1.阅读下列短文,从每题所给的A、B、C和D四个选项中,选出最佳选项。

From Mozart to Metallica, tons of people enjoy listening to various types of music while they paint, write, or draw. Many believe that music helps inspire creativity, but an international Study conducted by English and Swedish researchers is challenging that idea.

Psychologists from Lancaster University, The University of Gavle, and The University of Central Lancashire say that their findings indicate music actually prevents creativity.

To come to their conclusions, researchers had participants complete verbal insight(洞察) problems designed to inspire creativity while sitting in a quiet room, and then again while music played in the background. They found that background music "significantly impaired( 削弱)" the participants' ability to complete tasks associated with verbal creativity.

The research team also tested background noises such as those commonly heard in a library, but found that such noises had no impact on subjects' creativity.

The tasks were simple word games. For example, participants were given three words, such as dress, dial, and flower. Then, they were asked to find a single word associated with all three that could be combined to form a common phrase or word. The single word, in this case, would be "sun" (sundress, sunflower, etc.)

Participants completed the tasks in either a quiet room, or while exposed to three different types of music; music with unfamiliar lyrics, instrumental music, or music with familiar lyrics.

"We found strong evidence of impaired performance when playing background music in comparison to quiet background conditions," says co-author Dr. Neil McLatchie of Lancaster University.

Dr. McLatchie and his colleagues theorize that music interferes (干 扰) with the verbal working memory processes of the brain, preventing creativity. Also, as far as the library background noise having seemingly no effect, the study's authors believe that was the case because library noises create a "steady state" environment that doesn't prevent concentration.

It's worth mentioning that even familiar music with well known lyrics impaired participants creativity, regardless of whether or not it produced a positive reaction, or whether participants typically studied or created while listening to music.

"To conclude, the findings here challenge the popular view that music inspires creativity, and instead show that music, regardless of the presence of semantic(语义的) content (no lyrics, familiar lyrics or unfamiliar lyrics), always prevent creative performance in insight problem solving", the study reads.

(1) What conclusion can most probably be drawn from this passage? A. Background music inspires creativity. B. Background music impairs creativity. C. Background noises have bad influence on creativity. D. Different music has different effects on creativity.
(2) The participants were asked to______________. A. do some reading in a library B. design some verbal insight problems C. do some word games D. listen to some background music
(3) Why can't the participants perform well? A. Because the music prevents concentration. B. Because they aren't familiar with music. C. Because the tasks are too challenging D. Bee the background is not creative.
(4) Which of the connections about background music with their learning effects is true? A. The music with a positive reaction has a positive effect. B. The effects depend on the contents of music. C. Quiet music does good to learning effects. D. All background music is bad for learning effects.
【考点】
推理判断题; 细节理解题; 说明文; 环境保护类;
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1.阅读理解

"All of our senses convert (转换) physical energy in the surrounding world into electrical responses, which are the common currency that the nervous system uses," said James Hudspeth from Rockefeller University.

Hudspeth said, "Our ears have to convert mechanical vibrations (震动) in the air into electrical responses. And the way this is done is that there are so-called hair cells. These cells have little microscopic bristles (刚毛), about a hundred of them, and on the top of each cell, these bristles vibrate back and forth in response to sound. That sets up an electrical signal that goes down a nerve fiber and into the brain."

Hudspeth continued, "The real question is what happens with these hair cells as they degenerate. We lose them owing to loud sounds and certain drugs, and we lose them with aging. What can be done to repair them so that we can restore hearing?"

Another expert, Robert Fettiplace said, "Well, I mean there are two aspects to this, one of which is that you could try and regrow them. Almost all hearing loss is due to death of the hair cells or lack of formation of them in the first place. The cells are all different."

Hudspeth said, "The problems that Robert has mentioned go for mammals, including ourselves. The situation is different with other four-legged animals. But, in reptiles, including birds, this regeneration is going on all the time, like in fish. In fact, you can take a chicken to a concert, blasting its ears. They will nicely regenerate, and even with frequency-specific hair cells, they will reconnect, and the animal will be able to hear normally again."

Hudspeth added, "I agree that there is an enormous challenge, and this is certainly something that won't happen overnight in ourselves. But I don't think it's a hopeless task and I think basically what many people are trying to do is decode (解码) the signals sent as these hair cells develop, and by doing so to recognize the signaling pathways that might be reactivated the original development and restore hair cells by that means."

(1) How is the conversion achieved according to the text? A. Through the brain. B. Through hair cells. C. Through physical energy. D. Through certain drugs.
(2) What does the underlined word "degenerate" in paragraph 3 mean? A. Procced. B. Form. C. Worsen. D. Extend.
(3) What does the enormous challenge mentioned in the last paragraph refer to? A. Restoring hearing. B. Receiving signals. C. Replacing cells. D. Reconnecting pathways.
(4) Which may be the best title for the text? A. How do electrical responses work? B. How can we decode hearing signals? C. What results in mechanical vibrations? D. What can animals teach hearing researchers?
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2.阅读理解

Almost all new parents struggle to get enough sleep while caring for their newborns. For some penguin (企鹅) parents, though, periods of sleep are especially short.

