1 . Babies are surrounded by human language, always listening and processing. Eventually, they put sounds together to produce a “Daddy” or a “Mama”. But what still confuses neuroscientists is exactly how the brain works to put it all together.
To figure it out, a team of researchers turned to a frequent stand-in (代替) for babies when it comes to language learning: the song-learning zebra finch. “We’ve known songbirds learn their song by first forming a memory of their father’s song or another adult’s song. Then they use that memory to guide their song learning,” said Neuroscientist Todd Roberts. “It’s been a long-term goal of the field to figure out how or where in the brain this memory is. This type of imitative learning that birds do is very similar to the type of learning that we engage in regularly—particularly when we’re young, we use it to guide our speech learning.”
Roberts and his team had a feeling that the interface (交叉区域) between sensory areas and motor areas in the brain was critical for this process, and they focused on a group of brain cells called the NIf.
“In order to prove that we could identify these circuits, we thought if we could implant a false memory.” First, they used a virus to cause the neurons (神经元) in the birds’ NIf to become sensitive to light. Then, using a tiny electrode as a flashlight, they activated (激活) the neurons. The length of each pulse of light corresponded with the amount of time the neurons would fire. And the birds’ brains interpreted that time period as the length of each note.
Soon enough, the birds began to practice the notes they had learned, even though they never really heard the sounds. Amazingly, the birds produced them in the correct social situations. The researchers say this is the first time anybody has found exactly a part of the brain necessary for generating the sorts of memories needed to copy sounds.
“This line of research is going to help us identify where in the brain we encode memories of relevant social experiences that we use to guide learning. We know that there are several neurodevelopmental disorders in people that have really far-reaching effects on this type of learning.”
1. The zebra finch is researched because its song-learning mode ________.| A．decides whether it will sing songs |
| B．helps it to say “Daddy” or “Mama” |
| C．is like the way babies learn speech |
| D．reflects its talent for imitating its father’s song |
| A．The interface in the brain. |
| B．Guidance from adults. |
| C．Imitative learning type like birds’. |
| D．The way of regular learning. |
| A．Scientists activated some neurons by using an electrode. |
| B．A bird only sings what it heard before. |
| C．The brain produces tiny electrodes. |
| D．Birds are sensitive to light. |
| A．A change in our way of listening and processing. |
| B．A chance to have relevant social experiences. |
| C．A better knowledge of the secrets of learning. |
| D．Identification of neurodevelopmental disorders. |
2 . Albert Einstein’s 1915 masterpiece “The Foundation of the General Theory of Relativity” is the first and still the best introduction to the subject, and I recommend it as such to students. But it probably wouldn’t be publishable in a scientific journal today.
Why not? After all, it would pass with flying colours the tests of correctness and significance. And while popular belief holds that the paper was incomprehensible to its first readers, in fact many papers in theoretical physics are much more difficult.
As the physicist Richard Feynman wrote, “There was a time when the newspapers said that only 12 men understood the theory of relativity. I do believe there might have been a time when only one man did, because he was the only guy who caught on, before he wrote his paper. But after people read the paper a lot understood the theory of relativity in some way or other, certainly more than 12.”
No, the problem is its style. It starts with a leisurely philosophical discussion of space and time and then continues with an exposition of known mathematics. Those two sections, which would be considered extraneous today, take up half the paper. Worse, there are zero citations of previous scientists’ work, nor are there any graphics. Those features might make a paper not even get past the first editors.
A similar process of professionalization has transformed other parts of the scientific landscape. Requests for research time at major observatories or national laboratories are more rigidly structured. And anything involving work with human subjects, or putting instruments in space, involves piles of paperwork.
We see it also in the Regeneron Science Talent Search, the Nobel Prize of high school science competitions. In the early decades of its 78-year history, the winning projects were usually the sort of clever but naive, amateurish efforts one might expect of talented beginners working on their own. Today, polished work coming out of internships(实习) at established laboratories is the norm.
These professionalizing tendencies are a natural consequence of the explosive growth of modern science. Standardization and system make it easier to manage the rapid flow of papers, applications and people. But there are serious downsides. A lot of unproductive effort goes into jumping through bureaucratic hoops(繁文缛节), and outsiders face entry barriers at every turn.
Of course, Einstein would have found his way to meeting modern standards and publishing his results. Its scientific core wouldn’t have changed, but the paper might not be the same taste to read.
1. According to Richard Feynman, Einstein’s 1915 paper ________.| A．was a classic in theoretical physics |
| B．turned out to be comprehensible |
| C．needed further improvement |
| D．attracted few professionals |
| A．Unrealistic. | B．Irrelevant. |
| C．Unattractive. | D．Imprecise. |
| A．The application of research findings. |
| B．The principle of scientific research. |
| C．The selection of young talents. |
| D．The evaluation of laboratories. |
| A．What makes Einstein great? |
| B．Will science be professionalized? |
| C．Could Einstein get published today? |
| D．How will modern science make advances? |
3 . Are you aware that every single person on this planet who has ever lived, lives now or will live, has a different perception of reality? The way each of us perceives the world is to some degree different than any other person's perception of reality. __①__ What is absolutely real and right for you may be an illusion, or nonexistent, or completely false for another!
