阅读理解练习模拟。
Passage 3
For some time past it has been widely accepted that babies—and other creatures—learn to do things because certain acts lead to "rewards"; and there is no reason to doubt that this is true. But it used also to be widely believed that effective rewards, at least in the early stages, had to be directly related to such basic physiological "drives" as thirst or hunger. In other words, a baby would learn if he got food or drink, some sort of physical comfort, not otherwise.
It is now clear that this is not so. Babies will learn to behave in ways that produce results in the world with no reward except the successful outcome.
Papousek began his studies by using milk in the normal way to "reward" the babies and so teach them to carry out some simple movements, such as turning the head to one side or the other. Then he noticed that a baby who had had enough to drink would refuse the milk but would still go on making the learned response with clear signs of pleasure. So he began to study the children's response in situation where no milk was provideD.He quickly found that children as young as four months would learn to turn their heads to right or left if the movement "switched on" a display of lights - and indeed that they were capable of learning quite complex turns to bring about this result, for instance, two left or two right, or even to make as many as three turns to one side.
Papousek's light display was placed directly in front of the babies and he made the interesting observation that sometimes they would turn back to watch the lights closely although they would "smile and bubble" when the display came on. Papousek concluded that it was not primarily the sight of the lights that pleased them, it was the success they were achieving in solving the problem, in mastering the skill, and that there exists a fundamental human urge to make sense of the world and bring it under intentional control.
11. According to the author, babies learn to do things which .
A.are directly related to pleasure
B. will meet their physical needs
C. will bring them a feeling of success
D.will satisfy their curiosity
12. Papousek noticed in his studies that a baby .
A.would make learned response when it saw the milk
B. would carry out learned movements when it had enough to drink
C. would continue the simple movements without being given milk
D.would turn its head to right or left when it had enough to drinkf.
13. In Papousek's experiment babies make learned movements of the head in order to .
A.have the lights turned on
B. be rewarded with milk
C. please their parents
D.be praised
14. The babies would "smile and bubble" at the lights because .
A.the lights were directly related to some basic "drives"
B. the sight of the lights was interesting
C. they need not turn back to watch the lights
D.they succeeded in "switching on" the lights
15. According to Papousek, the pleasure babies get in achieving something is a reflection of .
A.a basic human desire to understand and control the world
B. the satisfaction of certain physiological needs
C. their strong desire to solve complex problems
D.a fundamental human urge to display their learned skills
Passage 4
In recent years many countries of the world have been faced with the problem of how to make their workers more productive. Some experts claim the answer is to make jobs more varieD.But do more varied jobs lead to greater productivity? There is evidence to suggest that while variety certainly makes the workers' life more enjoyable, it does not actually make him work harder. As far as increasing productivity is concerned, the variety is not an important factor.
Other experts feel that giving the worker freedom to do his job in his own way is important and there is no doubt that this is true. The problem is that this kind of freedom cannot easily be given in the modern factory with its complicated machinery which must be used in a fixed way. Thus while freedom of choice may be important, there is usually very little that can be done to create it. Another important consideration is how much each worker contributes to the product he is making. In most factories the worker sees only one small part of the product. Some car factories are now experimenting with having many small production lines rather than one large one, so that each worker contributes more to the production of the cars on his line. It would seem that not only is the degree of workers' contribution an important factor, therefore, but it is also one we can do something about.
To what extent more money led to greater productivity? The workers themselves certainly think this is important. But perhaps they want more money only because the work they do is so boring. Money just lets them enjoy their spare time more. A similar argument may explain demands for shorter working hours. Perhaps if we succeed in making their jobs more interesting, they will neither want more money, nor will shorter working hours be so important to them.
16. Which of these possible factors leading to greater productivity is not true?
A.To make jobs more varied.
B. To give the worker freedom to do his job in his own way.
C. Degree of work contribution.
D.Demands for longer working hours.
17. Why workers want more money?
A.Because their jobs are too boring.
B. In order to enjoy more spare time.
C. To make their jobs more interesting.
D.To demand shorter working hours.
18. The last sentence in this passage means that if we succeed in making workers' jobs more interesting .
A.they will want more money
B. they will demand shorter working hours
C. more money and shorter working hours are important factors
D.more money and shorter working hours will not be so important to them
19. In this passage, the author tells us .
A.how to make the workers more productive
B. possible factors leading to greater efficiency
C. to what extent more money lead to greater productivity
D.how to make workers' jobs more interesting
20. The author of this passage is probably a .
A.teacher
B. worker
C. manager
D.physicist
