest road at Millbrook is a mile long and level to within a fraction of an inch. It is used to test acceleration and braking times. There are other courses designed to represent different road surfaces, with dangerous obstacles like steep kerbstones (路沿石) and some of the meanest potholes I have ever seen. One of the reasons for driving into obstacles like this is to check that the impact does not accidentally trigger an airbag. I. My interest, however, is captured by the steepy off-road course where signs warn of hazards like Mortar Holes and The Sandpit. We exchange Miguel's ear for an old Sehwarzenegger favorite, the civilian version of the Hummer. I've always reckoned this is a bit of a fool compared with a strong Land Rover Defender. But when Martin Newbery, a driving instructor at Millbrook, takes the wheel and gets us through slippery, deeply tracks with near-vertical hills, steep descents and water-filled pits, he starts to change my mind. I have a go too, and conclude that there is no substitute for the rough and tumble of a road-test(preferably in someone else's car)to discover a vehicle's true strengths and weaknesses. And the Hummer is rather good, if you don't think about the miles per gallon. If Britain's roads get any worse, which they surely will given the current saving, General Motors should find a way of reducing its thirst, and put it back into production.
31. The author believes that a rough road-test is necessary to find out the true strengths and weaknesses of a vehicle.
I。
[解析] 题目意为：作者认为，为了发现汽车真正的强项和弱点，进行粗暴的道路测试很有必要。由题干中的线索词rough road-test，true strengths and weaknesses可将本题出处定位至I段。该段倒数第三句介绍了作者对于这些汽车进行道路测试的态度：作者认为这些测试能够发现汽车的优缺点，本题是对这句话的同义转述。
32. The advantage of proving grounds over public roads is that many tests can be done here and in various conditions.
34. The high-speed circuit is special because it would make drivers feel like driving on a very straight road.
G。
[解析] 题目意为：高速线路的特殊之处在于，它使司机们觉得就像在一条直路上行驶。根据题干中的线索词high-speed circuit，on a very straight road可将本题出处定位至G段。该段介绍了在高速线路上对汽车性能的测试。其中，前两句指出，米尔布鲁克的司机有时候还需要在高速线路上测试汽车，第六句则介绍了作者自己的一次经历，作者说，在高速线路上开车就像沿一条笔直的线行驶，这也正是高速线路的特殊之处。
35. Millbrook's hill route is sometimes used by film-makers.
F。
[解析] 题目意为：Millbrook的山路有时会被电影制作者所青睐。由题干中的线索词Hill route，film-makers将本题出处定位至F段。该段介绍了Millbrook著名的山路，它不仅可以用来测试汽车的发动机性能，还被电影导演选中作为影片的拍摄地。本题是对该段末句的同义转述，该句句首的it指的是Millbrook's beautiful hill route。
36. According to the passage, to help improve designs, the engineers may examine the worn and broken parts of the car.
D。
[解析] 题目意为：文章指出，为了帮助改进设计，工程师们可能要检查汽车磨损或者坏掉的部件。由题干中的线索词designs，engineers，worn and broken parts可将本题出处定位至D段。该段前第一、二句指出，在汽车加速老化的阶段，工程师们会将车拆解并检查那些磨损和损坏的部件，这能让汽车制造者改进设计。第二句中的this指代的是第一句的内容。本题是对这两句的综合概述，improve designs对应于原文中的advance designs。
37. The security fences, high banks and tamper-proof security seal are used to prevent the new ear models being exposed to the public.
38. The straightest road at Millbrook is used to test acceleration and braking times.
H。
[解析] 题目意为：米尔布鲁克最直的道路被用来测试加速和刹车时间。由题干中的线索词The straightest road at Millbrook可将本题出处定位至H段。该段第一、二句指出，米尔布鲁克最直的道路的长度以及它的功能是用来测试加速和刹车时间的。第二句句首的It指代的是The straightest road at Millbrook。本题是对第二句的同义转述。
