《高考英语专题复习说明文阅读高分技巧课后练习新人教》由会员分享，可在线阅读，更多相关《高考英语专题复习说明文阅读高分技巧课后练习新人教（5页珍藏版）》请在金锄头文库上搜索。
1、说明文阅读高分技巧专项练习AMost damagingly, anger weakens a persons ability to think clearly and keep control over his behavior. The angry person loses objectivity in evaluating the emotional significance of the person or situation that arouses his anger.Not everyone experiences anger in the same way; what anger
2、s one person may amuse another. The specific expression of anger also differs from person to person based on biological and cultural forces. In contemporary culture, physical expressions of anger are generally considered too socially harmful to be tolerated. We no longer regard duels(决斗) as an appro
3、priate expression of anger resulting from one persons awareness of insulting behavior on the part of another.Anger can be identified in the brain, where the electrical activity changes. Under most conditions EEG (脑电图) measures of electrical activity show balanced activity between the right and left
4、prefrontal (额叶前部) areas. Behaviorally this corresponds to the general even-handed disposition (意向) that most of us possess most of the time. But when we are angry the EEG of the right and left prefrontal areas arent balanced and as a result of this, were likely to react. And our behavioral response
5、to anger is different from our response to other emotions, whether positive or negative.Most positive emotions are associated with approach behavior: we move closer to people we like. Most negative emotions, in contrast, are associated with avoidance behavior: we move away from people and things tha
6、t we dislike or that make us anxious. But anger is an exception to this pattern. The angrier we are，the more likely we are to move towards the object of our anger. This corresponds to what psychologists refer to as offensive anger: the angry person moves closer in order to influence and control the
7、person or situation causing his anger. This approach-and-confront behavior is accompanied by a leftward prefrontal asymmetry (不对称) of EEG activity. Interestingly, this asymmetry lessens if the angry person can experience empathy (同感) towards the individual who is bringing forth the angry response. I
8、n defensive anger, in contrast, the EEG asymmetry is directed to the right and the angry person feels helpless in the face of the anger-inspiring situation.1. The duels example in Paragraph 2 proves that the expression of anger_.A. usually has a biological basisB. varies among peopleC. is socially a
9、nd culturally shapedD. influences ones thinking and evaluation2.What changes can be found in an angry brain?A.Balanced electrical activity can be spotted.B.Unbalanced patterns are found in prefrontal areas.C.Electrical activity corresponds to ones behaviour.D.Electrical activity agrees with ones dis
10、position.3.Which of the following is typical of offensive anger?A. Approaching the source of anger.B. Trying to control what is disliked.C. Moving away from what is disliked.D. Feeling helpless in the face of anger.4.What is the key message of the last paragraph?A. How anger differs from other emoti
11、ons. B. How anger relates to other emotions.C. Behavioral responses to anger.D. Behavioral patterns of anger.BWorking with a group of baboons (狒狒) in the Namibian desert, Dr. Alecia Carter of the Department of Zoology, Cambridge University set baboons learning tasks involving a novel food and a fami
12、liar food hidden in a box. Some baboons were given the chance to watch another baboon who already knew how to solve the task, while others had to learn for themselves. To work out how brave or anxious the baboons were, Dr. Carter presented them either with a novel food or a threat in the form of a m
13、odel of a poisonous snake.She found that personality had a major impact on learning. The braver baboons learnt, but the shy ones did not learn the task although they watched the baboon perform the task of finding the novel food just as long as the brave ones did. In effect, despite being made aware
14、of what to do, they were still too shy to do what the experienced baboon did.The same held true for anxious baboons compared with calm ones. The anxious individuals learnt the task by observing others while those who were relaxed did not, even though they spent more time watching.This mismatch betwe
15、en collecting social information and using it shows that personality plays a key role in social learning in animals, something that has previously been ignored in studies on how animals learn to do things. The findings are significant because they suggest that animals may perform poorly in cognitive
16、 (认知的) tasks not because they arent clever enough to solve them, but because they are too shy or nervous to use the social information. The findings may impact how we understand the formation of culture in societies through social learning. If some individuals are unable to get information from others because they dont associate with the knowledgeable individuals, or they are too shy to use the informati
