单选题The period of adolescence, i.e., the period between childhood and adulthood, may be long or short, depending on social expectations and on society's definition as to what constitutes maturity and adulthood. In primitive societies adolescence is frequently a relatively short period of time, while in industrial societies with patterns of prolonged education coupled with laws against child labor, the period of adolescence is much longer and may include most of the second decade of one's life. Furthermore, the length of the adolescent period and the definition of adulthood status may change in a given society as social and economic conditions change. Examples of this type of change are the disappearance of the frontier in the latter part of the nineteenth century in the United States, and more universally, the industrialization of an agricultural society. In modern society, ceremonies for adolescence have lost their formal recognition and symbolic significance and there no longer is agreement as to what constitutes initiation ceremonies. Social ones have been replaced by a sequence of steps that lead to increased recognition and social status. For example, grade school graduation, high school graduation and college graduation constitute such a sequence, and while each step implies certain behavioral changes and social recognition, the significance of each depends on the socio-economic status and the educational ambition of the individual. Ceremonies for adolescence have also been replaced by legal definitions of status roles, rights, privileges and responsibilities. It is during the nine years from the twelfth birthday to the twenty-first that the protective and restrictive aspects of childhood and minor status are removed and adult privileges and responsibilities axe granted. The twelve-year-old is no longer considered a child and has to pay full fare for train, airplane, theater and movie tickets. Basically, the individual at this age loses childhood privileges without gaining significant adult rights. At the age of sixteen the adolescent is granted certain adult rights which increases his social status by providing him with more freedom and choices. He now can obtain a driver's license: he can leave public schools; and he can work without the restrictions of child labor laws. At the age of eighteen the law provides adult responsibilities as well as rights: the young man can now be a soldier, but he also can marry without parental permission. At the age of twenty-one the individual obtains his full legal rights as an adult. He now can vote, he can buy liquor, he can enter into financial contracts, and he is entitled to run for public office. No additional basic rights are acquired as a function of age after majority status has been attained. None of these legal provisions determine at what point adulthood has been reached but they do point to the prolonged period of adolescence.

单选题People living in cities ( ) to suffer from stress more than people in the countryside.

单选题Violence is just one of the many problems ______ in city life.

单选题Scientists have been struggling to find out the reason behind blushing （脸红）。Why would humans evolve（进化） a 21__________ that puts us at a social disadvantage by 22__________ us to reveal that we have c

单选题Jane and Tom have been able to reconcile their difference and are a happy family again.

单选题I found, while thinking about the far-reaching world of the creative black woman, that often the truest answer to a question that really matters can be found very close. In the late 1920s, my mother ran away from home to 【1】 my father. Marriage, if not running away, was 【2】 of seventeen-year-old girls. By the time she was twenty, she had two children and was pregnant 【3】 a third. Five children later, I was born. And this is how I 【4】 to know my mother: she 【5】 a large, soft, loving-eyed woman who was 【6】 impatient in our home. Her quick, violent temper was on 【7】 only a few times a year, when she 【8】 with the white landlord who had the misfortune to suggest to her that her children did not need to go to school. She made all the clothes we wore, even my brothers'' 【9】 . She made all the towels and sheets we used. She spent the summers canning vegetables and fruits. She spent the winter evenings making quilts 【10】 to cover all our beds.

单选题There are some very beautifully______glass windows in the church.

单选题Ted : I' m terribly sorry, Ann. It completely slipped my mind. Ann : What?______ A. I believed it. B. I can' t believe it. C. You' re so forgetful. D. Don' t mind.

单选题根据下面资料，回答21-35题。Mrs.McTavish looked out."It's a lovely day.Would you like to go for a walk in the park？"Her children 21 with excitement. "Before we go， you need to follow some rules.Everyone must 22 h

