花儿_GRE阅读_预留练习文章40篇整理总结

预留文章练习 GRE No.4第二套section1A长        91年10月GRE考试题section2B短& S/ ?/ }& I+ L! X( L; W GRE No.5第三套section1A长        92年2月GRE考试题section2A长 GRE No.5第三套section2B长        92年2月GRE考试题section6B短 GRE No.6第二套section4B短        92年4月GRE考试题section1A长 GRE No.6第三套section2A短        92年10月GRE考试题section2A长# z; L2 l# q/ `/ ` GRE No.6-第三套section4B短        92年10月GRE考试题section5B短! @8 f' S: z1 K; o GRE No.7第一套section4B短        93年2月GRE考试题section3A短8 Q5 D, Q, n) a- Z0 j, Y7 E$ m GRE No.7第三套section4B长        93年2月GRE考试题section6B长 GRE No.8第二套section6B短        93年4月GRE考试题section3A长9 v5 G8 P- @9 A6 P GRE No.8第三套section3A短        93年4月GRE考试题section4B长 GRE No.9第五套section4B短        93年4月GRE考试题section4B短% C" @( n- N4 l GRE No.9第六套section1A长        93年10月GRE考试题section3A短  `- x$ l, f2 X 91年2月GRE考试题sectionA长        93年10月GRE考试题section3A长  {. a0 L2 K- N& @% w 91年2月GRE考试题sectionA短        93年10月GRE考试题section6B长. w) @6 c) z" c& y0 O. w" H 91年4月GRE考试题sectionA长        94年2月GRE考试题section2A长 91年4月GRE考试题section1A短        94年2月GRE考试题section6B短 91年4月GRE考试题section4B长        94年4月GRE考试题section1A长 91年4月GRE考试题section4B短        94年4月GRE考试题section4B短2 ]( l' m. A0 M/ b 91年10月GRE考试题section1A短        94年10月GRE考试题section2A长/ c  Y- a4 g* K% H 91年10月GRE考试题section2B长        94年10月GRE考试题section6B长 说明：点击即可查看答案。 4No. 4-2 4SECTION A 6No. 5-3 6SECTION A 9SECTION B 11No. 6-2 11SECTION B 12No. 6-3 12SECTION A 14SECTION B 15No. 7-1 15SECTION B 16No. 7-3 16SECTION B 19No. 8-2 19SECTION B 21No. 8-3 21SECTION A 22No. 9-5 22SECTION B 23No. 9-6 23SECTION A 261991年02月 26SECTION A 301991年04月 30SECTION A 33SECTION B 371991年10月 37SECTION A 391991年10月 39SECTION B 421992年02月 42SECTION A 451992年02月 45SECTION B 471992年04月 47SECTION A 491992年10月 49SECTION A 521992年10月 52SECTION B 531993年02月 53SECTION A 541993年02月 54SECTION B 561993年04月 57SECTION A 59SECTION B 671993年10月 67SECTION A 70SECTION B 731994年02月 73SECTION A 75SECTION B 771994年04月 77SECTION A 79SECTION B 811994年10月 81SECTION A 84SECTION B GRE No.4第二套section1A长 No. 4-2 SECTION A The evolution of intelligence among early large mammals of the grasslands was due in great measure to the interaction between two ecologically synchronized groups of these animals, the hunting carnivores and the herbivores that they hunted. The interaction resulting from the differences between predator and prey led to a general improvement in brain functions; however, certain components of intelligence were improved far more than others. The kind of intelligence favored by the interplay of increasingly smarter catchers and increasingly keener escapers is defined by attention—that aspect of mind carrying consciousness forward from one moment to the next. It ranges from a passive, free-floating awareness to a highly focused, active fixation. The range through these states is mediated by the arousal system, a network of tracts converging from sensory systems to integrating centers in the brain stem. From the more relaxed to the more vigorous levels, sensitivity to novelty is increased. The organism is more awake, more vigilant; this increased vigilance results in the apprehension of ever more subtle signals as the organism becomes more sensitive to its surroundings. The processes of arousal and concentration give attention its direction. Arousal is at first general, with a flooding of impulses in the brain stem; then gradually the activation is channeled. Thus begins concentration, the holding of consistent images. One meaning of intelligence is the way in which these images and other alertly searched information are used in the context of previous experience. Consciousness links past attention to the present and permits the integration of details with perceived ends and purposes. The elements of intelligence and consciousness come together marvelously to produce different styles in predator and prey. Herbivores and carnivores develop different kinds of attention related to escaping or chasing. Although in both kinds of animal, arousal stimulates the production of adrenaline and norepinephrine by the adrenal glands, the effect in herbivores is primarily fear, whereas in carnivores the effect is primarily aggression. For both, arousal attunes the animal to what is ahead. Perhaps it does not experience forethought as we know it, but the animal does experience something like it. The predator is searchingly aggressive, innerdirected, tuned by the nervous system and the adrenal hormones, but aware in a sense closer to human consciousness than, say, a hungry lizard’s instinctive snap at a passing beetle. Using past events as a framework, the large mammal predator is working out a relationship between movement and food, sensitive to possibilities in cold trails and distant sounds—and yesterday’s unforgotten lessons. The herbivore prey is of a different mind. Its mood of wariness rather than searching and its attitude of general expectancy instead of anticipating are silk-thin veils of tranquility over an explosive endocrine system. 