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2017年P(guān)ETS5補(bǔ)全短文訓(xùn)練試題
很多人都覺(jué)得考試靠的是平時(shí)的積累,考前突襲只是安慰自己罷了。其實(shí)不然,考前的臨陣磨槍也是相當(dāng)重要的!以下是小編為大家搜索整理的2017年P(guān)ETS5補(bǔ)全短文訓(xùn)練試題，希望能給大家?guī)?lái)幫助!更多精彩內(nèi)容請(qǐng)及時(shí)關(guān)注我們應(yīng)屆畢業(yè)生考試網(wǎng)!
Read the following text and fill each of the numbered spaces with ONE suitable word.
Write your answers on ANSWER SHEET 1.
Psychologists take contrastive views of how external rewards，from(31) ___praise to cold cash，affect motivation and creativity.Behaviorists，(32) ___research the relation(33) ___actions and their consequences argue that rewards Can improve performance at work and school.Cognitive researchers，who study various aspects of mental life，maintain(34) ___rewards often destroy creativity(35) ___encouraging dependence(36) ___approval and gifts from others.
The latter view has gained many supporters，especially(37) ___educators.But the careful use of small monetary rewards sparks(38) ___in grade-school children，suggesting(39) ___properly presented inducements indeed aid inventiveness，(40) ___to a study in the June Journal of Personality and Social Psychol-ogy.
“If kids know they’re working for a(41) ___and can focus(42)——a relatively challenging task，they show the most creativity”，says Robert Eisenberger of the University of Delaware in Newark.“But it’S easy to kill creativity by giving rewards for(43) ___performance or creating too (44) ___anticipation for re—wards.”
A teacher(45) ___continually draws attention to rewards or who hands(46) ___high grades for ordinary achievement ends up(47) ___ddiscouraged students，Eisenberger holds.(48) ___an example of the latter point，he notes growing efforts at major universities to tighten grading standards and restore failing(49) ___.In earlier grades，the use of so—called token economies，in(50) ___students handle challenging problems and receive performance-based points toward valued rewards，shows promise in raising effort and creativity，the Dela—ware psychologist claims.
答案及解析
參考譯文
對(duì)于像熱情的贊揚(yáng)及冰冷的現(xiàn)金等外部獎(jiǎng)勵(lì)怎樣影響人的動(dòng)力和創(chuàng)造力，心理學(xué)家們有不同的觀點(diǎn)。研究行為和結(jié)果的行為學(xué)家說(shuō)獎(jiǎng)勵(lì)可以改善工作和學(xué)習(xí)的表現(xiàn)。而研究精神生活的認(rèn)知研究者們則堅(jiān)持獎(jiǎng)勵(lì)經(jīng)常會(huì)助長(zhǎng)人們依賴他人的認(rèn)可和禮物而毀掉創(chuàng)造力。
后一種觀點(diǎn)得到了很多支持者，尤其是教育者們。但是，謹(jǐn)慎地使用小額的金錢作為獎(jiǎng)勵(lì)會(huì)激起分級(jí)學(xué)校里孩子們的創(chuàng)造力，恰當(dāng)?shù)拇碳の锎_實(shí)有助于增強(qiáng)創(chuàng)造力，這是根據(jù)《個(gè)性與社會(huì)心理》雜志的6月刊中的一項(xiàng)研究得出的結(jié)論。
“如果孩子知道他們會(huì)得到獎(jiǎng)勵(lì)并可以集中于一項(xiàng)相對(duì)有挑戰(zhàn)性的任務(wù)，他們就會(huì)顯示出最大的創(chuàng)造力來(lái)，”紐瓦克·特拉華大學(xué)的羅伯特·艾森伯格說(shuō)，“但是，如果表現(xiàn)不好也有獎(jiǎng)勵(lì)或者是對(duì)獎(jiǎng)勵(lì)的期望過(guò)高，也會(huì)扼殺創(chuàng)造力。”
艾森伯格認(rèn)為，不斷強(qiáng)調(diào)獎(jiǎng)勵(lì)或給平常成績(jī)的學(xué)生打高分的老師，最終會(huì)使學(xué)生氣餒。作為后一種觀點(diǎn)的例子，他注意到著名大學(xué)加強(qiáng)評(píng)分標(biāo)準(zhǔn)，并恢復(fù)不及格的分?jǐn)?shù)所帶來(lái)的不斷增強(qiáng)的影響力。
在低年級(jí)里使用所謂的貨幣經(jīng)濟(jì)，讓學(xué)生解決有挑戰(zhàn)性的問(wèn)題，根據(jù)表現(xiàn)得分，并最后重視獎(jiǎng)勵(lì)，會(huì)提高其努力程度和創(chuàng)造力，這位特拉華的心理學(xué)家說(shuō)。
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