It's important to know this. __②__ For example, the news media loves to create drama, and one of their favorite methods is to elicit(引起) fear: fear of other people, fear of the weather, fear of the economy, etc. The news media tells us how to perceive the world—and if a person takes the newscasters at their word, they perceive the world to be very dangerous and hostile. To that person，the mental images and emotions suggested by other people create a version of reality that is completely different from the reality perceived by someone who does not watch the news.
Things are not always what they seem. For most people, seeing is believing, which is why magicians, artists and marketers are so successful. Just like the TV news, they show you only what they want you to see and it is perceived as reality. But how would that reality change if you saw what went on behind the scenes or what was left out?
What's your story?
We all have a story. Over time, your story takes on a life of its own and you become your story. But who's the author and why did him put so much crap in there? All that unnecessary suffering, struggle, heartache, worry and pain... wouldn't it be better to live a story without all that? Who wants to live in a story with that much boredom and unfulfilled longings?
The story got its start when you were born, and was coauthored by you along with the influences in your life. __③__ Anytime you were influenced by someone or something, you unconsciously handed your pen over and said “Here, you write this about me.” So you are not even writing your OWN story! No one does—until they recognize that fact, and make a conscious decision to take control of the pen. You CAN write your story the way you want it to play out.
________________
It is helpful to understand how the brain takes reality and filters it to create your unique perception of reality. It's an automatic unconscious action that is based on：
● Physical experiences (which is why some optical illusions are extremely unsettling)
● Past conditioning (how you are programmed to see the world)
__④__ When you become aware of the fact that you are constructing your own reality, you can take charge and build one that is more pleasing. If you change your mind, your vibration and your intentions, you can change your circumstances! Instead of, “I am a victim of circumstance，” imprint in your mind, “I am the cocreator of my life”； Instead of, “I am sick and tired of...” imprint in your mind，“I am in control and enthusiastic about what I do”．
Raise your vibration by thinking, talking and acting more positively. As positiveness becomes a mental habit，that change will become your new inner reality, which will soon manifest in your outer reality.
The power of perception is immense. Choose to see more good than bad, more abundance than lack, more love than indifference and more success than struggle.
1. How does the author present his viewpoints in the first three paragraphs?| A．By answering questions. | B．By giving examples. |
| C．By making comparisons. | D．By drawing conclusions. |
| A．① | B．② | C．③ | D．④ |
| A．Seeing is not believing |
| B．Live up to your expectations |
| C．Change your perception and create a new reality |
| D．Physical experiences and past conditioning really count |
| A．Instructive. | B．Humorous. |
| C．Critical. | D．Ironic. |
4 . Deo had grown up barefoot in Burundi, but for a peasant boy he had done well. He was twenty-four. Until recently he had been a medical student, for three years at or near the top of his class. But he had spent the past six months on the run.
He had one friend who had seen more of the world than East Central Africa, a fellow medical student named Jean. And it was Jean who had decided that New York was where he should go. Deo was traveling on a commercial visa. Jean’s French father had written a letter identifying Deo as an employee on a mission to America. He was supposed to be going to New York to sell coffee. Deo had read up on coffee beans in case he was questioned. Jean’s father had also paid for the plane tickets. A fat book let of tickets.
He had heard of French soldiers behaving badly in Rwanda, and had even caught glimpses of them training militiamen(民兵) in the camps, but waking up and seeing a white person in the next seat wasn’t alarming. No one called him a cockroach (蟑螂). No one held a machete (大砍刀).
A voice was speaking to him. He turned and saw a policeman who seemed friendly. Deo spoke to him in French, but the man shook his head and smiled. He asked a question in what Deo guessed was English. Then a woman who had been sitting nearby got up and walked over French, at long last French, coming out of her mouth. Perhaps she could help, the woman said in French. Deo thought: “God. I’m still in your hands.” She arranged to sit next to him on the flight to New York and asked him lots of questions. Deo wanted to pay her back for helping him. So he tried to answer her questions. They talked most of the way to New York. After such long solitude (独处), it felt wonderful to talk.
When he reached Immigration the agent stared at Deo’s documents, then started asking questions in what had to be English. There was nothing to do except smile. The agent went off and came back with another man. He introduced himself to Deo in French. His name was Muhammad. He said he came from Senegal. Muhammad asked Deo the agents’ questions and also some questions of his own. For the agents, he asked Deo, “Where are you coming from?” When Deo said he had come from Burundi, Muhammad made a pained face and said to him in French, “How did you get out?”
There was no time even to attempt an answer. The agents were asking another question: Deo’s visa said he was here on business. What business?
Selling coffee beans, Deo told them through Muhammad. Just keep smiling, Deo told himself.
How much money did he have?
Two hundred dollars, Deo said with pride. The cash had been a gift from Jean. Exchanged for Burundian francs, it could have bought a lot of cows. But neither Muhammad nor the agents looked impressed.
Where was he staying?
Jean had told him he’d be asked this. A hotel, he said.
