2015年沈阳药科大学考博英语真题

2015年沈阳药科大学考博英语真题

Passage 1

Many countries have made it illegal to talk into a hand-held mobile phone while driving. But the latest research provides further confirmation that the danger lies less in what a motorist’s hands do when he takes a call then in what the conversation does to his brain. Even using a “hands-free” device can impair a driver’s attention to an alarming extent.

Melina Kunar of the University of Warwick and Todd Horowitz of the Harvard Medical School ran a series of experiments in which two groups of volunteers had to pay attention and respond to a series of moving tasks on a computer screen that were reckoned equivalent in difficulty to driving. One group was left undistracted while the other had to engage in a conversation about their hobbies using a speakerphone. As Dr. Kunar and Dr. Horowitz report in Psychonomic Bulletin & Review, those who were making the equivalent of a hands-free call had an average reaction time 212 milliseconds slower than those who were not. That, they calculate, would add 5.7 meters to the braking distance of a car traveling at 100 kph. They found that the group using the hands-free kit made 83 percent more errors in their tasks than those who were not talking.

They also explored the effect of simply listening to something—such as a radio program. For this they played a recording of the first chapter of Bram Stoker’s “Dracula”. Even though the test subjects were told to pay attention because they would be asked questions about the story afterwards, it had little effect on their reaction time. Dr. Kunar reckons that having to think about responses during a phone conversation competes for the brain’s resources in a way that listening to a monologue does not. The research led by Frank Drews of the University of Utah suggests the same thing is true of the idle chatter of a passenger.

Punishing people for using hand-held gadgets while driving is difficult enough, even though they can be seen from outside the car. Stopping people making hands-free calls would probably be impossible—especially because more and more vehicles are now being fitted with the necessary equipment as standard. Persuading people to switch their phones off altogether when they get behind the wheel might be the only answer. Who knows, they might even come to enjoy not having to take calls. And they’ll be more likely to arrive in one piece.

1. Which body part is most affected by talking into a cell phone when driving?

A. Hands.

B. Feet.

C. Eyes.

D. The brain.

2. In Kunar and Horowitz’s experiment, the subjects who perform tasks while talking ____.

A. reacted more quickly and made fewer mistakes

B. reacted more quickly and made more mistakes

C. reacted more slowly and made fewer mistakes

D. reacted more slowly and made more mistakes

3. According to Frank Drews, listening to a passenger talking ____.

A. affects drivers more than a phone conversation

B. affects drivers more than listening to a story

C. has less effect on the drivers than a phone conversation

D. has less effect on the drivers than listening to a story

4. The law forbidding the use of hand-held phones when driving ____.

A. is necessary and feasible

B. has been frequently broken

C. will arouse heated debate

D. has been widely observed

5. The best hope of stopping people using hands-free phones lies with ____.

A. the lawmakers

B. car manufacturers

C. drivers themselves

D. new technology

6. The purpose of the passage is to ____.

A. inform people of the danger of using phones while driving

B. call on lawmakers to make new laws on the use of cell phones

C. offer suggestions for drivers who use cell phone while driving

D. weigh the benefits and harms of using phones while driving

Passage 2

Everyone knows about straight-A student. They get high grades, all right, but only by becoming dull and diligent students, their noses always stuck in a book. How, then, do we account for Paul Melendres? Melendres, now a freshman at the University of New Mexico, was student-body president at Valley High School in Albuquerque. He joined the soccer and basketball team of his school, exhibited at the science fair, was chosen for the National Honor Society and he achieved straight A’s in all his classes.

How do super-achievers like Melendres do it? Brains aren’t the only answer. “Top grades don’t always go to the brightest students,” declares Herbert Walberg, a professor of education at the University of Illinois at Chicago, who has conducted major studies on super-achieving students. “Knowing how to make the most of your innate abilities counts for more. Infinitely more.”

Hard work isn’t the whole story, either. “It’s not how long you sit there with the books open,” said one of the many-A students we interviewed. “It’s what you do while you’re sitting.” Indeed, some of these students actually put in fewer hours of homework time than their lower-scoring classmates.

The kids at the top of the class get there by mastering a few basic techniques that others can readily learn.

Set priorities. Top students brook no intrusions on study time. Once the books are open or the computer is booted up, phone calls go unanswered, TV shows unwatched, snacks ignored. Study is business; business comes before recreation.

Study anywhere - or everywhere. A cross-country runner who worked out every day used the time to memorize biology terms. Another student posted a vocabulary list by the medicine cabinet and learned a new word every day while brushing his teeth.

Get organized. In high school, McCray ran track, played rugby and was in the band and orchestra. “I was so busy, I couldn’t waste time looking for a pencil or missing paper. I kept everything right where I could put my hands on it,” he says.

Among the students we interviewed, study times were strictly a matter of personal preference. Some worked late at night when the house was quiet. Others awoke early. Still others studied as soon as they came home from school when the work was fresh in their minds. All agreed, however, on the need for consistency.

7. Which of the following statements might Herbert Walberg agree with?

A. A super-achiever has to devote all his spare time to study.

B. High IQ alone may not be the guarantee of top grades.

C. Innate abilities do not make much difference to your grades.

D. The brighter the students, the greater their chances of success.

8. In paragraph three, the author stresses the importance of ____.

A. discipline

B. practice

C. carefulness

D. efficiency

9. “Top students brook no intrusions on study time.” (Para. 5) means that they ____.

A. consider study more important than anything else

B. never ask any questions while studying

C. don’t allow other things to interrupt their study

D. don’t want other people to tell them how to study

10. What tips might McCray offer to other students?

A. Study anywhere at any time.

B. Learn as much as you can.

C. Put things in their right places.

D. Join a school organization.

11. What can we learn about study times from the last paragraph?

A. Study times can be adjusted every day.

B. Study times vary from person to person.

C. There are no best study times for a student.

D. Study times are crucial for academic excellence.

12. What is the topic of the passage?

A. Secrets of top students.

B. Balancing study and play.

C. Hard work in high schools.

D. Grades and education.

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