【T18】
A.IN EXCHANGE
B.CAPABLE OF
C.PAY MUCH CLOSER ATTENTION
D.TEACHING THEIR MONKEYS A.ONE MONKEY WAS HANDED A GRAPE【T13】______FOR HER TOKEN
B.OTHER ANIMALS WOULD NOT BE【T14】______THIS FINELY
C.THEY TEND TO【T15】______TO THE VALUE
D.SPENT TWO YEARS【T16】______TO EXCHANGE TOKENS FOR FOOD EVERYBODY LOVES A FAT PAY RIS
E.YET PLEASURE AT YOUR OWN CAN VANISH IF YOU LEARN THAT A COLLEAGUE HAS BEEN GIVEN A BIGGER ON
E.INDEED, IF HE HAS A REPUTATION FOR SLACKING, YOU MIGHT EVEN BE OUTRAGE
D.SUCH BEHAVIOUR IS REGARDED AS 'ALL TOO HUMAN', WITH THE UNDERLYING ASSUMPTION THAT【T17】______.BUT A STUDY BY SARACH BROSNAN AND FRANS DE WAAL OFEMORY UNIVERSITY IN ATLANTA, GEORGIA, WHICH HAS JUST BEEN PUBLISHED IN NATURE, SUGGESTS THAT IT IS ALL TOO MONKEY, AS WELL. THE RESEARCHERS STUDIED THE BEHAVIOUR OF FEMALE BROWN CAPUCHIN MONKEYS.THEY LOOK CUT
E.THEY ARE GOOD-NATURED, COOPERATIVE CREATURES, AND THEY SHARE THEIR FOOD READILY.ABOVE ALL, LIKE THEIR FEMALE HUMAN COUNTERPARTS,【T18】______OF 'GOODS AND SERVICES'THAN MALES. SUCH CHARACTERISTICS MAKE THEM PERFECT CANDIDATES FOR DR.BROSNAN'S AND DR.DE WAAL'S STUDY.THE RESEARCHERS【T19】______.NORMALLY, THE MONKEYS WERE HAPPY ENOUGH TO EXCHANGE PIECES OF ROCK FOR SLICES OF CUCUMBER.HOWEVER, WHEN TWO MONKEYS WERE PLACED IN SEPARATE BUT ADJOINING CHAMBERS, SO THAT EACH COULD OBSERVE WHAT THE OTHER WAS GETTING IN RETURN FOR ITS ROCK, THEIR BEHAVIOUR BECAME MARKEDLY DIFFERENT. IN THE WORLD OF CAPUCHINS, GRAPES ARE LUXURY GOODS ( ARE MUCH PREFERABLE TO CUCUMBERS).SO WHEN【T20】______, THE SECOND WAS RELUCTANT TO HAND HERS OVER FOR A MEREPIECE OF CUCUMBER.AND IF ONE RECEIVED A GRAPE WITHOUT HAVING TO PROVIDE HER TOKEN IN EXCHANGE AT ALL, THE OTHER EITHER TOSSED HER OWN TOKEN AT THE RESEARCHER OR OUT OF THE CHAMBER , OR REFUSED TO ACCEPT THE SLICE OF CUCUMBER.INDEED, THE MERE PRESENCE OF A GRAPE IN THE OTHER CHAMBER (WITHOUT AN ACTUAL MONKEY TO EAT IT) WAS ENOUGH TO INDUCE RESENTMENT IN A FEMALE CAPUCHI
N.

