According to a new study, preschool boys perform better on tests that measure learning and other important skills when they are in classes that have more girls than boys. This doesn’t seem to apply to girls, though. For preschool girls, the presence or absence of boys does not affect learning.
“The study raises questions about having all-boy or all-girl classes for preschool”, says psychologist Arlen Moller, who led the study. She added, “Previous researches have shown that high-school girls may study better in all-g irl schools. In middle school, however, the effects of same-sex schooling are unclear, and even less is known for very young kids.” To find out, researchers studied 70 preschool classes with a total of 806 children who were between 3.5 and 6 years old. For each class, teachers recorded the student’s progress over a 6.5-month school year.
Their data included scores of motor skills, social skills and thinking skills. Researchers found that boys developed each of these skills more quickly when there were more girls in the class than boys.
In majority-girl classrooms, boys developed at the same rate as girls. But in classes where boys were the majority, boys developed more slowly than girls. Girls tended to advance in classrooms which had any combination of boys and girls.
The study is one of the first to look at how the proportion of boys and girls in a class affects learning. Because it’s a new finding, researchers don’t know why this difference exists.
“This is an exciting topic, but it’s too early to draw any conclusion because this area is so under-explored,” says psychologist Lean Malofeeva of the High/Scope Educational Research Foundation in Ypsilanti, Michigan.
81.What is the finding of the researchers led by Arlen Moller? (no more than 15 words)(2 marks)
________
82.According to the research , what effect does a minority-girl class have on boy’s study?(no more than 8 words)(3 marks)
________
83.How does Lean Malofeeva find the study of the researchers led by Arlen Moller?(no more than 6 words)(3 marks)
________
84.List three abilities the researchers focused on. (on more than 7 words)(3 marks)
________
高三英语其他题简单题
According to a new study, preschool boys perform better on tests that measure learning and other important skills when they are in classes that have more girls than boys. This doesn’t seem to apply to girls, though. For preschool girls, the presence or absence of boys does not affect learning.
“The study raises questions about having all-boy or all-girl classes for preschool”, says psychologist Arlen Moller, who led the study. She added, “Previous researches have shown that high-school girls may study better in all-g irl schools. In middle school, however, the effects of same-sex schooling are unclear, and even less is known for very young kids.” To find out, researchers studied 70 preschool classes with a total of 806 children who were between 3.5 and 6 years old. For each class, teachers recorded the student’s progress over a 6.5-month school year.
Their data included scores of motor skills, social skills and thinking skills. Researchers found that boys developed each of these skills more quickly when there were more girls in the class than boys.
In majority-girl classrooms, boys developed at the same rate as girls. But in classes where boys were the majority, boys developed more slowly than girls. Girls tended to advance in classrooms which had any combination of boys and girls.
The study is one of the first to look at how the proportion of boys and girls in a class affects learning. Because it’s a new finding, researchers don’t know why this difference exists.
“This is an exciting topic, but it’s too early to draw any conclusion because this area is so under-explored,” says psychologist Lean Malofeeva of the High/Scope Educational Research Foundation in Ypsilanti, Michigan.
81.What is the finding of the researchers led by Arlen Moller? (no more than 15 words)(2 marks)
________
82.According to the research , what effect does a minority-girl class have on boy’s study?(no more than 8 words)(3 marks)
________
83.How does Lean Malofeeva find the study of the researchers led by Arlen Moller?(no more than 6 words)(3 marks)
________
84.List three abilities the researchers focused on. (on more than 7 words)(3 marks)
________
高三英语其他题简单题查看答案及解析
A new study shows students who write notes by hand during lectures perform better on exams than those who use laptops(笔记本电脑).
Students are increasingly using laptops for note-taking because of speed and legibility(清晰度). But the research has found laptop users are less able to remember and apply the concepts they have been taught.
Researchers performed experiments that aimed to find out whether using a laptop increased the tendency to make notes "mindlessly" by taking down word for word what the professors said.
In the first experiment, students were given either a laptop or pen and paper. They listened to the same lectures and were told to use their usual note-taking skills. Thirty minutes after the talk, they were examined on their ability to remember facts and on how well they understood concepts.
The researchers found that laptop users took twice as many notes as those who wrote by hand. However, the typists performed worse at remembering and applying the concepts. Both groups scored similarly when it came to memorizing facts.
