GRE真题94年2月

GRE 国 内 题 90 – 94 COPYLEFT TONGLEI 94 年 2 月 SECTION 2 Time-30 minutes 38 Questions 1 .If those large publishers that respond solely to popular literary trends continue to dominate the publishing market, the initial publication of new writ ers will depend on the writers' willingness to ------- popular tastes. (A) struggle against (B) cater to (C) admire (D) flout (E) elude 2. Candidates who oppose the present state income tax must be able to propose ----- ways to ---- the financing of state operations. (A) intelligent.. initiate (B) individual.. diversify (C) innovative.. alleviate (D) arbitrary.. maintain (E) alternate.. continue 3. Although strong legal remedies for nonpayment of child support are ------ the delay and expense associated with these remedies make it ------- to develop other options. (A) unpopular.. useful (B) required.. impossible (C) available.. imperative (D) unavailing.. impractical (E) nonexistent.. ridiculous 4. Calculus, though still indispensable to science and technology, is no longer ----- ; it has an equal partner called discrete mathematics. (A) preeminent (B) pertinent (C) beneficial (D) essential (E) pragmatic 5. Demonstrating a mastery of innuendo, he issued several ----- insults in the course of the evening's conversation. (A) blunt (B) boisterous (C) fallacious (D) veiled (E) embellished 6. The ----- of gamblers' unsuccessful decision strategies is one ----- of the illusions built into games of chance in order to misguide players and take their money. (A) distortion.. outcome (B) restriction.. result (C) maintenance.. function (D) prediction.. accomplishment (E) demonstration.. prerequisite 7. The natures of social history and lyric poetry are ------ , social history always recounting the ------- and lyric poetry speaking for unchanging human nature, that timeless essence beyond fashion and economics. (A) predetermined.. bygone (B) antithetical.. evanescent (C) interdependent.. unnoticed (D) irreconcilable.. unalterable (E) indistinguishable.. transitory 8. JOG: EXERCISE:: (A) immunize : disease (B) barter: trade (C) borrow: bank (D) punish: law (E) vote: candidate 9. STERILE : BACTERIA:: (A) moldy : fungus (B) mendacious : lies (C) desiccated : thirst (D) colorless: rainbow (E) impeccable : flaws 10. STOKE: FUEL:: (A) irrigate : water (B) simulate: imitation (C) radiate: steam (D) choke: obstacle (E) propel: force 11. ANECDOTE: AMUSEMENT:: (A) parable: brevity (B) lecture: instruction (C) harangue: complacency (D) caption: illustration (E) slogan: repetition 12. PORTRAIT: PAINTING:: (A) ballet: music (B) meter: poetry (C) solo: ensemble (D) biography: history (E) documentary: event 13. VENERABLE: REVERENCE:: (A) fallible: correction (B) viable : performance (C) despicable : scorn (D) credible: honor (E) amiable: reconciliation 14. DOLDRUMS: ENERGY:: (A) joy: euphoria (B) rehabilitation: discipline (C) hunger : thirst (D) depravity: virtue (E) grief: hope 15. DISINTERESTED: PARTISANSHIP:: (A) meticulous : preservation (B) straightforward: argument (C) adroit: fatigue (D) venal : probity (E) efficient : dispatch 16. MERCENARY: SOLDIER:: (A) amateur : artist (B) apprentice : student (C) pedant : teacher (D) demagogue: leader (E) hack: writer 　Analyzing the physics of dance can add 　　fundamentally to a dancer's skill. 　　Although dancers seldom see themselves 　　totally in physical terms-as body mass (5) moving through space under the 　　influence of well-known forces and 　　obeying physical laws-neither can they 　　afford to ignore the physics of 　　movement.For example, no matter how (10) much a dancer wishes to leap off the floor 　　and then start turning, the law of 　　conservation of angular momentum 　　absolutely prevents such a movement. 　　　Some movements involving primarily (15) vertical or horizontal motions of the 　　body as a whole, in which rotations can 　　be ignored, can be studied using simple 　　equations of linear motion in three 　　dimensions. However, rotational motions (20) require more complex approaches that 　　involve analyses of the way the body's 　　mass is distributed, the axes of 　　rotation involved in different types of 　　movement, and the sources of the forces (25) that produce the rotational movement. 