The agents laughed. A week in a hotel on two hundred dollars?
In 1994, airport security wasn’t what it soon would be. Muhammad said something in English to the agents. His words must have been the right ones, because after a few more questions, the agents shrugged at each other and let him through, into America.
He had no idea what he’d do next. After six months on the run, he was in the habit of not looking ahead. And what was there to fear? What could the man in the booth up ahead do to him? Whatever it might be, he’d already seen worse. God had taken care of him so far. And still was taking care of him, it seemed. As this serious-looking stranger, Muhammad, walked him out of Customs, he said that Deo could stay with him in New York City. But Deo would have to wait here for three hours. Muhammad worked at the airport as a baggage handler. He had to finish his shift. Could Deo wait three hours?
Only three hours? said Deo. Of course!
1. Which of the following is the reason why Deo left his hometown?| A．Jean persuaded him to go to New York. |
| B．Jean's father paid for the plane tickets for him. |
| C．He was an employee on a business mission to America. |
| D．He wanted to flee his home town to seek shelter in New York. |
| A．She arranged a seat for him. |
| B．She did the interpreting for him. |
| C．She asked the policeman to show mercy to him. |
| D．She talked with him which made him feel less lonely. |
| A．God is toying with him. | B．God is taking him under his wing. |
| C．He is at the mercy of God. | D．He can’t break away from God. |
| A．happy | B．sympathetic |
| C．terrified | D．relieved |
| A．he was a white person |
| B．he was brave and optimistic |
| C．he had a good academic performance |
| D．he was grateful to those who had helped him |
| A．Selling coffee beans in NewYork. |
| B．Turning to Jean’s father for help. |
| C．Being reduced to a beggar in the street. |
| D．Making a living in New York with Muhammad’s help. |
5 . If spending is a measure of what matters, then the people of the developing world place a high value on brains. While private spending on education has not changed much in the rich world in the past ten years, in China and India it has more than doubled. Since brainpower is the primary generator of progress, this burst of enthusiasm for investing in private education is excellent news for the world. But not everybody is delighted. Because private education increases inequality, some governments are trying to stop its advance. That’s wrong: they should welcome it, and spread its benefits more widely.
① Education used to be provided by religious institutions or entrepreneurs. But when governments, starting in Prussia in the 18th century, got into the business of nation-building, they realized they could use education to shape young minds. As state systems grew, private schooling was left to the elite and the pious(虔诚的). Now it is enjoying popularity again, for several reasons. Incomes are rising, especially among the better off, at the same time as birth rates are falling. In China the former one-child policy means that six people---two parents and four grandparents---can pour money into educating a single child.
② All over the developing world, people want more or better education than governments provide. Where cities are growing at unmanageable speed, the private education is taking up the slack. In India the private education now educates nearly half of all children, in Pakistan more than a third, and in both countries the state education is shrinking. Even where the state does pretty well, as in East Asia, richer people still want better schooling for their children than the masses get. Thus, Vietnam, which has an outstanding state-school system for a poor country, measured by its performance in the OECD’s PISA test, also has the fastest-growing private education.
③ In most ways, this is an excellent thing, because the world is getting more and better schooling.
In rich countries, once the background and ability of the children who attend private schools are taken into account, their exams results are about the same as those in the state education. But in developing countries private schools are better---and much more efficient. A study of eight Indian states found that, in terms of learning outcomes per rupee, private schools were between 1.5 times and 29 times more cost-effective than state schools.
④ They tend to sort children by income, herding richer ones towards better schools that will enhance their already superior life chances. That is one reason why many governments are troubled by their rise.
Governments are right to worry about private education’s contribution to inequality, but they are wrong to discourage its growth. Governments should instead focus on improving the public education by mimicking(模仿) the private education’s virtues. Freedom from independent management is at the root of its superior performance and greater efficiency. Governments should therefore do their best to give school principals more freedom to innovate and to fire underperforming teachers.
To spread the benefit of private schools more widely, governments should work with them, paying for education through vouchers(代金券) which children can spend in private schools. And vouchers should be limited to students in non-selective schools that do not charge top-up fees; otherwise governments will find themselves helping the better off and increasing inequality.
The world faces plenty of problems. Governments should stop behaving as though private education were one of them. It will, rather, increase the chances of finding solutions.
1. What do we know about private education?| A．More developed countries enjoy it. |
| B．It attracts more and more investment. |
| C．Public education will replace it in the future. |
| D．It has helped governments to remove inequality |
| A．Filling the gap. | B．Setting the place. |
| C．Breaking the balance. | D．Avoiding the risk. |
| A．The population in Vietnam is shrinking dramatically. |
| B．Its state education is worse than other developing countries. |
| C．Some people want better education for their children than others. |
| D．The government intends private education to shape young minds. |
| A．① | B．② | C．③ | D．④ |
| A．Train school principals. | B．Sell vouchers to children. |
| C．learn from private education. | D．Fire underperforming teachers. |
| A．Private education should be based on state education. |
| B．Private education should be targeted at well-off families. |
| C．Governments should prevent the spread of private education. |
| D．Governments should celebrate the popularity of private education. |