未分类题【T19】A.IN EXCHANGE B.CAPABLE OF C.PAY MUCH CLOSER ATTENTION D.TEACHING THEIR MONKEYS A.ONE MONKEY WAS HANDED A GRAPE【T13】______FOR HER TOKEN B.OTHER ANIMALS WOULD NOT BE【T14】______THIS FINELY C.THEY TEND TO【T15】______TO THE VALUE D.SPENT TWO YEARS【T16】______TO EXCHANGE TOKENS FOR FOOD EVERYBODY LOVES A FAT PAY RISE.YET PLEASURE AT YOUR OWN CAN VANISH IF YOU LEARN THAT A COLLEAGUE HAS BEEN GIVEN A BIGGER ONE.INDEED, IF HE HAS A REPUTATION FOR SLACKING, YOU MIGHT EVEN BE OUTRAGED.SUCH BEHAVIOUR IS REGARDED AS 'ALL TOO HUMAN', WITH THE UNDERLYING ASSUMPTION THAT【T17】______.BUT A STUDY BY SARACH BROSNAN AND FRANS DE WAAL OFEMORY UNIVERSITY IN ATLANTA, GEORGIA, WHICH HAS JUST BEEN PUBLISHED IN NATURE, SUGGESTS THAT IT IS ALL TOO MONKEY, AS WELL. THE RESEARCHERS STUDIED THE BEHAVIOUR OF FEMALE BROWN CAPUCHIN MONKEYS.THEY LOOK CUTE.THEY ARE GOOD-NATURED, COOPERATIVE CREATURES, AND THEY SHARE THEIR FOOD READILY.ABOVE ALL, LIKE THEIR FEMALE HUMAN COUNTERPARTS,【T18】______OF 'GOODS AND SERVICES'THAN MALES. SUCH CHARACTERISTICS MAKE THEM PERFECT CANDIDATES FOR DR.BROSNAN'S AND DR.DE WAAL'S STUDY.THE RESEARCHERS【T19】______.NORMALLY, THE MONKEYS WERE HAPPY ENOUGH TO EXCHANGE PIECES OF ROCK FOR SLICES OF CUCUMBER.HOWEVER, WHEN TWO MONKEYS WERE PLACED IN SEPARATE BUT ADJOINING CHAMBERS, SO THAT EACH COULD OBSERVE WHAT THE OTHER WAS GETTING IN RETURN FOR ITS ROCK, THEIR BEHAVIOUR BECAME MARKEDLY DIFFERENT. IN THE WORLD OF CAPUCHINS, GRAPES ARE LUXURY GOODS ( ARE MUCH PREFERABLE TO CUCUMBERS).SO WHEN【T20】______, THE SECOND WAS RELUCTANT TO HAND HERS OVER FOR A MEREPIECE OF CUCUMBER.AND IF ONE RECEIVED A GRAPE WITHOUT HAVING TO PROVIDE HER TOKEN IN EXCHANGE AT ALL, THE OTHER EITHER TOSSED HER OWN TOKEN AT THE RESEARCHER OR OUT OF THE CHAMBER , OR REFUSED TO ACCEPT THE SLICE OF CUCUMBER.INDEED, THE MERE PRESENCE OF A GRAPE IN THE OTHER CHAMBER (WITHOUT AN ACTUAL MONKEY TO EAT IT) WAS ENOUGH TO INDUCE RESENTMENT IN A FEMALE CAPUCHIN.

未分类题【T10】A.SOLVE B.DISTINGUISH C.INTERACT A.WOULD THAT CHANGE THE WAY HUMANS【T7】______WITH THEM B.ONE PARROT CAN【T8】______FIVE OBJECTS OF TWO DIFFERENT TYPES C.ALLOWED HER TO【T9】______A NEW PROBLEM WHEN JUDGING ANIMAL INTELLIGENCE, SCIENTISTS LOOK FOR INSIGHT, WHICH THEY DEFINE AS A FLASH OF SUDDEN UNDERSTANDING.WHEN A YOUNG GORILLA COULD NOT REACH FRUIT FROM A TREE, SHE NOTICED CRATES SCATTERED ABOUT THE LAWN, PILED THEM AND THEN CLIMBED ON THEM TO REACH HERREWARD.THE GORILLA'S INSIGHT【T10】______WITHOUT TRIAL AND ERROR.THE ABILITY TO USETOOLS IS ALSO AN