The researchers' report said, "While more notes are beneficial, if the notes are taken mindlessly, as is more likely the case on a laptop, the benefit disappears."
In another experiment aimed at testing long-term memory, students took notes as before but were tested a week after the lecture. This time, the students who wrote notes by hand performed significantly better on the exam.
These two experiments suggest that handwritten notes are not only better for immediate learning and understanding, but that they also lead to superior revision in the future.
1.More and more students favor laptops for note-taking because they can .
A. write more notes B. digest concepts better
C. get higher scores D. understand lectures better
2.While taking notes, laptop users tend to be .
A. mindless B. skillful
C. thoughtful D. tireless
3.The author of the passage aims to .
A. examine the importance of long-term memory
B. promote the use of laptops
C. explain the process of taking notes
D. stress the benefit of taking notes by hand
4.The passage is likely to appear in .
A. a newspaper advertisement B. a computer textbook
C. a science magazine D. a finance report
高三英语阅读理解中等难度题查看答案及解析
A new study shows students who write notes by hand during lectures perform better on exams than those who use laptops(笔记本电脑).
Students are increasingly using laptops for note-taking because of speed and legibility(清晰度).But the research has found laptop users are less able to remember and apply the concepts they have been taught.
Researchers performed experiments that aimed to find out whether using a laptop increased the tendency to make notes "mindlessly" by taking down word for word what the professors said
In the first experiment, students were given either a laptop or pen and paper .They listened to the same lectures and were told to use their usual note-taking skills. Thirty minutes after the talk , they were examined on their ability to remember facts and on how well they understood concepts.
The researchers found that laptop users took twice as many notes as those who wrote by hand. However, the typists performed worse at remembering and applying the concepts. Both groups scored similarly when it came to memorizing facts.
The researchers' report said, "While more notes are beneficial, if the notes are taken mindlessly, as is more likely the case on a laptop, the benefit disappears."
In another experiment aimed at testing long-term memory, students took notes as before but were tested a week after the lecture. This time, the students who wrote notes by hand performed significantly better on the exam.
These two experiments suggest that handwritten notes are not only better for immediate learning and understanding, but that they also lead to superior revision in the future.
1.More and more students favor laptops for note-taking because they can .
A. write more notes B. digest concepts better
C. get higher scores D. understand lectures better
2.While taking notes, laptop users tend to be .
A. skillful B. mindless
C. thoughtful D. tireless
3.The author of the passage aims to .
A. examine the importance of long-term memory
B. stress the benefit of taking notes by hand
C. explain the process of taking notes
D. promote the use of laptops
4.The passage is likely to appear in .
A. a newspaper advertisement B. a computer textbook
C. a science magazine D. a finance report
高三英语阅读理解中等难度题查看答案及解析
According to a new study, teens focus on rewards and have a hard time learning to avoid punishment or consider the consequences of alternative actions.
University College London researchers compared how teens and adults learn to make choices based on the available information. They tracked the way in which 18 volunteers aged 12-17 and 20 volunteers aged 18-32 completed tasks in which they had to choose between abstract symbols.
Each symbol was consistently associated with a fixed chance of a reward, punishment, or no outcome. As the trial progressed , participants learned which symbols were likely to lead to each outcome and adjusted their choices accordingly. Teens and adults were equally good at learning to choose symbols associated with reward, but teens were less good at avoiding symbols associated with punishment. Adults also performed significantly better when they were told what would have happened if they had chosen the other symbol after each choice, while teens did not appear to take this information into account.
“From this experimental lab study we can draw conclusions about learning during the teen years. We find that teens and adults learn in different ways, something that might be relevant to education," said lead author Dr. Stefano Palminteri. " Unlike adults, teens are not so good at learning to adjust their choices to avoid punishment. This suggests that incentive systems based on reward rather than punishment may be more effective for this age group. Additionally, we found that teens did not learn from being shown what would have happened if they made alternative choices."
To interpret the results, the researchers developed computational models of learning and ran simulations (模拟)applying them to the results of the study. The first was a simple model, one that learned from rewards, and the second model added to this by also learning from the option that was not chosen. The third model was the most complete and took the full context into account, with equal weight given to punishment avoidance and reward seeking. For example, obtaining no outcome rather than losing a point is weighted equally to gaining a point rather than having no outcome.
