If you were like most kids, your mother must have told you there were three no-no’s when it came to your fingers: Don’t put them in an electrical outlet, don’t stick them up your nose (at least not in public), and don’t use them when you are counting. 1. But experts in education and cognition now believe that using your fingers to do math is not only a perfectly good idea but may even help children become superior students.
It certainly makes sense. When children count on their fingers, they take an abstract concept — mathematics — and translate it into the most basic and visual form 2.. Even when we aren’t actually counting on figures, they still can help us on math problems.
3. It activates when we respond to heat, pressure, pain, or the use of a given finger.
Studying brain scans, researchers discovered that when students aged 8 to 13 work on subtraction (减法 ) equations, this region “lights up” on the scans, even if the students aren’t using their fingers. The more complex the problem is, the more activities are detected.
The connection between finger use and math ability has been proved on old-fashioned math tests as well. With their eyes closed, first graders were asked to identify which of their fingers a researcher was touching. 4.. When college students were given the same quiz, the highest scores once again performed best on calculation tests.
So what does all this mean? For one thing, parents and teachers shouldn’t discourage children from counting on their fingers. 5.. Memorizing the multiplication tables may help, but it is not the best option. “I would like to see interesting and creative representations of ideas.” says Jo Boaler, a professor of math education.
Recently, a series of activities have been designed to strengthen students’ perception of their fingers. Maybe in the near future, there will be only two no-no’s regarding the use of fingers.
A.There is a section of the brain, called the somatosensory finger area.
B.Researchers also stress that students simply learn better using visual tools.
C.The first two laws of fingers are as true as ever.
D.That may sound simplistic, but the researchers offer an interesting explanation.
E.Researchers found those scoring highest on the finger-ID questions scored higher on a math test.
F.Researchers are unimpressed by those students who finish quickly as well.
G.In fact, experts believe the brain is built to “see” any process with our fingers.
高三英语七选五中等难度题
If you were like most kids, your mother must have told you there were three no-no’s when it came to your fingers: Don’t put them in an electrical outlet, don’t stick them up your nose (at least not in public), and don’t use them when you are counting. 1. But experts in education and cognition now believe that using your fingers to do math is not only a perfectly good idea but may even help children become superior students.
It certainly makes sense. When children count on their fingers, they take an abstract concept — mathematics — and translate it into the most basic and visual form 2.. Even when we aren’t actually counting on figures, they still can help us on math problems.
3. It activates when we respond to heat, pressure, pain, or the use of a given finger.
Studying brain scans, researchers discovered that when students aged 8 to 13 work on subtraction (减法 ) equations, this region “lights up” on the scans, even if the students aren’t using their fingers. The more complex the problem is, the more activities are detected.
The connection between finger use and math ability has been proved on old-fashioned math tests as well. With their eyes closed, first graders were asked to identify which of their fingers a researcher was touching. 4.. When college students were given the same quiz, the highest scores once again performed best on calculation tests.
So what does all this mean? For one thing, parents and teachers shouldn’t discourage children from counting on their fingers. 5.. Memorizing the multiplication tables may help, but it is not the best option. “I would like to see interesting and creative representations of ideas.” says Jo Boaler, a professor of math education.
Recently, a series of activities have been designed to strengthen students’ perception of their fingers. Maybe in the near future, there will be only two no-no’s regarding the use of fingers.
A.There is a section of the brain, called the somatosensory finger area.
B.Researchers also stress that students simply learn better using visual tools.
C.The first two laws of fingers are as true as ever.
D.That may sound simplistic, but the researchers offer an interesting explanation.
E.Researchers found those scoring highest on the finger-ID questions scored higher on a math test.
F.Researchers are unimpressed by those students who finish quickly as well.
G.In fact, experts believe the brain is built to “see” any process with our fingers.
高三英语七选五中等难度题查看答案及解析
If you were like most children, you probably got upset when your mother called you by a brother’s or sister’s name. How could she not know you? Did it mean she loved you less?
Probably not. According to the first research to deal with this topic head-on, misnaming the most familiar people in our life is a common cognitive (认知的) error that has to do with how our memories classify and store familiar names.
The study, published online in April in the journal Memory and Cognition, found that the “wrong” name is not random but is always fished out from the same relationship pond: children, friends, brothers and sisters. The study did not examine the possibility of deep psychological significance to the mistake, says psychologist David Rubin, “but it does tell us who’s in and who’s out of the group.”
The study also found that within that group, misnamings occurred where the names shared initial or internal sounds, like Jimmy and Joanie or John and Bob. Physical resemblance between people was not a factor. Nor was gender.
