C Most damagingly, anger weakens a person’s ability to think clearly and keep control over his behaviour. The angry person loses objectivity in evaluating the emotional significance of the person or situation that arouses his anger. Not everyone experiences anger in the same way; what angers one person may amuse another. The specific expression of anger also differs from person to person based on biological and cultural forces. In contemporary culture, physical expressions of anger are generally considered too socially harmful to be tolerated. We no longer regard duels as an appropriate expression of anger resulting from one person’s awareness of insulting behaviour on the part of another. Anger can be identified in the brain, where the electrical activity changes. Under most conditions EEG measures of electrical activity show balanced activity between the right and left prefrontal areas. Behaviourally this corresponds to the general even-handed disposition that most of us possess most of the time. But when we are angry the EEG of the right and left prefrontal areas aren’t balanced and, as a result of this, we’re likely to react. And our behavioural response to anger is different from our response to other emotions, whether positive or negative. Most positive emotions are associated with approach behaviour: we move closer to people we like. Most negative emotions, in contrast, are associated with avoidance behaviour: we move away from people and things that we dislike or that make us anxious. But anger is an exception to this pattern. The angrier we are, the more likely we are to move towards the object of our anger. This corresponds to what psychologists refer to as of ensive anger: the angry person moves closer in order to influence and control the person or situation causing his anger. This approach-and-confront behaviour is accompanied by a leftward prefrontal asymmetry of EEG activity. Interestingly, this asymmetry lessens if the angry person can experience empathy towards the individual who is bringing forth the angry response. In defensive anger, in contrast, the EEG asymmetry is directed to the right and the angry person feels helpless in the face of the anger-inspiring situation. 61. The “duels example in Paragraph 2 proves that the expression of anger . A. usually has a biological basis B. varies among people C. is socially and culturally shaped D. influences one’s thinking and evaluation 62. What changes can be found in an angry brain? ZXXK A. Balanced electrical activity can be spotted. B. Unbalanced patterns are found in prefrontal areas. C. Electrical activity corresponds to one’s behaviour. D. Electrical activity agrees with one’s disposition. 63. Which of the following is typical of offensive anger? A. Approaching the source of anger. B. Trying to control what is disliked. C. Moving away from what is disliked. D. Feeling helpless in the face of anger. 64. What is the key message of the last paragraph? A. How anger differs from other emotions. B. How anger relates to other emotions. C. Behavioural responses to anger. D. Behavioural patterns of anger. 【查看更多】
题目列表(包括答案和解析)
Last Sunday, I waked into the house in the afternoon to find my brother rushing around in a hurry. As soon as I took my coat off, my little brother placed a bunch of papers in my hands and asked me to fold them up so they could fit into an envelope as quickly as possible. He said it needed to get done quickly before it turned dark. I was a little surprised that something could be so urgent on a Sunday. It wasn’t until I was halfway through that I actually looked at what I was folding. After I read it, it put the biggest smile on my face. It was a lovely letter to all the residents （居民）in my neighborhood. My brother was asking everyone to let him know if anyone needed help. He left his contact information and said that anyone that needed help should get in touch with him and he would figure something out. He also asked people to get in touch if they were able to help out. London received an unusual amount of snow last week, and the city was completely under- prepared for it. So it was quite difficult to get anywhere. Only the major roads had been cleared, and smaller roads and pavements could be quite treacherous. There are a good number of old people in our little community. So my brother thought that the snow may have posed （造成）some difficulty for some of them, particularly because we live on a hill. A few elderly people got in touch with him asking for help for things they needed. One of them was especially grateful because his caregiver couldn’t make it. To our surprise, he got more responses from people offering to help. Then he received help from people who wanted to help. Everyone was really touched and wrote to my brother wonderful email. One of our neighbors wrote email saying that although she wasn’t able to help, she was “very proud of having a neighbor like him who puts other people’s interests first.”
1.
The author’s brother wrote the letter to _______.
A.
ask for help from his neighbors
B.
give a hand to those in need of help
C.
require his neighbors to clear the snow
D.
raise money for the old people in his community
2.
What can we learn from the text?
A.
Few people were willing to help out.
B.
The snow was unexpectedly heavy.
