1. 阅读理解

A paper published on November 15 in Current Biology suggests that a patch (小块) of cells developed for identifying human faces, the fusiform face area (FFA), is up and running in infants (婴儿) as young as two months old.

Rebecca Saxe, a professor of brain and cognitive sciences at the Massachusetts Institute of Technology, and her colleagues scanned 42 infants ranging in age from two to nine months using a special functional magnetic resonance (磁共振) imaging (fMRI) helmet designed specifically for babies. Data from 16 of the infants had to be thrown out because it is extremely difficult to keep them happy, still and awake for long. For the 26 remaining infants, the scientists compared activity in visual areas of the brain while they watched 2. 7-second video clips that described faces, body parts, landscapes, and other objects. Results showed more activity in the areas of the brain's visual system that are specialized for recognizing faces, bodies and scenes than areas for other observed objects.

"There's every reason to think that babies are born expecting and looking for their most important social partners, " Saxe says. "Something in their brain makes them interested in faces actually before they've had any experience with faces at all. Babies look toward face-like images from hours after birth. "

Other researchers are not convinced by Saxe's conclusions/41 don't believe that there are face patches present at birth, " Livingstone says. He views experience and learning are essential for the development of the FFA.

To Kalanit Grill-Spector, a psychology professor at Stanford University, the most exciting part of the new paper is not about this question of learned versus inborn development. "I think the study is kind of attempting to address this question, but it doesn't really provide a perfect answer one way or another. What impressed me is the amount of babies that they've scanned and with a lot of new innovations in baby fMRI, " she says. "That's going to push the field forward. "

(1) Why were the data from the 16 infants abandoned? A. Because the infants didn't watch the video clips. B. Because the infants made no response to the objects. C. Because the infants couldn't focus on objects for some time. D. Because the infants were unwilling to wear helmets for long.
(2) How did the researchers get the results? A. By listing figures. B. By asking questions. C. By analyzing reasons. D. By making comparisons.
(3) Which statement would Rebecca Saxe probably agree with? A. Infants can process facial patterns and give them meaning. B. Specialized areas for recognizing faces are present at birth. C. Some abilities of the visual system are gradually developed. D. Experience and learning are essential for the development of the FFA
(4) Which word best describes Grill—Spector's attitude to the way of the research? A. Objective. B. Skeptical. C. Favorable. D. Disapproving.
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1. 阅读理解

    At thirteen, I was diagnosed with kind of attention disorder. It made school difficult for me. When people else in the class was focusing on tasks, I could not.

    In my first literature class, Mrs. Smith asked us to read a story and then write on it, all within 45 minutes. I raised my hard right away and said, “Mrs. Smith, you see, the doctor said I have attention problems. I might not be able to do it.” She glanced down at me through her glasses, "you are no different from your classmates, young man.”

    I tried, but I didn't finish the reading when the bell rang. I had to take it home.

    In the quietness of my bedroom, the story suddenly all became clear to me. It was about a blind person, Louis Braille. He lived in a time when the blind couldn't get much education. But Louis didn't give up. Instead, he invented a reading system of raised dots(点),which opened up a whole new world of knowledge to the blind.

    Wasn't I the “blind” in my class, being made to learn like the “sighted” students? My thoughts spilled out and my pen started to dance. I completed the task within 40 minutes. Indeed, I was no different from others; I just needed a quieter place. If Louis could find his way out of his problems, why should I ever give up?

    I didn't expect anything when I handled in my paper to Mrs. Smith, so it was quite a surprise when it came back to me the next day-with an “A” on it. At the bottom of the paper were these words: "See what you can do when you keep trying?”

(1) The author didn't finish the reading in class because_______. A. He was new to the class B. He was tired of literature C. He had an attention disorder D. He wanted to take the task home
(2) What do we know about Louis Braille from the passage? A. He had good sight. B. He made a great invention. C. He gave up reading. D. He learned a lot from school.
(3) What was Mrs.Smith's attitude to the author at the end of the story? A. Angry. B. Impatient. C. Sympathetic. D. Encouraging.
(4) What is the main idea of the passage? A. The disabled should be treated with respect. B. A teacher can open up a new world to students. C. One can find his way out of difficulties with efforts. D. Everyone needs a hand when faced with challenges.
阅读理解 普通