1 . We recognize our friends’ faces. And we’re not alone. Many social animals can identify individuals of their own species by features of their faces. That's important, because they need to be able to change their behavior depending on who they meet. And a recent research has shown that some species of monkeys, birds, and domesticated (家养的) animals can even tell different faces apart by looking at photographs alone.
Ethologist Léa Lansade of the French National Research Institute for Agriculture, Food and Environment did an experiment to find out how well horses can recognize individual people in photographs.
She and her team first taught the horses how to “choose” between two side-by-side pictures by touching their noses to a computer screen. The horses were then shown photos of their present keeper alongside faces of unfamiliar humans. They had never seen photos of any of the people before. The horses correctly identified their current keeper and ignored (忽视) the stranger’s face about 75%of the time. In fact, even though the horses didn't get it right every single time, they were at least as correct in picking out their earlier keeper as they were at identifying their present one.
The results suggest that not only can horses differentiate between familiar and unfamiliar human faces, they also naturally understand that photographs are two dimensional representations (二维呈现) of real life, without any other intimations such as smell or sound. And they’re even better at this than our oldest animal parter, the domestic dog.
In addition, horses seem to have a strong long-term memory for human faces, like their long lifespan and history of domestication. In future experiments, the researchers would like to test whether looking at photos of people that they have had bad experiences with in the past might cause horses to act anxious or even avoidance. So maybe think twice before doing anything that might give a horse a long face.
1. Why did researchers show the horses both the keeper’s photos and the strangers’?| A．To find out what horses would do in the experiment. |
| B．To see why horses could recognize the keeper in the pictures. |
| C．To test whether horses could recognize the strangers in pictures. |
| D．To study to what degree horses can make out different people in pictures. |
| A．Clues. | B．Differences. |
| C．Photographs. | D．Senses. |
| A．Whether horses can live longer than other animals. |
| B．Whether horses can remember human's faces for a long time. |
| C．Whether horses can show their emotions at the sight of photos. |
| D．Whether horses are better at recognizing photos than other animals. |
| A．To talk about animals’ species. |
| B．To explain animals’ facial features. |
| C．To show animals’ behaviour for adaptation. |
| D．To introduce animals’ ability to identifying faces. |
2 . Time and how we experience it have always puzzled us. Physicists have created fascinating theories, but their time is measured by a pendulum (钟摆) and is not psychological time, which leaps with little regard to the clock or calendar. As someone who understood the distinction observed, ''When you sit with a nice girl for two hours it seems like a minute, but when you sit on a hot stove, a minute seems like two hours. ''
Psychologists have long noticed that larger units of time, such as months and years, fly on swifter wings as we age. They also note that the more time is structured with schedules and appointments, the more rapidly it seems to pass. For example, a day at the office flies compared with a day at the beach.
Expectation and familiarity also make time seem to flow more rapidly. Almost all of us have had the experience of driving somewhere we've never been before. Surrounded by unfamiliar scenery, with no real idea of when we’ll arrive, we experience the trip as lasing a long time. But the return trip, although exactly as long, seems to take far less time. The novelty of the outward journey has become routine.
When days become as identical as beads (小珠子)on a string, they mix together, and even months become a single day. To counter this, try to find ways to interrupt the structure of your day-- to stop time, so to speak.
Learning something new is one of the ways to slow the passage of time. One of the reasons the days of our youth seems to be full and long is that these are the days of learning and discovery. For many of us, learning ends when we leave school, but this doesn't have to be.
1. What is the underlined sentence in paragraph 1 used to show?| A．Psychological time is quite puzzling. |
| B．Time should not be measured by a pendulum. |
| C．Physical time is different from psychological time |
| D．Physical theory has nothing to do with the true sense of time |
| A．Our sense of time changes. |
| B．We spend less time at the beach |
| C．More time is structured and scheduled |
| D．Time is structured with too many appointments. |
| A．excitement | B．unfamiliarity | C．imagination | D．amusement |
| A．To give various explanations about time |
| B．To describe how we experience time physically |
| C．To show the differences of two kinds of time |
| D．To explain why time flies and how to slow it down |
3 . The effect of artificial intelligence（AI）will be felt across various industries，and advertising is no different．From programmatic buying to e﹣commerce，AI is already changing how brands connect with consumers．The real future of AI in advertising will rely on people working together to create experiences which bring real value to consumers．
"Brands don't just exist because of what they say but because of what they do．They must create new customer interactions（互动），"says Ogilvy Consulting Senior Partner Pierre Robinet．"These interactions have to be useful，sharable and personal，providing an essential service at the right moment and in the right place．"
It is predicted that by 2020，85 per cent of customer interactions will be managed without the need for a human being．This presents a fantastic opportunity to rethink customer strategy（策略）．How do we connect with an AI﹣empowered customer who speaks more than he writes，who uses his face and fingers to interact with his devices，who prizes a hassle﹣free experience？
