1 . The Stanford marshmallow (棉花糖) test was originally conducted by psychologist Walter Mischel in the late 1960s. Children aged four to six at a nursery school were placed in a room. A single sugary treat, selected by the child, was placed on a table. Each child was told if they waited for 15 minutes before eating the treat, they would be given a second treat. Then they were left alone in the room. Follow-up studies with the children later in life showed a connection between an ability to wait long enough to obtain a second treat and various forms of success.
As adults we face a version of the marshmallow test every day. We’re not tempted by sugary treats, but by our computers, phones, and tablets — all the devices that connect us to the global delivery system for various types of information that do to us what marshmallows do to preschoolers.
We are tempted by sugary treats because our ancestors lived in a calorie-poor world, and our brains developed a response mechanism to these treats that reflected their value — a feeling of reward and satisfaction. But as we’ve reshaped the world around us, dramatically reducing the cost and effort involved in obtaining calories, we still have the same brains we had thousands of years ago, and this mismatch is at the heart of why so many of us struggle to resist tempting foods that we know we shouldn’t eat.
A similar process is at work in our response to information. Our formative environment as a species was information-poor, so our brains developed a mechanism that prized new information. But global connectivity has greatly changed our information environment. We are now ceaselessly bombarded (轰炸) with new information. Therefore, just as we need to be more thoughtful about our caloric consumption, we also need to be more thoughtful about our information consumption, resisting the temptation of the mental “junk food” in order to manage our time most effectively.
1. What did the children need to do to get a second treat in Mischel’s test?| A．Take an examination alone. | B．Share their treats with others. |
| C．Delay eating for fifteen minutes. | D．Show respect for the researchers. |
| A．the calorie-poor world and our good appetites | B．the shortage of sugar and our nutritional needs |
| C．the tempting foods and our efforts to keep fit | D．the rich food supply and our unchanged brains |
| A．Be selective information consumers. | B．Absorb new information readily. |
| C．Use diverse information sources. | D．Protect the information environment. |
| A．Eat Less, Read More | B．The Later, the Better |
| C．The Marshmallow Test for Grownups | D．The Bitter Truth about Early Humans |
2 . On September 7, 1991, the costliest hailstorm (雹暴) in Canadian history hit Calgary’s southern suburbs. As a result, since 1996 a group of insurance companies have spent about $2 million per year on the Alberta Hail Suppression Project. Airplanes seed threatening storm cells with a chemical to make small ice crystals fall as rain before they can grow into dangerous hailstones. But farmers in east-central Alberta — downwind of the hail project flights — worry that precious moisture (水分) is being stolen from their thirsty land by the cloud seeding.
Norman Stienwand, who farms in that area, has been addressing public meetings on this issue for years. “Basically, the provincial government is letting the insurance companies protect the Calgary-Edmonton urban area from hail,” Mr. Stienwand says, “but they’re increasing drought risk as far east as Saskatchewan.”
The Alberta hail project is managed by Terry Krauss, a cloud physicist who works for Weather Modification Inc. of Fargo, North Dakota. “We affect only a very small percentage of the total moisture in the air, so we cannot be causing drought.” Dr. Krauss says. “In fact, we may be helping increase the moisture downwind by creating wetter ground.”
One doubter about the safety of cloud seeding is Chuck Doswell, a research scientist who just retired from the University of Oklahoma. “In 1999, I personally saw significant tornadoes form from a seeded storm cell in Kansas,” Dr. Doswell says. “Does cloud seeding create killer storms or reduce moisture downwind? No one really knows, of course, but the seeding goes on.”
Given the degree of doubt, Mr. Stienwand suggests, “It would be wise to stop cloud seeding.” In practice, doubt has had the opposite effect. Due to the lack of scientific proof concerning their impacts, no one has succeeded in winning a lawsuit against cloud-seeding companies. Hence, private climate engineering can proceed in relative legal safety.
1. What does the project aim to do?| A．Conserve moisture in the soil. | B．Forecast disastrous hailstorms. |
| C．Prevent the formation of hailstones. | D．Investigate chemical use in farming. |
| A．Managers of insurance companies. | B．Farmers in east-central Alberta. |
| C．Provincial government officials. | D．Residents of Calgary and Edmonton. |
| A．To compare different kinds of seeding methods. | B．To illustrate the development of big hailstorms. |
| C．To show the link between storms and moisture. | D．To indicate a possible danger of cloud seeding. |
| A．Scientific studies have proved Stienwand right. | B．Cloud-seeding companies will continue to exist. |
| C．The doubt about cloud seeding has disappeared. | D．Private climate engineering is illegal in Canada. |
1. What does Linda do for plays and shows?
| A．She gives actors advice. |
| B．She assigns roles to actors. |
| C．She designs actors’ clothes. |
| A．The setting of the story. |
| B．The decoration of the stage. |
| C．The names of the characters. |
| A．The director. | B．The editor. | C．The photographer. |
| A．It pays very well. |
| B．It requires team effort. |
| C．It involves frequent travel. |
| A．A computer technician. |
| B．A hotel receptionist. |
| C．A shop assistant. |
1. What course does Professor Brooks teach?
| A．Public Speaking. |
| B．European History. |
| C．English Literature. |
| A．To sign up for his course. |
| B．To ask for a make-up test. |
| C．To discuss her homework. |
| A．Confused. | B．Worried. | C．Disappointed. |
1. What caused the closure of Pittwater Road?
| A．A fallen tree. | B．A flooded river. | C．A car accident. |
| A．A police officer got hurt. |
| B．A passenger went missing. |
| C．The station roof was broken. |
| A．Drive at low speed. |
| B．Postpone their trips. |
| C．Follow traffic signs. |
1. What does Kevin think of abstract art?
| A．It has lasting artistic value. |
| B．It makes little sense to him. |
| C．It appeals mainly to children. |
| A．Hopefulness. | B．Nervousness. | C．Coldness. |
| A．Green. | B．Purple. | C．Red. |
| A．Attend an art class. |
| B．Visit an exhibition. |
| C．Buy an abstract painting. |
| A．By plane. | B．By car. | C．By train. |
1. What does the man want to do before noon?
| A．Post a letter. | B．Make a card. | C．Write an email. |
| A．Richard’s. | B．Sarah’s. | C．Vera’s. |