IMPORTANT SIGN OF INTELLIGENCE.CROWS USE STICKS TO PRY PEANUTS OUT OF CRACKS.THE CROW EXHIBITS INTELLIGENCE BY SHOWING IT HAS LEARNED WHAT A STICK CAN DO.LIKEWISE, OTTERS USE ROCKS TO CRACK OPEN CRAB AND, IN A SERIES OF COMPLEX MOVES, CHIMPANZEES HAVE BEEN KNOWN TO USE STICKS TO GET AT FAVORITE SNACK-TERMITES. MANY ANIMALS HAVE LEARNED TO COMMUNICATE USING HUMAN LANGUAGE.SOME PRIMATES HAVE LEARNED HUNDREDS OF WORDS IN SIGN LANGUAGE.ONE CHIMP CAN RECOGNIZE AND CORRECTLY USE MORE THAN 250 ABSTRACT SYMBOLSON A KEYBOARD AND 【T11】______AND CAN UNDERSTAND THE DIFFERENCE BETWEEN NUMBERS,COLORS, AND KINDS OF OBJECT. THE RESEARCH ON ANIMAL INTELLIGENCE RAISES IMPORTANT QUESTIONS.IF ANIMALS ARE SMARTERTHAN ONCE THOUGHT,【T12】______? WOULD HUMANS STOP HUNTING THEM FOR SPORT OR SURVIVAL? WOULD ANIMALS STILL BE USED FOR FOOD OR CLOTHING OR MEDICAL EXPERIMENTATION? FINDING THE ANSWER TO THESE TOUGH QUESTIONS MAKES A DIFFICULT PUZZLE EVEN FOR.A LARGE-BRAINED, PROBLEM-SOLVING SPECIES LIKE OUR OWN.

未分类题【T2】A.RESOURCEFULLY B.WHAT C INCLINED A.HE GRAPPLES WITH IT BOLDLY, IMAGINATIVELY,【T1】______, AND IF NOT CONFIDENTLY, AT LEAST HOPEFULLY B.WE DON'T KNOW【T2】______TO DO C.MORE【T3】______TO LIVE IN A WORLD OF FANTASY WHEN WE TALK ABOUT INTELLIGENCE, WE DO NOT MEAN THE ABILITY TO GET A GOOD SCORE ON A CERTAIN KIND OF TEST, OR EVEN THE ABILITY TO DO WELL IN SCHOOL.BY INTELLIGENCE WE MEAN A STYLE. OF LIFE, A LIFE, A WAY OF BEHAVING IN VARIOUS SITUATIONS.THE TRUE TEST OF INTELLIGENCE IS NOT HOW MUCH WE KNOW HOW TO DO, BUT HOW WE BEHAVE WHEN【T4】______. THE INTELLIGENT PERSON, YOUNG OR OLD, MEETING A NEW SITUATION OR PROBLEM, OPENS HIMSELF UP TO IT.HE TRIES TO TAKE IN WITH MIND AND SENSES EVERYTHING HE CAN ABOUT IT. HE THINKS ABOUT IT, INSTEAD OF ABOUT HIMSELF OR WHAT IT MIGHT CAUSE TO HAPPEN TO HIM.【T5】______; IF HE FAILS TO MASTER IT,HE LOOKS WITHOUT FEAR OR SHAME AT HIS MISTAKES ANDLEARNS WHAT HE CAN FROM THEM.THIS IS INTELLIGENCE.CLEARLY ITS ROOTS LIE IN A CERTAIN FEELING ABOUT LIFE, AND ONE'S SELF WITH RESPECT TO LIFE.JUST AS CLEARLY, UNINTELLIGENCE IS NOT WHAT MOST PSYCHOLOGISTS SEEM TO SUPPOSE, THE SAME THING AS INTELLIGENCE, ONLY LESS OF IT.IT IS AN ENTIRELY DIFFERENT STYLE. OF BEHAVIOR, ARISING OUT OF ENTIRELY DIFFERENT SET OF ATTITUDES. YEARS OF WATCHING AND COMPARING BRIGHT CHILDREN WITH THE NOT-BRIGHT, OR LESS BRIGHT, HAVE SHOWN THAT THEY ARE VERY DIFFERENT KINDS OF PEOPLE.THE BRIGHT CHILD IS CURIOUS ABOUT LIFE AND REALITY, EAGER TO GET IN TOUCH WITH IT, EMBRACE IT, UNITE HIMSELF WITH