9．Frederic Mishkin，who's been a professor at Columbia Business School for almost 30years，is good at solving problems and expressing ideas．Whether he's standing in front of a lecture hall or engaged in a casual conversation，his hands are always waving and pointing．When he was in graduate school，one of his professors was so annoyed by this constant gesturing that he made the young economist sit on his hands whenever he visited the professor's office．
It turns out，however，that Mishkin's professor had it exactly wrong．Gesture doesn't prevent but promotes clear thought and speech．Research demonstrates that the movements we make with our hands when we talk form a kind of second language，adding information that's absent from our words．It's learning's secret code：Gesture reveals what we know．It reveals what we don't know．What's more，the agreement （or lack of agreement） between what our voices say and how our hands move offers a clue to our readiness to learn．
Manyof the studies establishing the importance of gesture to learning have been conducted by Susan Goldin-Meadow，a professor of psychology at the University of Chicago．"We change our minds by moving our hands，"writes Goldin-Meadow in a review of this work．Particularly significant are what she calls"mismatches"between oral expression and physical gestures．A student might say that a heavier ball falls faster than a light one，for example，but make a gesture indicating that they fall at the same rate，which is correct．Such differences indicate that we're moving from one level of understanding to another．The thoughts expressed by hand motions are often our newest and most advanced ideas about the problem we're working on； we can't yet absorb these concepts into language，but we can capture them in movement．
Goldin-Meadow's more recent work strews not only that gesture shows our readiness to
learn，but that it actually helps to bring learning about．It does so in two ways．First，it elicits （引出） helpful behavior from others around us．Goldin-Meadow has found that adults respond to children's speech-gesture mismatches by adjusting their way of instruction．Parents and teachers apparently receive the signal that children are ready to learn，and they act on it by offering a greater variety of problem-solving techniques．The act of gesturing itself also seems to quicken learning，bringing new knowledge into consciousness and aiding the understanding of new concepts．A 2007study by Susan Wagner Cook，an assistant professor of psychology at the University of Iowa，reported that third-graders who were asked to gesture while learning algebra （代数） were nearly three times more likely to remember what they'd learned than classmates who did not gesture．
72．According to Paragraph 1，Frederic Mishkin was asked to sit on his hands becauseC
A．he could litter express his ideas that way
B．he always pointed his finger at his professor
C．his professor did not like his gesturing
D．his gestures prevented his professor from thinking
73．How is gesturing important in acquiring knowledge？A
A．It draws tasteful responses from others and increases learning speed．
B．It promotes second language learning and quickens thinking．
C．It provides significant clues for solving academic problems．
D．It reduces students'reliance on teachers'instruction．
74．What can be inferred from the passage about gesture-speech mismatches？B
A．They can stimulate our creativity．
B．Instructors should make full use of them．
C．Teachers can hardly explain new concepts without them．
D．They serve as a stepping stone to solving real life problems．
75．What could be the best title of the passage？D
A．Hand Motions，a Second Language
B．Gesturing：Signal of Understanding
C．New Uses of Gesturing
D．The Secret Code of Learning．
分析 这是一篇科普知识类阅读． 弗雷德里克•米什金在哥伦比亚大学商学院教授近30年，善于解决问题和表达思想．不管他是站在一个演讲厅前或从事一个偶然的谈话，他的手总是挥手指着．读研究生时，一位教授很恼火这种不断的手势，他年轻的经济学家坐在他身边时，他参观了教授的办公室． 它的出现，然而，米什金教授是完全错误的．手势不阻止但促进清晰的思想和言论．研究表明，我们与我们的手的动作时，我们说形成一种第二语言，添加信息，没有我们的话．这是学习的秘密代码：手势揭示我们知道，它揭示了我们所不知道的．更重要的是，该协议（或不一致）之间有什么我们的声音和我们的手提供了一个线索，我们愿意学习．芝加哥大学的心理学教授Susan Goldin Meadow说：许多建立手势的重要性学习的研究已经进行了．"我们改变我们的想法通过移动我们的手，"Goldin-Meadow 在审查这项工作．特别重要的是她所称的"错位"的口头表达和肢体动作之间．学生会说，重的比轻的球落下，更快的例子，但做一个手势表示他们会以同样的速度，这是正确的．这种差异表明，我们正在从一个认识水平到另一个．用手的运动往往是我们最新的、最先进的观念问题，我们我们的思想工作；还不能将这些概念吸收到语言中，但我们可以在运动中捕捉到它们． Goldin-Meadow近年的秸秆不仅姿态显示了我们的准备学习，但它实际上有助于促进学习．这两种方式这么做．首先，它从周围引出我们．Goldin-Meadow 有用的行为发现，成年人应对儿童言语手势不匹配，调整自己的教学方式．家长和老师显然收到的信号，孩子是愿意学习的，他们的行为对它提供各种各样的解决问题的技巧，手势的动作本身似乎也加快学习，带来新的知识转化为意识，帮助新概念的理解．2007年爱荷华大学的心理学副教授Susan Wagner Cook一份研究说，一个三年级学生被要求学习代数时有手势，它的学习代数记住的可能比没有手势的近三倍．
解答 72题答案：C 考查判断推理．根据When he was in graduate school，one of his professors was so annoyed by this constant gesturing中的annoyed可知C正确．
73题答案：A 考查判断推理．根据it elicits （引出） helpful behavior from others around us．和he act of gesturing itself also seems to quicken learning，bringing new knowledge into consciousness and aiding the understanding of new concepts．可推知A正确．
74题答案：B 考查判断推理．根据文章的最后一段可知．
75题答案：D 考查文章的标题．根据文章的第二段可知文章的主题是The Secret Code of Learning．
点评 综观全篇，前后呼应．这是阅读理解的重要一步，在做完阅读理解题后，要立足于文章整体，再迅速读一遍短文，短文中的问题和答案的设置前后都是相关联的，有着一定的连续性，体现着文章的基本脉络．结合文章有针对性结合短文解决判断推理的题．
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