The researchers conducted five separate surveys of more than 1,700 people. Some of the surveys included only college students; others were done with a mixed-age population. Some asked subjects about incidents where someone close to them – family or friend – had called them by another person’s name. The other surveys asked about times when subjects had themselves called someone close to them by the wrong name. All the surveys found that people mixed up names within relationship groups such as grandchildren, friends and brothers and sisters but hardly ever crossed these boundaries.
In general, the study found that undergraduates were almost as likely as old people to make this mistake and men as likely as women. Older people and women made the mistake slightly more often, but that may be because grandparents have more grandchildren to mix up than parents have children. Also, mothers may call on their children more often than fathers, given traditional gender norms. There was no evidence that errors occurred more when the misnamer was frustrated, tired or angry.
1.How might people often feel when they were misnamed?
A.Unwanted. B.Unhappy. C.Confused. D.Indifferent.
2.What did David Rubin’s research find about misnaming?
A.It is related to the way our memories work.
B.It is a possible indicator of a faulty memory.
C.It occurs mostly between kids and their friends.
D.It often causes misunderstandings among people.
3.What did the surveys of more than 1,700 subjects find about misnaming?
A.It more often than not hurts relationships.
B.It hardly occurs across gender boundaries.
C.It is most frequently found in extended families.
D.It most often occurs within a relationship group.
4.Why do mothers misname their children more often than fathers?
A.They suffer more frustrations.
B.They become worn out more often.
C.They communicate more with their children.
D.They generally take on more work at home.
高三英语阅读理解中等难度题查看答案及解析
Do you believe in the power of music? If you’re like most kids these days, you probably have an electronic device loaded with hundreds or even thousands of your favorite songs. At any moment in time, you can fill your headphones with the sounds of a particular song that suits your mood at that exact time.
Are you getting ready for a big soccer match or do you need to get excited? Maybe some hip hop with a strong beat will do the trick! Besides, you might be ready to study for a big exam the next day. To calm your nerves and help you concentrate, a little bit of Mozart might make memorization more manageable.
But is there any scientific evidence of these effects that music seems to have? You bet there is! Scientists have long recognized the power of music. Over the years, many studies have been conducted to examine in greater depth the nature and extent of the effects music has on people.
For example, scientists at the University of Missouri have found that listening to music can have a positive effect on your mood. Their research gives scientific credibility(可信性) to the behavior that many people have already experienced on their own: listening to upbeat music can brighten your day and boost your mood.
Other studies have shown that upbeat music isn’t the only type of music that can be helpful, however. When people are sad or have suffered a personal loss, sad music can be helpful because people identify with the tone and lyrias(歌词) of the music. Likewise, people under a lot of stress or experiencing upsetting situations can benefit from listening to angry music. Although angry music might not help you if you’re in a normal mood, its tone can benefit you when you are dealing with stressful and upsetting situations.
1.What does the author mainly show in Paragraph 1?
A. The importance of having an electronic device.
B. The great number of songs on the Internet.
C. The benefits of choosing a song suiting your mood.
D. The convenience of finding a song suiting your mood.
2.According to the passage, what is the power of Mozart?
A. Making you less active. B. Keeping you more refreshed.
C. Making you more focused. D. Keeping you better informed.
3.Which of the following best explains the underlined word “boost” in Paragraph 4?
A. Predict. B. Improve. C. Express. D. Ruin.
4.What can we learn from the last paragraph?
A. Only upbeat music can brighten our day.
B. People will feel sad when identifying with the lyrics.
C. Everyone can benefit from listening to angry music.
D. Different music functions differently in different situations.
高三英语阅读理解中等难度题查看答案及解析
—Now where was I ?
---You _____me about your travels in Canada.
A.told | B.were telling | C.have told | D.will tell |
高三英语单项填空中等难度题查看答案及解析
“I have a letter for you,” my friend Kirsten told me on the phone. “I think it’s from your mother.” I was _______, since my mother had been _______ for seven years.
A few weeks later Kirsten handed me the _______ dated Aug. 30, 2002. Around then I was preparing for my pilot course’s final exam at the _______ school. The students finished the training on _______ days.
I was the first to _______. My mother’s letter _______ after I left. Kirsten picked it up from my mail-box, to keep _______ she next saw me. _______, a few days later, when it was her turn to leave, she ________ the letter among the piles of papers she ________ packed into boxes. It ________ there for a decade, during which my mother died. In 2013, when Kirsten ________ some dusty belongings from her flying school days, she ________ the letter.