IT.THERE IS NO WALL, NO BARRIER, BETWEEN HIMSELF AND LIFE.ON THE OTHER HAND, THE DULL CHILD IS FAR LESS CURIOUS, FAR LESS INTERESTED IN WHAT GOES ON AND WHAT IS REAL,【T6】______.THE BRIGHTCHILD LIKES TO EXPERIMENT, TO TRY THINGS OUT.HE LIVES BY THE MAXIM THAT THERE IS MORE THAN ONE WAY TO SKIN A CAT.IF HE CAN'T DO SOMETHING ONE WAY, HE'LL TRY ANOTHER. THE DULL CHILD IS USUALLY AFRAID TO TRY AT ALL.IT TAKES A GREAT DEAL OF URGING TO GET HIM TO TRY EVEN ONCE; IF THAT TRY FAILS, HE IS THROUGH.此题为多项选择题。

未分类题【T4】A.RESOURCEFULLY B.WHAT C INCLINED A.HE GRAPPLES WITH IT BOLDLY, IMAGINATIVELY,【T1】______, AND IF NOT CONFIDENTLY, AT LEAST HOPEFULLY B.WE DON'T KNOW【T2】______TO DO C.MORE【T3】______TO LIVE IN A WORLD OF FANTASY WHEN WE TALK ABOUT INTELLIGENCE, WE DO NOT MEAN THE ABILITY TO GET A GOOD SCORE ON A CERTAIN KIND OF TEST, OR EVEN THE ABILITY TO DO WELL IN SCHOOL.BY INTELLIGENCE WE MEAN A STYLE. OF LIFE, A LIFE, A WAY OF BEHAVING IN VARIOUS SITUATIONS.THE TRUE TEST OF INTELLIGENCE IS NOT HOW MUCH WE KNOW HOW TO DO, BUT HOW WE BEHAVE WHEN【T4】______. THE INTELLIGENT PERSON, YOUNG OR OLD, MEETING A NEW SITUATION OR PROBLEM, OPENS HIMSELF UP TO IT.HE TRIES TO TAKE IN WITH MIND AND SENSES EVERYTHING HE CAN ABOUT IT. HE THINKS ABOUT IT, INSTEAD OF ABOUT HIMSELF OR WHAT IT MIGHT CAUSE TO HAPPEN TO HIM.【T5】______; IF HE FAILS TO MASTER IT,HE LOOKS WITHOUT FEAR OR SHAME AT HIS MISTAKES ANDLEARNS WHAT HE CAN FROM THEM.THIS IS INTELLIGENCE.CLEARLY ITS ROOTS LIE IN A CERTAIN FEELING ABOUT LIFE, AND ONE'S SELF WITH RESPECT TO LIFE.JUST AS CLEARLY, UNINTELLIGENCE IS NOT WHAT MOST PSYCHOLOGISTS SEEM TO SUPPOSE, THE SAME THING AS INTELLIGENCE, ONLY LESS OF IT.IT IS AN ENTIRELY DIFFERENT STYLE. OF BEHAVIOR, ARISING OUT OF ENTIRELY DIFFERENT SET OF ATTITUDES. YEARS OF WATCHING AND COMPARING BRIGHT CHILDREN WITH THE NOT-BRIGHT, OR LESS BRIGHT, HAVE SHOWN THAT THEY ARE VERY DIFFERENT KINDS OF PEOPLE.THE BRIGHT CHILD IS CURIOUS ABOUT LIFE AND REALITY, EAGER TO GET IN TOUCH WITH IT, EMBRACE IT, UNITE HIMSELF WITH IT.THERE IS NO WALL, NO BARRIER, BETWEEN HIMSELF AND LIFE.ON THE OTHER HAND, THE DULL CHILD IS FAR LESS CURIOUS, FAR LESS INTERESTED IN WHAT GOES ON AND WHAT IS REAL,【T6】______.THE BRIGHTCHILD LIKES TO EXPERIMENT, TO TRY THINGS OUT.HE LIVES BY THE MAXIM THAT THERE IS MORE THAN ONE WAY TO SKIN A CAT.IF HE CAN'T DO SOMETHING ONE WAY, HE'LL TRY ANOTHER. THE DULL CHILD IS USUALLY AFRAID TO TRY AT ALL.IT TAKES A GREAT DEAL OF URGING TO GET HIM TO TRY EVEN ONCE; IF THAT TRY FAILS, HE IS THROUGH.