Comparing the experimental data to the models, the team found that teens" behavior followed the simple reward-based model while adults" behavior matched the complete, contextual model. “Our study suggests that teens are more receptive to rewards than they are to punishments of equal value, ” said senior author Dr. Sarah-Jayne Blakemore. “As a result, it may be useful for parents and teachers to frame things in more positive terms.”
1.It can be learned from the study that .
A.adults made choices faster than teens
B.adults understood rewards better than teens
C.teens reacted better to reward than punishment
D.teens were aware of the outcome of each choice
2.What do we know about the three computational models?
A.They reflected people’s strong desire for punishment avoidance.
B.They gave circumstances different degrees of consideration.
C.They paid equal attention to reward and punishment.
D.They shaped the behavior of people at different ages.
3.The underlined word “receptive" in the last paragraph probably means .
A.accustomed B.opposed
C.sympathetic D.responsive
4.According to the writer, which of the following statements works best for teens?
A.“If you insist on doing things in this way, you will lose ten points. "
B.“If we had talked about this earlier, you wouldn’t have made the mistake. "
C.“ If you hand in your assignment ahead of time, you will get an extra bonus."
D.“If you want to approach a problem differently , you can talk to your parents. "
高三英语阅读理解困难题查看答案及解析
It’s easy to make a fitness decision on New Year’s Eve. 1. According to a recent study, 60 percent of people give up on their decision by February. However, you can increase your chances of success with these stick-with-it strategies (策略).
●Start by asking yourself,“Why?”
A fitness decision is rarely about fitness. It’s important to ask yourself why this fitness decision is important to you on a deeper level. 2. Discover exactly what that something is and use it to push yourself to keep going when you feel like giving up.
●3.
You’re far more likely to stick to your goal if you make it as specific as possible. Determine exactly what you’re going to do and when you’re going to achieve it. Deadline are necessary, if you’re serious about making your fitness decision stick.
● Start small and build motivation.
4. Instead, break your fitness goal into a series of smaller challenges, and celebrate every victory along the way. Fitness resolution is hard. Focus on the progress you’re making, no matter how small it seems.
● Focus on fun.
When it comes to making a long-term change, fun is fundamental. It’s hard to consistently force yourself to do something you hate. 5. Listen to your favorite music at the gym. Do everything you can to make your physical activity enjoyable, because that’s the only way you’re going to want to keep doing it.
A.What’s motivating you to make a change?
B.So, if you hate running, try cycling instead.
C.New Year’s Eve is a great opportunity to have fun.
D.Be specific about what you want to accomplish and set a deadline.
E.Write down your fitness decision and share it with your family and friends.
F.If you try to change too much too quickly, you’re setting yourself up for failure.
G.The challenge lies in putting it into practice and sticking with it for the long-term.
高三英语七选五中等难度题查看答案及解析
NEW YORK (Reuters Health)—Kids who eat better perform better in school, a new study of Nova Scotia fifthgraders confirms.
Students who ate an adequate amount of fruit,vegetables,protein,fiber and other components of a healthy diet were significantly less likely to fail a literacy test,Dr.Paul J.Veugelers of the University of Alberta in Edmonton and colleagues found.
While a healthy diet is generally assumed to be important for good school performance, there has actually been little research on this topic, Veugelers and his colleagues note.To investigate,they looked at 4, 589 fifthgraders participating in the Children's Lifestyle and Schoolperformance Study, 875 (19.1 percent) of whom had failed an elementary literacy assessment.
The better a student's eating habits based on several measures of diet quality,including adequacy and variety, the less likely he or she was to have failed the test, the researchers found,even after they adjusted the data for the effects of parental income and education, school and sex.Eating plenty of fruit and vegetables, and getting fewer calories from fat, was also associated with a lower risk of failing the test.
To date, Veugelers and his team say, most research on diet and school performance has focused on the importance of eating breakfast, as well as the ill effects of hunger and malnutrition(营养不良).
“This study extends current knowledge in this area by demonstrating the independent importance of overall diet quality to academic performance.We should not only realize the importance of children's nutrition at breakfast but also that throughout the day,” the researchers conclude.