It’s been two years since Kirsten gave me the letter which I’ve carried on my long flights. But I haven’t ________ it yet. When I told some friends this, they ________ their heads. They said they wouldn’t have been able to wait a second. Of course, I ________ -How could I not? -about her ________ in the envelope. Surely, I think, she had written to wish me luck, ask about my life and tell me the news from ________ to make me at ease. However, for now it’s ________ to look at her handwriting on the envelope, and to remember that until I open it, I know I’ll hear from her once more.
1.A. delighted B. confused C. terrified D. moved
2.A. back B. lost C. dead D. sick
3.A. envelope B. package C. ticket D. stamp
4.A. art B. sports C. flight D. military
5.A. blessed B. hard C. particular D. different
6.A. flee B. leave C. abandon D. escape
7.A. landed B. returned C. disappeared D. delivered
8.A. until B. when C. unless D. after
9.A. Surely B. Thankfully C. Doubtfully D. Unfortunately
10.A. removed B. misplaced C. hid D. unfolded
11.A. slowly B. seriously C. hurriedly D. carefully
12.A. appeared B. stood C. settled D. remained
13.A. sorted through B. set down C. put down D. got through
14.A. recalled B. found C. addressed
15.A. received B. opened C. replied
16.A. nodded B. lifted C. shook D. lowered
17.A. complain B. inquire C. worry D. wonder
18.A. words B. interests C. puzzle D. secret
19.A. network B. abroad C. papers D. home
20.A. appropriate B. enough C. foolish D. polite
高三英语阅读理解中等难度题查看答案及解析
--Were you in time for the meeting?
-- If I _________earlier, I would have .
A. was told B. had been told C. were to be told D. should be told
高三英语单项填空中等难度题查看答案及解析
—Sorry indeed. I______ to your birthday party if …
—Forget it. I know you were out on business.
A.must come
B. would come
C.must have come
D.would have come
高三英语单项填空中等难度题查看答案及解析
Like most big projects, learning to manage your mother well is what you should do. Here are what I believe the best steps towards a better relationship with her. They are not necessarily surprising or revolutionary, but they have worked for many people. Try them.
Remember your mother’s age. As children, we often do not think of our mother as having an age. Even when we become conscious of her as an individual, age does not change our view; she is still our mother. Knowing our mother’s age, not just in numbers of years but in terms of her psychological and physical state, often helps us to understand her better.
Listen to your mother. I have found that sometimes the things my mother told me long ago are remarkably useful. If your mother knows that you respect her point of view, even if you do not share it, it will help her feel close to you.
Remember that your mother has a past. A key step in managing our relationship with our mother is to find out about her early life.In learning about our mother’s past, we know that it can encourage us to think about her whole life.
Ask your mother about your childhood history. My grandparents died when I was young. If you are fortunate enough to have living family, think of your life as a jigsaw puzzle and ask as many questions as you can to put the picture together. Understanding your roots and your childhood can help you know more clearly who you are, as part of a family which you share with your mother.
Remember that managing your mother is really about managing yourself. Taking any measure to managing our mother is the issue of how we manage ourselves. No matter how difficult we find her, it is important to remember that it is not her behavior itself that is causing us discomfort, but the way we feel about her behavior. We should follow the way of her life. At the heart of managing your mother is being able to accept your flawed self. Only then are you able to accept your mother-----with all her failings.
64. 1.What does the underlined phrase “a jigsaw puzzle” mean?
A.拼图玩具 B.浏览迷宫 C.填充字谜 D.游戏人生
65. 2.Which of the following is implied but not stated in the passage?
A.You will have a better relationship with your mother if you respect her opinion.
B.Knowing your mother’s age is a useful piece of advice.
C.The key measure of managing our mother is how we manage ourselves.
D.It is unreasonable to expect our mother to change totally from the way she was brought up.
66. 3.The main purpose of writing the text is _______.
A.to give information about how you think of your mother
B.to improve the relationship with your mother
C.to keep a sense of humor about your mother all day long
D.to accept your mother-----with all her failings
高三英语阅读理解中等难度题查看答案及解析
Most probably it will be another 6 hours _____ you can have next meal, so each of you must have your stomach full.
A.since B.when C.after D.before
高三英语单项填空中等难度题查看答案及解析
— Have you got your result of the final?
— Not yet. I was told that the papers ________ .
A. were not grading B. have already been graded
C. were still being graded D. have not grading
高三英语单项填空中等难度题查看答案及解析