题文
E
Psychologists take opposing views of how external rewards(外部奖赏), from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can improve performance at work and school. Cognitive (认知学派的) researchers, who study various aspects of mental life, believe that rewards often destroy creativity by encouraging dependence on approval and gifts from others.
The latter view has gained many supporters, especially among educators. But the careful use of small monetary (金钱的) rewards sparks creativity in grade-school children, suggesting that properly presented inducements (刺激) indeed aid inventiveness(创造力), according to a study in the June Journal of Personality and Social Psychology".
"If kids know they're working for a reward and can focus on a relatively challenging task, they show the most creativity," says Robert Eisenberger of the University of Delaware in Newark. "But it's easy to kill creativity by giving rewards for poor performance or creating too much desire for rewards." A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and restore
failing grades.
In earlier grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims.
71．Psychologists are divided with regard to their attitudes toward _____.
A．the choice between spiritual encouragement and monetary rewards
B．the amount of monetary rewards for students' creativity
C．the study of relationship between actions and their consequences
D．the effects of external rewards on students' performance
72．What is the response of many educators to external rewards for their students?
A．They have no doubts about them.
B．They have doubts about them.
C．They approve of them.
D．They avoid talking about them.
73．Which of the following can best raise students' creativity according to Robert Eisenberger?
A．Giving them tasks they have not dealt with before.
B．Giving them tasks which require inventiveness.
C．Giving them rewards they really deserve.
D．Giving them rewards they hope for.
74．.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 students
B．punishment is more effective than rewarding
C．failing uninspired students helps improve their overall academic standards
D．discouraging the students' anticipation for easy rewards is a matter of urgency
75．The phrase "token economies" (Sentence 1, Paragraph 5) probably refers to _____.
A．ways to develop economy
B．systems of rewarding students
C．approaches to solving problems
D．methods of improving performance 题型：未知 难度：其他题型
答案
71-75 DBCAB
解析
略考点
据考高分专家说，试题“E Psychologists take.....”主要考查你对 [政治经济类阅读 ]考点的理解。政治经济类阅读
政治经济类文章的概念：
要做好这类阅读，平时就要注意了解国内外发生的政治经济大事，掌握一定背景知识，对这类文章的叙述特点及内容安排有一定了解，还要扩展这方面的词汇。阅读这类文章，要抓住文章的核心，即文章整体和各段主要在说什么，也要注意段落之间的逻辑关系。
如何备考政治经济类阅读理解题：
【题型说明】政治经济类阅读文章是高考常选材料之一。该类文章时代气息浓郁，语言鲜活，但熟字新义词、超纲词及专业词语多，长句、难句多。政治类文章大多数是同学们感性趣的内容，读起来倒有似曾相识的感觉，经济类文章读起来就像是雾里看花，文章看完，一头雾水。再加之这类文章的命题侧重于词义猜测、推理判断和文章主旨，同学们对这类题材是望而生畏。
【备考策略】建立心理优势。针对不同体裁的文章，我们要采取相应的阅读方法和技巧。政治类文章多采用记叙文形式，我们可采取“顺读法”，以便抓关键语句，领会文章主旨；而经济类文章则多采用说明文形式，我们则可以采取“逆读法”，先读试题，再从文章中查找有用信息。若遇到的确难读的材料。千万不用着急，因为你觉得难，其他人也一定是同感。在高考前，我们就要有这种心理准备，高考试卷肯定有一、两篇难以阅读的材料。不过，我们平时可以有意识地从报刊杂志上找一些较难的阅读材料来阅读，以培养自己迎难而上的心理素质。
【答题方法】
1、寻找主干：
根据英语中五种基本句型结构，把句子中的主语、谓语、宾语、表语等主要成分找出来，其他成分如定语、状语、补语等则易于理解。找到了句子主干，句子的意思至少明白了一半。
2、剔除从句：
在一个长句中可能会出现若干个从句，在理解时，如果把各个从句剔除出来单独理解，然后把大意拼凑起来，整个长句的意思就会明白六、七分。
3、辨别分句：
一个长句如果是由几个并列、转折、递进、对比关系的分句组成，句中往往有表示这些分句关系的连接词，只要能弄清楚分句和分句之间的逻辑关系，再把各层分句的意思加以连贯，整个长句的句意基本上能跃然脑中。
4、寻找关键词：
如果一个句子看完，一点句意的感觉也没有，下下策就是抓住句中的关键词，通过关键词大体弄懂这个长句的意思。