17. The author is primarily concerned with (A) disproving the view that herbivores are less intelligent than carnivores (B) describing a relationship between animals’ intelligence and their ecological roles (C) establishing a direct link between early large mammals and their modern counterparts (D) analyzing the ecological basis for the dominance of some carnivores over other carnivores（B） (E) demonstrating the importance of hormones in mental activity 18. The author refers to a hungry lizard (line 55) primarily in order to (A) demonstrate the similarity between the hunting methods of mammals and those of nonmammals (B) broaden the application of his argument by including an insectivore as an example (C) make a distinction between higher and lower levels of consciousness (D) provide an additional illustration of the brutality characteristic of predators（C） (E) offer an objection to suggestions that all animals lack consciousness 19. It can be inferred from the passage that in animals less intelligent than the mammals discussed in the passage (A) past experience is less helpful in ensuring survival (B) attention is more highly focused (C) muscular coordination is less highly developed (D) there is less need for competition among species（A） (E) environment is more important in establishing the proper ratio of prey to predator 20. The sensitivity described in lines 56-61 is most clearly an example of (A) “free-floating awareness” (lines 16-17) (B) “flooding of impulses in the brain stem” (lines 29-30) (C) “the holding of consistent images” (lines 31-32) (D) “integration of details with perceived ends and purposes” (lines 37-38)（D） (E) “silk-thin veils of tranquility” (line 64) 21. The author’s attitude toward the mammals discussed in the passage is best described as (A) superior and condescending (B) lighthearted and jocular (C) apologetic and conciliatory (D) wistful and tender（E） (E) respectful and admiring 22. The author provides information that would answer which of the following questions? I. Why is an aroused herbivore usually fearful? II. What are some of the degrees of attention in large mammals? III. What occurs when the stimulus that causes arousal of a mammal is removed? (A) I only (B) III only (C) I and II only (D) II and III only（C） (E) I, II and III 23. According to the passage, improvement in brain function among early large mammals resulted primarily from which of the following? (A) Interplay of predator and prey (B) Persistence of free-floating awareness in animals of the grasslands (C) Gradual dominance of warm-blooded mammals over cold-blooded reptiles (D) Interaction of early large mammals with less intelligent species（A） (E) Improvement of the capacity for memory among herbivores and carnivores 24. According to the passage, as the process of arousal in an organism continues, all of the following may occur EXCEPT: (A) the production of adrenaline (B) the production of norepinephrine (C) a heightening of sensitivity to stimuli (D) an increase in selectivity with respect to stimuli（E） (E) an expansion of the range of states mediated by the brain stem GRE No.5第三套section1A长 No. 5-3 SECTION A (The passage below is drawn from an article published in 1962.) Computer programmers often remark that computing machines, with a perfect lack of discrimination, will do any foolish thing they are told to do. The reason for this lies, of course, in the narrow fixation of the computing machine’s “intelligence” on the details of its own perceptions—its inability to be guided by any large context. In a psychological description of the computer intelligence, three related adjectives come to mind: single-minded, literal-minded, and simpleminded. Recognizing this, we should at the same time recognize that this single-mindedness, literal-mindedness, and simplemindedness also characterizes theoretical mathematics, though to a lesser extent. Since science tries to deal with reality, even the most precise sciences normally work with more or less imperfectly understood approximations toward which scientists must maintain an appropriate skepticism. Thus, for instance, it may come as a shock to mathematicians to learn that the Schrodinger equation (Schrodinger equation: [物]薛定谔方程) for the hydrogen atom is not a literally correct description of this atom, but only an approximation to a somewhat more correct equation taking account of spin, magnetic dipole (magnetic dipole: 磁偶极子), and relativistic effects; and that this corrected equation is itself only an imperfect approximation to an infinite set of quantum field-theoretical equations. Physicists, looking at the original Schrodinger equation, learn to sense in it the presence of many invisible terms in addition to the differential terms visible, and this sense inspires an entirely appropriate disregard for the purely technical features of the equation. This very healthy skepticism is foreign to the mathematical