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1、2022年考博英语-云南大学考前模拟强化练习题（附答案详解）1. 单选题Jonathan is （ ）in his research field; no other contemporary researchers can command the same respect.问题1选项A.headstrongB.preeminentC.flamboyantD.anachronistic【答案】B【解析】形容词词义辨析。Headstrong “任性的，顽固的”； preeminent “卓越的，超群的”；flamboyant “艳丽的，炫耀的” anachronistic “过时的，时代错误的”。
2、句意：乔纳森在他的研究领域是卓越的;没有其他当代研究者能获得同样的尊重。选项B符合题意。2. 单选题The village moved further and further away from the city；as a result, links with the outside community have（ ）.问题1选项A.witheredB.shortenedC.shearedD.reduced【答案】D【解析】考查动词辨析。wither“枯萎凋谢（一般指植物）”；shorten“变短（一般指距离）”；reduce“减少”。本句意为“农村距离城市越来越远，因此，与外界的联系也会减少
3、”， 与外界联系减少用reduce。因此选D。3. 单选题Changing from solid to liquid, water takes in heat from all substances near it, and this （ ）produces artificial cold surrounding it.问题1选项A.absorptionB.disseminationC.assimilationD.interaction【答案】A【解析】考查名词词义辨析。absorption “吸收”；dissemination “宣传”；assimilation “同化”；interacti
4、on “相互作用”。句意：水从固体变成液体需要吸入周围所有物质的热量，这一吸收过程产生的低温。选项A符合题意。4. 翻译题Read the following passage and then translate the underlined sentence into Chinese.By charting out the typical cognitive development of children, Swiss psychologist Jean Piaget has heavily influenced how psychologists delineate the progres
5、s of juvenile psychological growth. Beginning in the 1920s and up until his death in 1980, he studied the errors school children made on various tests and realized that children of the same age made the same kinds of reasoning errors. Based on these recurring patterns, he identified stages in a chil
6、ds cognitive development, beginning from infancy and extending through adulthood. Essentially, he proposed that there was a common timetable by which children initially develop simple cognitive skills and gradually refine them into more abstract ways of thinking. While more recent theories on the ma
7、tter suggest that there is more overlap among these stages and that different environments affect childrens progress. Piauet s theory was nonetheless extremely important to initial studies of cognitive development. According to Piaget, the first stage that children go through is the sensorimotor sta
8、ge, an eventful and complex period that Piaget further divided into six sub-stages. The sensorimotor stage begins at birth and lasts roughly until the child is two years old. During this time, the child experiences the world through his senses and motor skills, and he will initially develop and mast
9、er the basic reflexes of infants, such as grasping, sucking, looking, and listening. Moreover, the infants begin to develop the fundamentals of basic cognitive functions. He develops awareness of himself and of subjects as separate entities and begins to manipulate his external environment, usually
10、by kicking, moving objects, and chewing on toys.The child also learns that certain actions will have certain effects, and he may perform an action to recreate these effects. For instance, he may accidentally suck his thumb and find it pleasurable, so he repeatedly sucks his thumb to experience the p
11、leasure again. Finally, the child also shows the basic capacity for understanding symbols, and he develops a rudimentary use of language toward the end of this stage, most notably by identifying parents with words like “Mama” and “Dada”. In the next stage, the preoperational stage (ages 2-7) the chi
12、ld expands his capacity for symbolic thinking, and he can envision the environment and manipulate it with his imagination. Imagination thus develops more fully, as seen in the childs tendency to role-play other people (like his parents, firefighters, ect.), and to pretend that objects are other thin
13、gs, like pretending that a broom is a horse. This Stage is marked by two other distinctive characteristics. The first is egocentrism.While Childs language develops more fully for the purpose of social interaction, his thought process is still limited by individual experiences, and these cognitive li
14、mitations exclude any alternative viewpoints. The other characteristic is that thought occurs in an illogical and irreversible manner. A child can easily believe that things can magically increase, decrease, or vanish, as perceptions often dictate their reality.In the concrete operational stage (age
15、s 7-11), the child shows evidence for logical thought and becomes less egocentric in his thinking. He begins to grasp concepts such as mass, length, volume, time, and other abstract measurements, and he becomes capable of solving basic logical problems and understanding reversible logic. He can perf
16、orm simple arithmetic like addition, subtraction and multiplication and his understanding of how these concepts relate to each other increased. In the fourth and final stage, the formal, operational stage, (from puberty to adulthood), the child is finally able to think in completely abstract terms. He is able to perform algebra, calculus, and other mat