"AI is going to influence the revenue（收益）structure of any company，"says Robinet．"Sellers are always trying to be more exact in predicting which product you want to get from their platform．Amazon is already moving goods into their warehouses（仓库）based entirely on predictive demand，moving the model from'shopping then delivery'to'delivery then shopping．'"We are presently in an exciting period of experimentation，where brands and marketers are exploring the different possibilities and applications of AI．Decision﹣makers now must figure out how AI can influence business models and be a driver of growth．
In order to overcome fear and mistrust of issues like the mishandling of data，Robinet believes that each and every consumer should be equipped to understand these technologies so they can make a wise decision．"On one side，we need more fairness and ethics（道德标准）in AI，as well as specific frameworks and rules to do so，"he says．"While on the other，we need to give people the right tools，services and education，and motivate them to share their data．"
1. What is the author's attitude towards using AI in advertising？| A．Cautious． |
| B．Favourable． |
| C．Doubtful． |
| D．Worried． |
| A．Real﹣life． |
| B．First﹣hand． |
| C．Convenient． |
| D．Professional． |
| A．To show AI can help entirely reshape business models． |
| B．To explain sellers always know customers better． |
| C．To prove consumers are likely to interact with machines． |
| D．To show AI can free people from tough jobs． |
| A．People's fear of AI is increasing． |
| B．AI can help people make decisions． |
| C．More and more people are unwilling to share their data． |
| D．People must know AI well before they accept it． |
4 . Working out can help teenagers boost their grades, a new study suggests. Adolescents who routinely engaged in moderate to vigorous（剧烈的）exercise showed long-term improvements in their academic performance, the British Journal of Sports Medicine study reported.
“Our study suggests that the effect of physical activity may be quite large,” John Reilly, a professor at the University of Strathclyde said. The researchers looked at a sample of about 5000 children who were involved in a long-term study that tracks children born in the UK between 1991 and 1992. When children reached 11 years old, their daily physical activity levels were measured using an accelerometer（加速器）for three to seven days. The device, similar to a pedometer（计步器）tracking the number of steps taken, recorded the average time children exercised, which was 29 minutes a day for boys and 18 for girls.
“The actual levels of daily physical activity at age 11 were quite low,” Mr. Reilly noted. The children had their academic performance tested at ages 11 and 13 with compulsory national tests for students, and also at 15 or 16 with the General Certificate of Secondary Education (GCSE) exam. The tests assessed the children’s abilities in English, math and science subjects. The results showed that the more children participated in moderate to vigorous physical activity, the higher their test scores were at age 11 in all three subjects. For girls, science scores were most strongly linked to exercise.
When children were tested again at age 13, their academic scores were still linked to how much they had exercised when they were 11 years old. By the time the youngsters took the GCSE exam, each 17-minute-per‑day increase in physical activity for the boys was linked to an improvement in their scores. Every additional 12-minute increase a day in exercise for the girls was also linked to an increased score, especially in the science category.
The researchers have called for more studies to look at the possible academic benefits that could be derived if students exercised the recommended 60 minutes or more a day.
1. What’s the study about?| A．The influence of exercise on students’ scores. |
| B．The secrets of students’ ranking high in class. |
| C．The causes of students’ participating in sports. |
| D．The ways of improving students’ physical conditions. |
| A．To record how long students exercise. |
| B．To record the walking speed of students. |
| C．To record how many steps students walk. |
| D．To record the number of calories students consume. |
| A．Students at age 11 do more exercise than at other ages. |
| B．Boys at age 13 get more benefits by doing more exercise. |
| C．Girls’ science scores are more closely related to exercise. |
| D．More and more students do exercise to improve their scores. |
| A．adopted. | B．acquired. |
| C．concluded. | D．displayed. |
5 . Even a small increase in light activity such as washing dishes, or walking around the house might help prevent an early death among older adults, researchers say.
“It is important for elderly people, who might not be able to do much moderate intensity（强度）activity, that just moving around and doing light intensity activity will have strong effects and is beneficial,” said Ulf Ekelund, who led the research.
Published in the BMJ, the latest research was based on a review of eight studies involving a total of more than 36,000 people with an average age of almost 63 years. Participants were followed for five to six years; 2,149 deaths were recorded. All of the studies involved monitoring the physical activity of individuals who had activity trackers, and the studies did not rely on self-reporting, which, the experts noted, could be unreliable.
For each study participants were split into four equal-sized groups, based on the total amount of time spent actively, and the risk of death assessed, taking into account factors such as age, sex, body mass index, and socioeconomic status. This was then repeated for an amount of activity at different levels of intensity. The results were analyzed together to give an overview. The team found a greater amount of activity was linked to a lower risk of death. The results held for different intensities of activity. The team said the study supported the message “sit less and move more and more often”.
However, the study had limitations. It only looked at the situation for middle age and older adults, most of whom lived in the US or Europe, and some of the effect could be due to those people with a higher risk of death being less likely to be related to physical activity. Physical activity levels also were only measured over one period of time.