39. Carmakers make car experience extreme temperature change to avoid rattles caused by switchingon the heater.
40. The high-speed circuit is built to test durability and engine cooling.
G。
[解析] 题目意为：高速线路是为了测试汽车的持久性和引擎冷却功能而设计的。由题干中的线索词high-speed circuit，durability and engine cooling可将本题出处定位至G段。该段最后一句指出，这个路线是为了测试持久性和引擎冷却等功能的，句中的The track指的就是前面提到的high-speed circuit。
The Causes of Conflict
A. The evidence taken from the observation of the behavior of apees and children suggests that there are three clearly separable groups of simple causes for the outbreak of fighting and the exhibition of aggressiveness by individuals. One of the most common causes of fighting among both children and apes was over the possession of external objects. The disputed ownership of any desired object—food, clothes, toys, females, and the affection of others—was sufficient ground for an appeal to force. On Monkey Hill disputes over females were responsible for the death of thirty out of thirty-three females. Two points are of particular interest to notice about these fights for possession. B. In the first place they are often carried to such an extreme that they end in the complete destruction of the objects of common desire. So overriding is the aggression once it has begun that it not only overflows all reasonable boundaries of selfishness but utterly destroys the object for which the struggle began and even the self for whose advantage the struggle was undertaken. C. In the second place it is observable, at least in children, that the object for whose possession aggression is started may sometimes be desired by one person merely because it is desired by someone else. There were many cases observed by Dr. Isaacs where toys and other objects which had been discarded as useless were violently defended by their owners when they became the object of some other child's desire. The grounds of possessiveness may, therefore, be irrational in the sense that they are derived from inconsistent judgments of value. Whether sensible or irrational, contests over possession are commonly the occasion for the most ruthless (残忍的) use of force among children and apes. D. One of the commonest kinds of object arousing possessive desire is the notice, good will, affection, and service of other members of the group. Among children one of the commonest causes of quarreling was "jealousy"—the desire for the exclusive possession of the interest and affection of someone else, particularly the adults in charge of the children. This form of behavior is sometimes classified as a separate cause of conflict under the name of "rivalry" or a "jealousy". But, in point of fact, it seems to us that it is only one variety of possessiveness. The object of desire is not a material object—that is the only difference. The object is the interest and affection of other persons. What is wanted, however, is the exclusive right to that interest and affection—a property in emotions instead of in things. As subjective emotions and as causes of conflict, jealousy and rivalry are fundamentally similar to the desire for the uninterrupted possession of toys or food. Indeed, very often the persons, property which is desired, are the sources of toys and food. E. Possessiveness is, then, in all its forms a common cause of fighting. If we are to look behind the mere facts of behavior for an explanation of this phenomenon, a teleological(目的论的) cause is not far to seek. The exclusive right to objects of desire is a clear and simple advantage to the possessor of it. It carries with it the certainty and continuity of satisfaction. Where there is only one claimant to a good, frustration and the possibility of loss is reduced to a minimum. It is, therefore, obvious that, if the ends of the self are the only recognized ends, the whole powers of the agent, including the fullest use of his available force, will be used to establish and defend exclusive rights to possession. F. Another cause of aggression closely allied to possessiveness is the tendency for children and apes greatly to resent the intrusion of a stranger into their group. A new child in the class may be laughed at, isolated, and disliked and even set upon and pinched and bullied. A new monkey may be poked and bitten to death. It is interesting to note that it is only strangeness within a similarity of species that is resented. Monkeys do not mind being joined by a goat or a rat. Children do not object when animals are introduced to the group. Indeed, such novelties are often welcomed. But when monkeys meet a new monkey or children a strange child, aggression often occurs. This suggests strongly that the reason for the aggression is fundamentally possessiveness. The competition of the newcomers is feared. The present members of the group feel that there will be more rivals for the food or the attention of the adults. G. Finally, another common source of fighting among children is a failure or frustration in their own activity. A child will be prevented either by natural causes such as bad weather or illness or by the opposition of some adult from doing something he wishes to do at a given moment—sail his boat or ride the bicycle. The child may also frustrate himself by failing, through lack of skill or strength, to complete successfully some desired activity. Such a child will then in the ordinary sense become "naughty". He will be in a bad temper. And, what is of interest from our point of view, the child will indulge in aggression—attacking and fighting other children or adults. Sometimes the object of aggression will simply be the cause of frustration, a straightforward reaction. The child will kick or hit the nurse who forbids the sailing of his boat. But sometimes—indeed, frequently—the person or thing that suffers the aggression is quite irrelevant and innocent of offense. The angry child will stamp the ground or box the ears of another child when neither the ground nor the child attacked is even remotely connected with the irritation or frustration. H. Of course, this kind of behavior is so common that everyone feels it to be obvious and to constitute no serious scientific problem. That a small boy should pull his sister's hair because it is raining does not appear to the ordinary unreflecting person to be an occasion for solemn scientific inquiry. He is, as we should all say, "in a bad temper". Yet it is not, in fact, really obvious either why revenge should be taken on entirely innocent objects, since no good to the aggressor can come of it, or why children being miserable should seek to make others miserable also. It is just a fact of human behavior that cannot really be deduced from any general principle of reason. I. But it is, as we shall see, of very great importance for our purpose. It shows how it is possible, at the simplest and most primitive level, for aggression and fighting to spring from an entirely irrelevant and partially hidden cause. Fighting to possess a desired object is straightforward and rational, however disastrous its consequences, compared with fighting that occurs because, in a different and unrelated activity, some frustration has barred the road to pleasure. The importance of this possibility for all understanding of group conflict must already be obvious.