单选题 One of the most eminent of psychologists, Clark Hull, claimed that the essence of reasoning lies in the putting together of two 'behavior segments' in some novel way, never actually performed before, so as to reach a goal. Two followers of Clark Hull, Howard and Tracey Kendler, {{U}} {{U}} 1 {{/U}} {{/U}}a test for children that was explicitly based on Clark Hull's principles. The children were given the {{U}} {{U}} 2 {{/U}} {{/U}}of learning to operate a machine so as to get a toy. In order to succeed they had to go through a two-stage {{U}} {{U}} 3 {{/U}} {{/U}}. The children were trained on each stage {{U}} {{U}} 4 {{/U}} {{/U}}. The stages consisted merely of pressing the correct one of two buttons to get a marble; and of {{U}} {{U}} 5 {{/U}} {{/U}}the marble into a small hole to release the toy. The Kendlers found that the children could learn the separate bits readily enough. {{U}} {{U}} 6 {{/U}} {{/U}}the task of getting a marble by pressing the button they could get the marble; given the task of getting a toy when a marble was handed to them, they could use the marble. (All they had to do was put it in a hole.) {{U}} {{U}} 7 {{/U}} {{/U}}they did not for the most part 'integrate', to use the Kendlers' terminology. They did not press the button to get the marble and then {{U}} {{U}} 8 {{/U}} {{/U}}without further help to use the marble to get the toy. So the Kendlers concluded that they were incapable of deductive {{U}} {{U}} 9 {{/U}} {{/U}}. The mystery at first appears to deepen when we learn, from {{U}} {{U}} 10 {{/U}} {{/U}}psychologist, Michael Cole, and his colleagues, that adults in an African culture apparently cannot do the Kendlers' task either. But it lessens, {{U}} {{U}} 11 {{/U}} {{/U}}when we learn that a task was devised which was {{U}} {{U}} 12 {{/U}} {{/U}}to the Kendlers' one but much easier for the African males to handle. {{U}} {{U}} 13 {{/U}} {{/U}}the button-pressing machine, Cole used a locked box and two {{U}} {{U}} 14 {{/U}} {{/U}} colored match-boxes, one of which contained a key that would open the box. Notice that there are still two {{U}} {{U}} 15 {{/U}} {{/U}}segments--"open the right matchbox to get the key" and "use the key to open the box"--so the task seems formally to be {{U}} {{U}} 16 {{/U}} {{/U}} But psychologically it is quite different. Now the subject is dealing not with a strange machine but with familiar meaningful objects; and it is clear to him what he is meant to do. It then {{U}} {{U}} 17 {{/U}} {{/U}}that the difficulty of integration is greatly reduced. Recent work by Simon Hewson is of great interest here for it shows that, for young children, {{U}} {{U}} 18 {{/U}} {{/U}}, the difficulty lies not in the {{U}} {{U}} 19 {{/U}} {{/U}}processes which the task demands, but in certain perplexing features of the apparatus and the procedure. When these are changed in ways which do not at all affect the inferential nature of the problem, then five-year-old children solve the problem {{U}} {{U}} 20 {{/U}} {{/U}}college students did in the Kendlers' own experiments.

单选题Cuts in funding have meant that equipment has been kept in service long after it ______ replaced.

单选题(The moment) I (saw him), I (knew that) he was an (honestly) worker.A. The momentB. saw himC. knew thatD. honestly

单选题Will the pressure applied by environmentalists be enough to ______ the industrialized nations into using less fossil fuels? A. goad B. gloat C. gore D. gibe

单选题To say that the child learns by imitation and that the way to teach is to set a good example oversimplifies. No child imitates every action he sees. Sometimes, the example the parent wants him to follow is ignored while he takes over contrary patterns from some other example. Therefore we must turn to a more subtle theory than "Monkey see, monkey do." Look at it from the child"s point of view. Here he is in a new situation, lacking a ready response. He is seeking a response which will gain certain ends. If he lacks a ready response for the situation, and cannot reason out what to do, he observes a model who seems able to get the right result. The child looks for an authority or expert who can show what to do. There is a second element at work in this situation. The child may be able to attain his immediate goal only to find that his method brings criticism from people who observe him. When shouting across the house achieves his immediate end of delivering a message, he is told emphatically that such a racket is unpleasant, that he should walk into the next room and say his say quietly. Thus, the desire to solve any objective situation is overlaid with the desire to solve it properly. One of the early things the child learns is that he gets more affection and approval when his parents like his response. Then other adults reward some actions and criticize others. If one is to maintain the support of others and his own self-respect, he must adopt responses his social group approves. In finding trial responses, the learner does not choose models at random. He imitates the person who seems a good person to be like, rather than a person whose social status he wishes to avoid. If the pupil wants to be a good violinist, he will observe and try to copy the techniques of capable players; while some other person may most influence his approach to books. Admiration of one quality often leads us to admire a person as a whole, and he becomes an identifying figure. We use some people as models over a wide range of situations, imitating much that they do. We learn that they are dependable and rewarding models because imitating them leads to success.

单选题Which of the following is most like the relationship of the "oyabun-kobun" described in the passage?

单选题A: I heard you got a big parking ticket.B: ______

单选题In spite of the thunderstorm, the children slept ______ all night.

单选题The Dolice were accused of failing to ______ the people about the threat of the terrorists.

单选题Which of the following problems is NOT mentioned in the passage?