C.
Most residents in the community are elderly people.
D.
The community was completely cut off from the outside world.
3.
The underlined word “treacherous” in Paragraph 3 probably means “_______”.
A.
dirty
B.
dangerous
C.
safe
D.
crowded
4.
One of their neighbors sent email to the author’s brother to ________.
Edward Wilson is America’s, if not the world’s, leading naturalist. In The Future of Life, he takes us on a tour of the world’s natural resources(资源). How are they used? What has been lost? What remains and is it able to continue with the present speed of use? Wilson also points out the need to understand fully the biodiversity(生物多样性)of our earth. Wilson begins with an open letter to the pioneer in environment (环境) protection, Henry David Thoreau. He compares today’s Walden Pond with that of Thoreau’s day. Wilson will use such comparisons for the rest of the book. The problem is clear: man has done great damage to his home over the years. Can the earth, with human help, be made to return to biodiversity levels that will be able to support us in the future? Biodiversity, Wilson argues, is the key to settling many problems the earth faces today. Even our agricultural crops can gain advantages from it. A mere hundred species(物种) are the basis of our food supply, of which but twenty carry the load. Wilson suggests changing this situation by looking into ten thousand species that could be made use of, which will be a way to reduce the clearing of the natural homes of plants and animals to enlarge farming areas. At the end of the book, Wilson discusses the importance of human values in considering the environment. If you are to continue to live on the earth, you may well read and act on the ideas in this book.
1.
We learn form the text that Wilson cares most about ______
A.
the environment for plants
B.
the biodiversity of our earth
C.
the wastes of natural resources
D.
the importance of human values
2.
How many species are most important to our present food supply?
A.
Twenty.
B.
Eighty.
C.
One hundred
D.
Ten thousand.
3.
Wilson suggests that one way to keep biodiversity is to _______.
How Good Are US Drivers? The CBS-TV“National Drivers’ Test”，showed that many US drivers have a lot to learn.Here’s why. CBS picked 1799 sample drivers to take the test in TV studios in New York，Philadelphia，Chicago，and Los Angeles.More than two out of five of the drivers failed the test.And the average score was the lowest passing mark—51 points out of a possible 80. Chicago drivers did best with an average of 53 points.Los Angeles drivers came next with 52 points.New York and Philadelphia drivers got 50 points—a failing score.Drivers with 50 points or less were rated“poorly informed”by the judges. Here are some of the test results: 1.Are men drivers better informed than women ones? Yes.Men averaged 52 points.Women got an average of 49. 2.Are older drivers better informed than younger drivers? No.Drivers under 26 averaged 52 points.Drivers from 27 to 45 averaged 51.Drives over 45 failed with a 48-point average. 3.Does education make a difference? Yes.College graduates averaged 52 points.High school graduates averaged 50.Those without high school diplomas(毕业证) got 48.And people who had taken driver education courses scored an average of 53 points—three more than those who hadn’t. 4.Does driving experience make a difference? Yes.Drivers with three or more years of experience averaged 51 points.Drivers with less experience averaged 49. Here are some surprising facts brought out by the test: 1.More than one out of three drivers did not know that a blinking red light means a full stop. 2.Three out of ten drivers did not know that an octagonal(eight-sided)sign means stop. 3.More than two out of three drivers did not know what to do when being“tailgated(追尾)”. The answer:slow down，drive to the right，and let the driver behind pass. The results of the test were turned over to the National Safety Council(委员会).They will help future safety planning.
1.
The author’s purpose is to_________.
A.
prove that men are better drivers than women
B.
give you safe driving directions
C.
tell you the results of a national drivers’ test
D.
require you to get an education
2.
From the information in this article，which of the following is TRUE?
A.
Older drivers are better informed than younger drivers.
B.
Experience makes a difference among drivers.
C.
Most drivers failed the test.
D.
Most people don’ t know what a blinking red light means.
3.
The test covered the following areas about drivers except_________.
A.
education
B.
years of driving experience
C.
sex
D.
health
4.
Which of the following as a group was rated“poorly informed”by the judges?