未分类题【T5】A.RESOURCEFULLY B.WHAT C INCLINED A.HE GRAPPLES WITH IT BOLDLY, IMAGINATIVELY,【T1】______, AND IF NOT CONFIDENTLY, AT LEAST HOPEFULLY B.WE DON'T KNOW【T2】______TO DO C.MORE【T3】______TO LIVE IN A WORLD OF FANTASY WHEN WE TALK ABOUT INTELLIGENCE, WE DO NOT MEAN THE ABILITY TO GET A GOOD SCORE ON A CERTAIN KIND OF TEST, OR EVEN THE ABILITY TO DO WELL IN SCHOOL.BY INTELLIGENCE WE MEAN A STYLE. OF LIFE, A LIFE, A WAY OF BEHAVING IN VARIOUS SITUATIONS.THE TRUE TEST OF INTELLIGENCE IS NOT HOW MUCH WE KNOW HOW TO DO, BUT HOW WE BEHAVE WHEN【T4】______. THE INTELLIGENT PERSON, YOUNG OR OLD, MEETING A NEW SITUATION OR PROBLEM, OPENS HIMSELF UP TO IT.HE TRIES TO TAKE IN WITH MIND AND SENSES EVERYTHING HE CAN ABOUT IT. HE THINKS ABOUT IT, INSTEAD OF ABOUT HIMSELF OR WHAT IT MIGHT CAUSE TO HAPPEN TO HIM.【T5】______; IF HE FAILS TO MASTER IT,HE LOOKS WITHOUT FEAR OR SHAME AT HIS MISTAKES ANDLEARNS WHAT HE CAN FROM THEM.THIS IS INTELLIGENCE.CLEARLY ITS ROOTS LIE IN A CERTAIN FEELING ABOUT LIFE, AND ONE'S SELF WITH RESPECT TO LIFE.JUST AS CLEARLY, UNINTELLIGENCE IS NOT WHAT MOST PSYCHOLOGISTS SEEM TO SUPPOSE, THE SAME THING AS INTELLIGENCE, ONLY LESS OF IT.IT IS AN ENTIRELY DIFFERENT STYLE. OF BEHAVIOR, ARISING OUT OF ENTIRELY DIFFERENT SET OF ATTITUDES. YEARS OF WATCHING AND COMPARING BRIGHT CHILDREN WITH THE NOT-BRIGHT, OR LESS BRIGHT, HAVE SHOWN THAT THEY ARE VERY DIFFERENT KINDS OF PEOPLE.THE BRIGHT CHILD IS CURIOUS ABOUT LIFE AND REALITY, EAGER TO GET IN TOUCH WITH IT, EMBRACE IT, UNITE HIMSELF WITH IT.THERE IS NO WALL, NO BARRIER, BETWEEN HIMSELF AND LIFE.ON THE OTHER HAND, THE DULL CHILD IS FAR LESS CURIOUS, FAR LESS INTERESTED IN WHAT GOES ON AND WHAT IS REAL,【T6】______.THE BRIGHTCHILD LIKES TO EXPERIMENT, TO TRY THINGS OUT.HE LIVES BY THE MAXIM THAT THERE IS MORE THAN ONE WAY TO SKIN A CAT.IF HE CAN'T DO SOMETHING ONE WAY, HE'LL TRY ANOTHER. THE DULL CHILD IS USUALLY AFRAID TO TRY AT ALL.IT TAKES A GREAT DEAL OF URGING TO GET HIM TO TRY EVEN ONCE; IF THAT TRY FAILS, HE IS THROUGH.