Another research from the UK is suggesting that children's diets in the preschool years affects how they perform at school later on.The researchers from the Institute of Education, at the University of London say in fact that what children were eating in those days before primary school has more of an effect than the chicken nuggets(块) they ate at lunchtime.The researchers say they have found that children who ate a diet of “junk food” at the age of three, made less progress in school between the ages of six and ten.They say children's diet at later ages appears to have less impact on their school attainment.
1..According to Dr.Paul J.Veugelers, students who have a healthy diet________.
A.are more likely to fail in their school performance
B.definitely can perform better in their school work
C.usually have more of fat and less of fruit and vegetables
D.tend to perform better in their school work
2..It can be implied from the passage that________.
A.little research has been done on the importance of breakfast
B.most students participating in the research failed the test
C.the adequacy and variety of foods can mean better school performance
D.eating more chicken nuggets leads to good school performance
3..The underlined word “literacy” (in Para.2) probably refers to ________.
A.the ability to read and write
B.a guessing game
C.the art of painting
D.the ability to handle practical task
4..Which of the following statements is TRUE?
A.Children should have more“junk food”at lunch time.
B.Preschool diets can have more impact on children's school work.
C.A child who often has“junk food”at 3 is bound to fail in school work.
D.The older a child is,the more impact of what he eats has on school work.
高三英语阅读理解中等难度题查看答案及解析
Across the world, studies have consistently found that girls perform significantly better than boys in reading. These studies show that girls typically read more frequently than boys, and have a more positive attitude toward reading.
There are several reasons that help explain these gender-based differences. Parents read more with their daughters. This sends a strong and early message that books are for girls, as well as equipping girls with a significant advantage. Recent research has found even though boys read less frequently than girls, girls still receive more encouragement to read from their parents.
So how can parents and educators help bridge this socially-engineered gap for boys’ reading?
To improve boys’ reading performance, parents and educators may look for ways to connect boys with reading. This has led to discussion about the importance of promoting so-called “boy-friendly” books that boys supposedly “prefer” These are typically assumed to be non-fiction works, as many people believed that boys prefer to read non-fiction.
But this belief is not supported by recent research, which in fact suggests boys are more likely to choose to read fiction than non-fiction. Encouraging all boys to read non-fiction under the mistaken belief that it is their preference may actually be harmful. Fiction readers read more frequently and demonstrate faster language learning and higher language ability.
Besides encouraging more fiction reading, there are a number of ways that we can help connect boys with books. Firstly, don’t assume that boys of the same age have the same interests or that their interests stay the same over time. To match boys with suitable reading material, have regular discussions about reading for pleasure in order to keep up with their interests.
Schools should also provide access to libraries during lessons throughout the years of schooling. Girls visit the library in their free time more than boys, and as students move to higher grades they often have less access to libraries during class. Access to books for boys is essential to promote reading.
In addition, we should keep paper books available because research shows that boys are less likely to choose to read on screens than girls. Finally we should promote reading as an enjoyable pastime by being a role model. Let your children or students see you read for pleasure.
1.According to the author, what is the main cause of the difference in boys’ and girls’ reading ability?
A. Social factors.
B. Teaching methods.
C. Personal preferences.
D. Psychological differences.
2.Why does the author recommend that adults regularly talk to boys about reading?
A. To persuade boys to read more often.
B. To learn what boys are most interested in.
C. To help boys improve their language ability.
D. To show that adults are good reading role models.
3.When should schools give students additional library access according to the author?
A. Before and after class.
B. At any time of the school day.
C. At regular times during class.
D. When they are in the lower grades.
4.What is the main purpose of the text?
A. To show students ways to improve their reading.
B. To explain why boys are not as good at reading as girls.
C. To urge governments to provide more reading resources.
D. To provide strategies that can help improve boys’ reading ability.
高三英语阅读理解中等难度题查看答案及解析
阅读理解。
Robots performing tasks according to a predetermined set of instructions are nothing new.But robots able to learn how to cook by watching videos are a completely different approach, which is conducted by a group of researchers at the University of Maryland.
If you have posted a video of your favorite recipe on the popular website YouTube, chances are that it will be used by a robot.University of Maryland's professor Yiannis Aloimonos, leader of the group, said “There exists a large amount of video information on the Internet that our robots can capitalize_on.”