Are you single and dreaming of an exciting voyage vacation, but unsure of the next step? You’re not alone! Many single travelers wonder which voyage will have the most singles on board, how they’ll meet other singles, what the voyage will cost and whether they’ll enjoy themselves. Our hosted singles voyage is ideal for singles of all ages. No other form of travel affords as many opportunities to meet people and make friends. In fact, our Singles Division can help you find a singles voyage on a ship that’s just right for you and make sure you meet many other singles on board.? We’ve scheduled singles voyage on sailings throughout 2005, to all of the world’s greatest destinations. And we’ve selected popular itineraries(旅行路线)on large, newer ships for different audiences, so you can find one that suits your tastes.? If you’re looking for a roommate to cut costs, our Match Program can pair you with a same?sex single in one stateroom(on hosted sailings only),enabling us to offer you the same per?person pricing that couples receive. We guarantee to find you a roommate, whenever you sign?up before the cut?off date. If we don’t, you only need pay the per?person, double?occupancy rate. If you prefer the privacy of your own stateroom, the single supplement rates will apply.? Either way, we’ll provide our own onboard host to organize singles cocktail parties, mixers, games, single?mingle dining and more. Once you’ve booked your voyage, we’ll also give you private access to our singles chat site where you can get to know other singles before you depart.? We expect our staterooms on these sailings will fill quickly, so please book early to avoid disappointment. To get started, click on any singles voyage in the calendar to the left. Hope to see you onboard!? Note: If you can’t take advantage of one of our hosted singles cruises but still wish to travel as a single, click here for more information.?
1.
The voyage which is strongly recommended in the text is for________
A.
young singles?
B.
singles of all ages who want to meet people and make friend?
C.
single travelers?
D.
singles who intend to go to the world’s greatest destinations?
2.
What can Match Program do for travelers according to the text??
A.
To match a single man with a proper woman.?
B.
To match a single woman with a proper man.?
C.
To have a match between same?sex singles in one room.?
D.
To pair a willing person with a same?sex single in one room.
As the Internet’s influence grows, the potential for danger also escalates (逐步上升). One of these dangers is from cyber-bullying. Cyber-bullying (网络欺凌) is repeatedly hurting someone else through the use of technology. It consists of sending or posting cruel messages, photos, or videos on the Internet or other electronic media with the intent of damaging the reputation of the target. Imagine being a 13-year-old girl discovering a cell phone picture of her changing clothes for gym class has been sent to all her classmates. Or imagine being an 11-year-old boy who is scared to go to school because an unknown bully sent him an instant message saying that he is so fat that he should kill himself. Cases such as these are happening every day, leading kids to be depressed and unable to concentrate. Worse yet, parents are oblivious (忽视的) to what is happening. Only 15 percent of parents even know what cyber-bullying is. And anyone who thinks that their child is not a victim or a bully is probably wrong. 90 percent of middle school students have had their feelings hurt online and 75 percent have admitted to visiting a website attacking another student. Unlike traditional schoolyard bullying, where a bully has a name and a face, cyber-bullying gets much of its power from anonymity (匿名). A cyber bully might design a website posting cruel remarks about a classmate and never tell anyone that he or she was the creator. The cyber-bullying also gets its power from the scope (范围) of its audience. Within seconds, a cyber bully can send an e-mail to everyone he or she knows, inviting them to take part in an online poll (民意测验) of who is the ugliest kid in their class. Victims can be picked on day and night from any place. The good news is that you can help stop cyber-bullying. By making parents and educators aware of what is going on and encouraging them to take quick and strong action when cyber-bullying cases happen, you can help make technology constructive, not destructive, for young people.
1.
What can we learn from the second paragraph?
A.
Not many students have known of cyber-bullying.
B.
Parents may not know their child is a victim of cyber-bullying.
C.
Parents know a lot of cyber-bullying.
D.
Most of the students have not been hurt by cyber-bullying.
2.
What does the author think of the cyber-bullying?
A.
It is not as harmful as people think.
B.
It is too complex a problem to settle.
C.
It will not affect the relationship between classmates.
D.
It can be stopped through our efforts.
3.
What will probably be discussed in the following passage?
A.
How to prevent cyber-bullying.
B.
What parents and educators think of cyber-bullying.