Dr Gavin Sandercock, from the University of Essex, said the results suggested moving more brought bigger benefits than simply reducing the time of sitting, another factor measured in the study.
“This study reinforces the important message that getting the least active people to do even just a little bit more physical activity can have important public health benefits,” he said.
1. Which of the following may Ulf Ekelund suggest elderly people do?| A．Lying on the sofa reading. |
| B．Doing a little gentle gardening. |
| C．Going out to hike with friends. |
| D．Playing basketball sometimes. |
| A．It lasted about 8 years. |
| B．The researchers admitted they used fake data. |
| C．The participants didn't include younger people. |
| D．Some participants died because of doing too much physical activity |
| A．Doubtful | B．Critical |
| C．Supportive | D．Neutral |
| A．Highlights | B．Conveys |
| C．Excludes | D．Denies |
6 . Learning is so complex that there are many different psychological theories to explain how people learn. A psychologist named Albert Bandura suggested a social learning theory which shows that observation, imitation (模仿), and modeling play a primary role in this process.
In Albert Bandura’s opinion, people can learn through observation. Observational learning doesn’t even necessarily require watching another person join in an activity. We can also learn by reading, hearing, or watching the actions of characters in books and films. However, just observing someone else’s actions isn’t always enough to lead to learning. Your own mental state also plays an important role in determining whether a behavior is learned or not. In addition, though in many cases, learning can be seen immediately when the new behavior is displayed, yet sometimes we can learn things even though that learning might not be immediately obvious, which means people can learn new information without showing new behaviors.
Not all observed behaviors are effectively learned. Certain requirements need to be related to the observational learning process. For example, you need to be paying attention. Also your retention is an important part of observational learning as you need to pull up information later and act on it during the process. Once you’ve paid attention to the model and kept the information, it’s time to actually perform the behavior you observed. Further practice of the learned behavior leads to improvement. Finally, you have to be motivated to imitate the behavior that has been modeled.
Social learning theory have many real-world applications. For example, researchers employ it to look into and understand ways that positive role models can be used to encourage desirable behaviors. Besides, it’s also applied in the field of education, and today, both teachers and parents recognize how important it is to model appropriate behaviors.
1. What can we infer about observational learning from Paragraph 2?| A．Its effects on a person tend to be very obvious. |
| B．Its effectiveness is determined by the mental state. |
| C．Its most useful means should be careful watching. |
| D．It doesn’t necessarily lead to a change in behavior. |
| A．Curiosity. | B．Creativity. |
| C．Memory. | D．Imagination. |
| A．Learn to be judgmental. | B．Look for a motivator. |
| C．Try to be imaginative. | D．Focus on the process. |
| A．was doubted at first | B．remains to be tested |
| C．is of practical use | D．is based on experiments |
Proudly reading my words, I glanced around the room, only to find my classmates bearing big smiles on their faces and tears in their eyes. Confused, I glanced toward my stone-faced teacher. Having no choice, I slowly raised the report I had slaved over, hoping to hide myself. “What could be causing everyone to act this way?”
Quickly, I flashed back to the day Miss Lancelot gave me the task. This was the first real task I received in my new school. It seemed simple: go on the Internet and find information about a man named George Washington. Since my idea of history came from an ancient teacher in my home country, I had never heard of that name before. As I searched the name of this fellow, it became evident that there were two people bearing the same name who looked completely different! One invented hundreds of uses for peanuts, while the other led some sort of army across America. I stared at the screen, wondering which one my teacher meant. I called my grandfather for a golden piece of advice; flip (掷) a coin. Heads—the commander, and tails—the peanuts guy. Ah! Tails, my report would be about the great man who invented peanut butter, George Washington Carver.
Weeks later, standing before this unfriendly mass, I was totally lost. Oh well, I lowered the paper and sat down at my desk, burning to find out what I had done wrong. As a classmate began his report, it all became clear, “My report is on George Washington, the man who started the American Revolution.” The whole world became quite! How could I know that she meant that George Washington?
Obviously, my grade was awful. Heartbroken but fearless, I decided to turn this around. I talked to Miss Lancelot, but she insisted: No re-dos; no new grade. I felt that the punishment was not justified, and I believed I deserved a second chance. Consequently, I threw myself heartily into my work for the rest of the school year. Ten months later, that chance unfolded as I found myself sitting in the headmaster’s office with my grandfather, now having an entirely different conversation. I smiled and flashed back to the embarrassing moment at the beginning of the year as the headmaster informed me of my option to skip the sixth grade. Justice is sweet!
1. What did the author’s classmates think about his report?
| A．Controversial. | B．Ridiculous. |
| C．Boring. | D．Puzzling. |
| A．He was unfamiliar with American history. |
| B．He followed the advice and flipped a coin. |
| C．He forgot his teacher’s instruction. |
| D．He was new at the school. |
| A．annoyed | B．ashamed |
| C．ready | D．eager |
| A．by redoing his task |
| B．through his own efforts |
| C．with the help of his grandfather |
| D．under the guidance of his headmaster |