“At present, the videos are fed electronically,”said research scientist Cornelia Fermuller.“Originally, we took our own videos, our cameras looking at us doing the cooking,”she explained.“And, as the robot advances, it reacts to good quality videos.And it will react to even lower quality homemade videos.”
So far, the robot named Julia can make a simple salad by breaking each task into basic parts, such as grasping a spoon, bringing it to the bowl, stirring the salad and observing the results.
But why teach a robot how to understand a video when it can easily follow a fixed program?Aloimonos believes predetermined instructions lack flexibility.He thinks one of the problems is how to make the robot understand and use what it learns during a certain task, the socalled feedback (反馈意见); another is the introduction of language.
“I believe it will take quite some time before the robots are able to understand metaphorical (比喻性的) language,”he added.“But,” he said,“we don't need that to create a new world where the robots will be working for us.”
1.The underlined phrase “capitalize on” in Paragraph 2 probably can be replaced by ________.
A.take hold of B.make use of
C.keep track of D.catch sight of
2.Aloimonos probably agrees that at present the robot ________.
A.can not fully digest what it learns
B.can not make a simple salad
C.can follow homemade videos
D.can understand metaphorical language
3.Robots are taught to understand a video mainly because ________.
A.they can easily follow fixed programs
B.they are smart enough to learn cooking
C.cooking videos are more interesting to watch
D.predetermined instructions are not flexible
4.Which of the following might best serve as the title of the passage?
A.Robots Creating a New World
B.Robots Making Cooking Videos
C.Robots Learning to Cook by Watching Videos
D.Robots Performing Tasks by Following Instructions
高三英语阅读理解中等难度题查看答案及解析
Many studies already link the first meal of the day to better classroom ________.
A.performance B.function C.behavior D.display
高三英语单项填空中等难度题查看答案及解析
The English proficiency of Chinese women is much better than that of men, according to a study released in Shanghai yesterday, Chinese women scored three points higher than men in the English Proficiency Index(英语水平指数) released by EF Education, a language training company, mainly English. Worldside, women scored one point higher than men on average.
“This shows that Chinese women are more used to the Chinese education mode, the report said. Chinese women use their gift of language to gain success.”
However, Chinese mainlanders English proficiency ranked second to last in Asia, despite the great time and effort that many people invest in learning the language, the report said, China’s mainland is ranked the 36th in the index of 54 countries and regions where English is not the native language. That’s down by seven places comparing with that last year. The Chinese mainland belongs to the low-proficiency tier(低水平层次) and is ranked just above Thailand in Asia. This year’s index has increased the weight of listening tests, while decreasing the importance of grammar and vocabulary exams, which partly caused the ranking change, researchers said. Moreover, test-oriented(以考试为目的) and rote-based(死记硬背)learning methods often used in China hurt the language skills of Chinese students, education experts said.
The study compared test scores of more than 1.7 million adults in the 54 countries and regions. Sweden, Denmark and the Netherlands have the best command of English, while Libya has the lowest English proficiency level. European countries generally performed well. But Italy, Spain and Portugal, some of the countries at the heart of the euro zone crisis, are being dragged down by poor English, according to the report. Singapore is 12th, the best in Asia, followed by Malaysia and India, South Korea; at 21st, and Japan, at 22nd, performed disappointingly low despite their focus on education; the report said.
One in every four people frequently uses English at work on China’s mainland, nevertheless nearly 15 percent said they never use English, lower than the world average level, according to the study.
1.What is EF Education?
A. It is a language test organization.
B. It is an English teaching school.
C. It is a language training company.
D. It is an organization studying human.
2. By what do Chinese women gain success in English learning?
A. Cheating. B. Gift.
C. Learning by heart. D. Asking for help.
3. What can we learn from paragraph 3?
A. Chinese mainlanders’ English proficiency ranked second in the index of 54 countries and regions.
B. Chinese mainlanders’ English proficiency ranked 29th last year.
C. The Chinese mainland belongs to the mid proficiency tier.
D. This year’s index has increased the weight of grammar and vocabulary exams.
4. Which of the following order is TRUE in the ranking of the English Proficiency Index?
A. Denmark > India > Japan > Singapore > Libya
B. Denmark > Japan > Singapore > India > Libya
C. India>Japan > Denmark > Singapore > Libya
D. Denmark > Singapore > India > Japan > Libya
高三英语阅读理解中等难度题查看答案及解析