approach. Mathematics must deal with well-defined situations. Thus, mathematicians depend on an intellectual effort outside of mathematics for the crucial specification of the approximation that mathematics is to take literally. Give mathematicians a situation that is the least bit ill-defined, and they will make it well-defined, perhaps appropriately, but perhaps inappropriately. In some cases, the mathematicians’ literal-mindedness may have unfortunate consequences. The mathematicians turn the scientists’ theoretical assumptions, that is, their convenient points of analytical emphasis, into axioms, and then take these axioms literally. This brings the danger that they may also persuade the scientists to take these axioms literally. The question, central to the scientific investigation but intensely disturbing in the mathematical context—what happens if the axioms are relaxed?—is thereby ignored. The physicist rightly dreads precise argument, since an argument that is convincing only if it is precise loses all its force if the assumptions on which it is based are slightly changed, whereas an argument that is convincing though imprecise may well be stable under small perturbations of its underlying assumptions. 21. The author discusses computing machines in the first paragraph primarily in order to do which of the following? (A) Indicate the dangers inherent in relying to a great extent on machines (B) Illustrate his views about the approach of mathematicians to problem solving (C) Compare the work of mathematicians with that of computer programmers (D) Provide one definition of intelligence（B） (E) Emphasize the importance of computers in modern technological society 22. According to the passage, scientists are skeptical toward their equations because scientists (A) work to explain real, rather than theoretical or simplified, situations (B) know that well-defined problems are often the most difficult to solve (C) are unable to express their data in terms of multiple variables (D) are unwilling to relax the axioms they have developed（A） (E) are unable to accept mathematical explanations of natural phenomena 23. It can be inferred from the passage that scientists make which of the following assumptions about scientific arguments? (A) The literal truth of the arguments can be made clear only in a mathematical context. (B) The arguments necessarily ignore the central question of scientific investigation. (C) The arguments probably will be convincing only to other scientists. (D) The conclusions of the arguments do not necessarily follow from their premises.（E） (E) The premises on which the arguments are based may change. 24. According to the passage, mathematicians present a danger to scientists for which of the following reasons? (A) Mathematicians may provide theories that are incompatible with those already developed by scientists. (B) Mathematicians may define situation in a way that is incomprehensible to scientists. (C) Mathematicians may convince scientists that theoretical assumptions are facts. (D) Scientists may come to believe that axiomatic statements are untrue.（C） (E) Scientists may begin to provide arguments that are convincing but imprecise. 25. The author suggests that the approach of physicists to solving scientific problems is which of the following? (A) Practical for scientific purposes (B) Detrimental to scientific progress (C) Unimportant in most situations (D) Expedient, but of little long-term value（A） (E) Effective, but rarely recognized as such 26. The author suggests that a mathematician asked to solve a problem in an ill-defined situation would first attempt to do which of the following? (A) Identify an analogous situation (B) Simplify and define the situation (C) Vary the underlying assumptions of a description of the situation (D) Determine what use would be made of the solution provided（B） (E) Evaluate the theoretical assumptions that might explain the situation 27. The author implies that scientists develop a healthy skepticism because they are aware that (A) mathematicians are better able to solve problems than are scientists (B) changes in axiomatic propositions will inevitably undermine scientific arguments (C) well-defined situations are necessary for the design of reliable experiments (D) mathematical solutions can rarely be applied to real problems（E） (E) some factors in most situations must remain unknown GRE No.5第三套section2B长 SECTION B In eighteenth-century France and England, reformers rallied around egalitarian ideals, but few reformers advocated higher education for women. Although the public decried women’s lack of education, it did not encourage learning for its own sake for women. In spite of the general prejudice against learned women, there was one place where women could exhibit their erudition: the literary salon. Many writers have defined the woman’s role in the salon as that of an intelligent hostess, but the salon had more than a