41. The exclusive right to objects of desire is accompanied by the certainty and continuity of satisfaction.
E。
[解析] 题目意为：对于想要的物品的独自享有权伴随着满足的确定性以及连续性。根据题干中的线索词exclusive right to objects of desire可将本题出处定位至E段。该段第三、四句提到，对于想要的物品的专有权是该物占有者显而易见的优势，而这将会带来满足的确定性以及连续性。本题是对这两句的同义转述，其中第四句It指代的是第三句的内容。
42. The observations made by Dr. Isaacs indicate that the grounds of possessiveness may be irrational.
C。
[解析] 题目意为：艾萨克斯博士的观察显示，占有的理由可能是不理智的。根据题干中的线索词Dr. Isaacs，the grounds of possessiveness可将本题出处定位至C段。该段第二、三句介绍了艾萨克斯博士长期观察的现象：当一个人看到自己作为废品被丢弃的玩具或者其他的物品被别人视若珍宝时，他就会用粗暴的方式夺回这些物品。由此可见，占有物品的理由可能并不理智。本题是对这两句内容的综合概述。
43. It is irrational when fighting occurs because, in an unrelated activity, frustration has barred the way to pleasure.
I。
[解析] 题目意为：那些因为在一个不相关的事情中挫败感阻挡了人们获取快乐就打架的行为是不理性的。由题干中的线索词frustration has barred the way to pleasure可将本题出处定位至I段。本段倒数第二句指出，与仅仅是由于在一个不相关的事情中受到一些阻碍快乐的挫折而打架这种行为相比，为了获得一个心仪的物品而打架(不管它会导致多么严重的后果)，这个理由则显得直接且合理。由此可知，那些因为在一个不相关的事情中挫败感阻挡了人们获取快乐就打架的行为是不理智的。
44. When a strange child intrudes into a group of children, he or she may be perceived as a rival.
46. A child will indulge in aggression when he or she suffers from failure or frustration.
C。
[解析] 题目意为：如果一个小孩遭遇了失败或者挫折的话，他或她将会沉迷于好斗情绪之中。由题干中的线索词indulge in aggression，failure or frustration可将本题出处定位至C段。该段分析了导致孩子有暴力倾向的另一个原因：如果小孩遭遇了失败或者挫折的话，这个孩子就会变得淘气，并且倾向于使用暴力手段进行报复。其中第四至六句明确阐述了孩子遭遇失败或者受挫之后的后果。本题是对该段内容的综合概述。
47. Children and apes use force to settle contests over possession.
C。
[解析] 题目意为：孩子和猿猴使用暴力解决对占有物的竞争。由题干中的线索词Children and apes，use force可将本题出处定位至C段。该段最后一句指出，不论是否合理，孩子和猿猴通常使用暴力手段来争夺物品。本题是对该句的同义转述。
48. Aggression and fighting may spring from an entirely irrelevant and partially hidden cause.
I。
[解析] 题目意为：攻击性行为和打架可能源自于某个完全不相关或者部分隐含的原因。由题干中的线索词spring from，entirely irrelevant and partially hidden cause可将本题出处定位至I段。本段第二句指出，在最简单和最基本的层面上，它展示了攻击性行为和打架可能源自于某个完全不相关或者部分隐含的原因。本题是对这句话的同义转述。
49. According to the passage, children's behavior caused by jealousy and rivalry is actually a variety of possessiveness.
50. Aggression, once started, not only overflows all reasonable boundaries of selfishness but destroys the object for which the struggle began.
B。
[解析] 题目意为：攻击性行为一旦开始，不仅会超出自私的理性界限，还会破坏这个攻击行为所意在得到的东西。由题干中的线索词overflows all reasonable boundaries of selfishness可将本题出处定位至B段。该段的第二句指出，攻击性行为一旦开始，它不仅会超出自私的理性界限，还会破坏这个攻击行为所意在得到的东西。本题是对这句话的同义转述。
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