Researchers recently found that Chinstrap penguins only sleep for about four seconds at a time in order to protect their eggs and newborn chicks. They do this thousands of times throughout the day. The short "microsleeps" total around 11 hours each day. The microsleeps appear to be enough to keep the parents going for many weeks.

Niels Rattenborg, a sleep researcher at the Max Planck Institute for Biological Intelligence in Germany, said, "What's surprising is that the penguins are able to function okay and successfully raise their young."

Chinstrap penguins usually lay their eggs in November in nests made up of small rocks. Mated (交配的) pairs share parenting responsibilities. One parent usually watches the eggs and chicks alone while the other goes off fishing for family meals. Adult penguins don't face many natural enemies in the mating season. But large birds called brown skuas eat the penguin eggs and small chicks. Other adult penguins may also try to steal the small rocks from the nests, so penguin parents must always be on guard.

For the first time, scientists followed the sleeping behavior of Chinstrap penguins. They did this by attaching devices that measure brain waves. They collected data on 14 adults over 11 days on King George Island off the coast of Antarctica.

Won Young Lee, a biologist at the Korean Polar Research Institute, thought of the idea for the study when he saw mating penguins often blinking (眨) their eyes and possibly sleeping. But the team needed to record brain waves to confirm the animals were sleeping. "For these penguins, microsleeps have some restorative functions," he said. He added that they would not survive without it.

The researchers didn't collect sleep data outside the mating season. But they suspect that the penguins may sleep for longer periods at other times of the year.

(1) What have researchers found about Chinstrap penguins? A. They take turns to take care of the young. B. They sleep for several seconds at a time. C. They rest for 11 hours in a row every day. D. They behave poorly due to lack of sleep.
(2) What is paragraph 4 mainly about? A. The habitats of the penguins. B. The living habits of the penguins. C. The mating seasons of the penguins. D. The natural enemies of the penguins.
(3) Which of the following might Won Young Lee agree with? A. Microsleeps of the penguins matter in their survival. B. It's difficult to record brain waves of the penguins. C. The penguins may sleep longer than people believe. D. More funds are needed to further study the penguins.
(4) Where is the text most probably taken from? A. A book review. B. A travel brochure. C. A science journal. D. A chemistry textbook.
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3.阅读理解

Many people have participated into lots of virtual meetings these years. Some research shows this adjustment might not impact workplace productivity to any great degree. A new study, though, suggests otherwise.

In the study, 602 participants were randomly paired and asked to come up with creative uses for a product. They were also randomly selected to work together either in person or virtually. The pairs were then ranked by assessing their total number of ideas, as well as those concepts' degree of novelty, and asked to submit their best idea. Among the groups, virtual pairs came up with significantly fewer ideas, suggesting that something about face-to-face interaction generates more creative ideas. The findings could stiffen employers' resolve to urge or require their employees to come back to the office.

"We ran this experiment based on feedback from companies that it was harder to innovate with remote workers," said lead researcher Melanie Brucks. "Unlike other forms of virtual communication, like phone calls or e-mail, videoconferencing copies the in-person experience quite well, so I was surprised when we found meaningful differences between in-person and video interaction for idea generation."

When random objects were placed in both the virtual and physical rooms, the virtual pairs of participants spent more time looking directly at each other rather than letting their look wander about the room and taking in the entire scene. Eyeing one's whole environment and noticing the random objects were associated with increased idea generation. On platforms, the screen occupies our interactions. Our look wavers less. "Looking away might come across as rude," said Brucks, "so we have to look at the screen because that is the defined context of the interaction, the same way we wouldn't walk to another room while talking to someone in person."

Like most educators, Brucks has primarily taught virtually in the past three years, and she did notice some benefits of the approach as well. Her students were more likely to take turns speaking and her shyer students spoke up more often, rid of the anxiety that comes from addressing a large classroom. Brucks found that one solution to improving virtual idea generation might be to simply turn off the camera, for her students felt "freer" and more creative when asked to do so. And this may be sound advice for the workplace.

Virtual teamwork can't replace face-to-face teamwork. Idea selection proficiency (能力) is only valuable if you have strong options to select from, and face-to-face teams are the best means to generate winning options. Perhaps the workplace will find a compromise—a sweet spot in the middle that balances working from both home and office.

(1) What does the underlined word "stiffen" in Paragraph 2 most probably mean? A. Shake. B. Revise. C. Challenge. D. Strengthen.
(2) At first, lead researcher Melanie Brucks might think that ______. A. videoconferencing can't compare with in-person communication B. participants should make eye contact in an online meeting C. the feedback from companies seems questionable D. creative ideas may emerge from casual thoughts
(3) What can we learn about Brucks' class? A. Her students relieved anxiety by speaking up. B. Her students progressed in focusing attention. C. Her students took advantage of virtual learning. D. Her students displayed talent for public speaking.
(4) Which of the following would be the best title for the passage? A. Interacting Virtually Impacts Working Participation B. Maintaining Teamwork Improves Idea Generation C. Grouping Randomly Increases Productivity D. Brainstorming Online Limits Creativity
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