GRE试题六(2)

（单词翻译:单击）

17.The primary purpose of the passage is to
(A) reconcile two opposing theories
(B) compare two different explanations for a phe-
nomenon
(C) describe experimental research that appears to
support an unpopular theory
(D) present evidence that may help to resolve an
apparent contradiction
(E) describe a hypothesis that has cause a con-
troversy

18.It can be inferred from the passage that the author
would most likely describe the "additional evidence"
(line 12) provided by experiments with adrenergic
antagonists¹ as
(A) revolutionary
(B) disappointing
(C) incomplete
(D) unexpected
(E) corroborative²

19.The passage provides information about which of the
following topics?
(A) The mechanism³ by which glucose⁴ affects memory
storage
(B) The evidence that prompted scientist to test the
effects of adrenaline on memory regulation
(C) The reason that the effects of glucose on memory
were tested
(D) The ways that memory storage modifies the struc-
ture of the brain
(E) The kinds of training used to test memory enhance-
ment in rats

20.The author refers to the results of the experiment using
adrenergic antagonists as "negative findings" (line 13)
most likely because the adrenergic antagonists
(A) failed to disrupt adrenaline’s effect on memory
(B) did not affect glucose’s ability to enhance memory.
(C) did not block adrenaline’s ability to increase blood
glucose levels
(D) only partially⁵ affected⁶ adrenaline’s ability to
enhance memory
(E) disrupted both adrenaline’s and glucose’s effect
on memory

The age at which young children begin to make moral
discriminations about harmful actions committed against
themselves or others has been the focus of recent research
into the moral development of children. Until recently,
(5)child psychologists supported pioneer developmentalist Jean.
Piaget in his hypothesis that because of their immaturity⁷,
children under age seven do not take into account the inten-
tions of a person committing accidental or deliberate harm,
but rather simply assign punishment for transgressions⁹ on
(10)the basis of the magnitude of the negative consequences
caused. According to Piaget, children under age seven
occupy the first stage of moral development, which is char-
acterized by moral absolutism (rules made by authorities
must be obeyed) and imminent¹⁰ justice (if rules are broken,
(15)punishment will be meted¹¹ out). Until young children mature,
their moral judgments¹² are based entirely¹³ on the effect
rather than the cause of a transgression⁸. However, in recent
research, Keasey found that six- year-old children not only
distinguish between accidental and intentional¹⁴ harm, but
(20)also judge intentional harm as naughtier, regardless of the
amount of damage produced. Both of these findings seem
to indicate that children, at an earlier age than Piaget
claimed, advance into the second stage of moral develop-
ment, moral autonomy, in which they accept social rules 

(25)but view them as more arbitrary than do children in the
first stage.
Keasey’s research raises two key questions for develop-
mental psychologists about children under age seven: do
they recognize justifications¹⁵ for harmful actions, and do
(30)they make distinctions between harmful acts that are pre-
ventable and those acts that have unforeseen harmful con-
sequences? Studies indicate that justifications excusing
harmful actions might include public duty,self-defense, and
provocation¹⁶. For example, Nesdale and Rule concluded that
(35)children were capable of considering whether or not an
aggressor’s action was justified¹⁷ by public duty: five year
olds reacted very differently to "Bonnie wrecks¹⁸ Ann’s
pretend house" depending on whether Bonnie did it "so
somebody won’t fall over it" or because Bonnie wanted "to
(40)make Ann feel bad."Thus, a child of five begins to under-
stand that certain harmful actions, though intentional, can
be justified; the constraints¹⁹ of moral absolutism no longer
solely²⁰ guide their judgments.
Psychologists have determined²¹ that during kindergarten
(45)children learn to make subtle distinctions involving harm.
Darley observed that among acts involving unintentional
harm, six-year-old children just entering kindergarten could
not differentiate²² between foreseeable, and thus preventable,
harm and unforeseeable harm for which the perpetrator
(50)cannot be blamed. Seven months later, however, Darley
found that these same children could make both distinc-
tions, thus demonstrating that they had become morally
autonomous²³.

21.Which of the following best describes the passage as
a whole?
(A) An outline for future research
(B) An expanded definition of commonly misunder-
stood terms
(C) An analysis of a dispute between two theorists
(D) A discussion of research findings in an ongoing²⁴
inquiry²⁵
(E) A confirmation²⁶ of an established authority’s theory

22.According to the passage, Darley found that after seven
months of kindergarten six year olds acquired which of
the following abilities?
(A) Differentiating between foreseeable and unforesee-
able harm
(B) Identifying with the perpetrator of a harmful action
(C) Justifying harmful actions that result from provo-
cation
(D) Evaluating the magnitude of negative consequences
resulting from the breaking of rules
(E) Recognizing the difference between moral absolu-
tism and moral autonomy