social function for women. It was an informal university, too, where women exchanged ideas with educated persons, read their own works and heard those of others, and received and gave criticism. In the 1750’s, when salons were firmly established in France, some English women, who called themselves “Bluestocking,” followed the example of the salonnieres (French salon hostesses) and formed their own salons. Most Bluestockings did not wish to mirror the salonnieres; they simply desired to adapt a proven formula to their own purpose—the elevation of women’s status through moral and intellectual training. Differences in social orientation and background can account perhaps for differences in the nature of French and English salons. The French salon incorporated aristocratic attitudes that exalted courtly pleasure and emphasized artistic accomplishments. The English Bluestockings, originating from a more modest background, emphasized learning and work over pleasure. Accustomed to the regimented life of court circles, salonnieres tended toward formality in their salons. The English women, though somewhat puritanical, were more casual in their approach. At first, the Bluestockings did imitate the salonnieres by including men in their circles. However, as they gained cohesion, the Bluestockings came to regard themselves as a women’s group and to possess a sense of female solidarity lacking in the salonnieres, who remained isolated from one another by the primacy each held in her own salon. In an atmosphere of mutual support, the Bluestockings went beyond the salon experience. They traveled, studied, worked, wrote for publication, and by their activities challenged the stereotype of the passive woman. Although the salonnieres were aware of sexual inequality, the narrow boundaries of their world kept their intellectual pursuits within conventional limits. Many salonnieres, in fact, camouflaged their nontraditional activities behind the role of hostess and deferred to men in public (in public: adv.当众, 公开地, 公然地). Though the Bluestockings were trailblazers when compared with the salonnieres, they were not feminists. They were too traditional, too hemmed in (hem in: v.包围) by their generation to demand social and political rights. Nonetheless, in their desire for education, their willingness to go beyond (go beyond: v.超出) the confines of the salon in pursuing their interests, and their championing of unity among women, the Bluestockings began the process of questioning women’s role in society. 17. Which of the following best states the central idea of the passage? (A) The establishment of literary salons was a response to reformers’ demands for social rights for women. (B) Literary salons were originally intended to be a meeting ground for intellectuals of both sexes, but eventually became social gatherings with little educational value. (C) In England, as in France, the general prejudice against higher education for women limited women’s function in literary salons to a primarily social one. (D) The literary salons provided a sounding board for French and English women who called for access to all the educational institutions in their societies on an equal basis with men.（E） (E) For women, who did not have access to higher education as men did, literary salons provided an alternate route to learning and a challenge to some of society’s basic assumptions about women. 18. According to the passage, a significant distinction between the salonnieres and Bluestockings was in the way each group regarded which of the following? (A) The value of acquiring knowledge (B) The role of pleasure in the activities of the literary salon (C) The desirability of a complete break with societal traditions (D) The inclusion of women of different backgrounds in the salons（B） (E) The attainment of full social and political equality with men 19. The author refers to differences in social background between salonnieres and Bluestockings in order to do which of the following? (A) Criticize the view that their choices of activities were significantly influenced by male salon members (B) Discuss the reasons why literary salons in France were established before those in England (C) Question the importance of the Bluestockings in shaping public attitudes toward educated women (D) Refute the argument that the French salons had little influence over the direction the English salons took（E） (E) Explain the differences in atmosphere and style in their salons 20. Which of the following statements is most compatible with the principles of the salonnieres as described in the passage? (A) Women should aspire to be not only educated but independent as well. (B) The duty of the educated women is to provide an active political model for less educated women. (C) Devotion to pleasure and art is justified in itself. (D) Substance, rather than form, is the most important consideration in holding a literary salon.（C） (E) Men should be exclu