17. The primary purpose of the passage is to (A) initiate a debate over two approaches to analyzing a field of study (B) describe how one field of knowledge can be applied to another field (C) point out the contradictions between two distinct theories (D) define and elaborate on an accepted scientific principle（B） (E) discuss the application of a new theory within a new setting 18. The author mentions all of the following as contributing to an understanding of the physics of dance EXCEPT: (A) the law of conservation of angular momentum (B) analyses of the way in which the body’s mass is distributed (C) equations of linear motion in three dimensions (D) analyses of the sources that produce rotational motions（E） (E) the technical terms for movements such as leaps and turns 19. The author implies that dancers can become more skilled by doing which of the following? (A) Ignoring rotational movements (B) Understanding the forces that permit various movements (C) Solving simple linear equations (D) Learning the technical terms utilized by choreographers（B） (E) Circumventing the law of conservation of angular momentum 20. Analysis of which of the following would require the kind of complex approach described in lines 14-19? (A) A long leap across space (B) A short jump upward with a return to the same place (C) A sustained and controlled turn in place (D) Short, rapid steps forward and then backward without turning（C） (E) Quick sidesteps in a diagonal line 　　Human relations have commanded 　　people's attention from early times. 　　The ways of people have been recorded 　　in innumerable myths, folktales, novels, (5) poems, plays, and popular or philo- 　　sophical essays. Although the full 　　significance of a human relationship may 　　not be directly evident, the complexity 　　of feelings and actions that can be (10) understood at a glance is surprisingly 　　great. For this reason psychology 　　holds a unique position among 　　the sciences. "Intuitive" knowledge 　　may be remarkably penetrating (15) and can significantly help us under- 　　stand human behavior, whereas in the 　　physical sciences such commonsense 　　knowledge is relatively primitive. 　　If we erased all knowledge of scien- (20) tific physics from our modem word, 　　not only would we not have cars and 　　television sets, we might even find 　　that the ordinary person was unable 　　to cope with the fundamental mechanical (25) problems of pulleys and levers. On 　　the other hand if we removed all 　　knowledge of scientific psychology 　　from our world, problems in inter- 　　personal relations might easily be (30) coped with and solved much as before. 　　We would still "know" how to avoid 　　doing something asked of us and how 　　to get someone to agree with us; we 　　would still "know" when someone was (35) angry and when someone was pleased. 　　One could even offer sensible expla- 　　nations for the "whys" of much of 　　the self's behavior and feelings. 　　In other words, the ordinary person (40) has a great and profound understanding 　　of the self and of other people which, 　　though unformulated of only vaguely 　　conceived, enables one to interact 　　with others in more or less adaptive (45) ways. Kohler in referring to the lack 　　of great discoveries in psychology as 　　compared with physics, accounts for 　　this by saying that "people were 　　acquainted with practically all (50) territories of mental life a long 　　time before the founding of scientific 　　psychology." 　　　Paradoxically, with all this natural, 　　intuitive, commonsense capacity to (55) grasp human relations, the science of 　　human relations has been one of the 　　last to develop. Different expla- 　　nations of this paradox have been 　　suggested. One is that science (60) would destroy the vain and pleasing 　　illusions people have about themselves; 　　but we might ask why people have always 　　loved to read pessimistic, debunking 　　writings, from Ecclesiastes to Freud. (65) It has also been proposed that just 　　because we know so much about people 　　intuitively, there has been less 　　incentive for studying them scientifi- 　　cally; why should one develop a theory, (70) carry out systematic observations, or 　　make predictions about the obvious? 　　In any case, the field of human 　　relations, with its vast literary 　　documentation but meager scientific (75) treatment, is in great contrast to 　　the field of physic in which there are relatively few nonscientific books. 21. According to the passage, it has been suggested that the science of human relations was slow to develop because (A) intuitive knowledge of human relations is derived from philosophy (B) early scientists were more interested in the physical world (C) scientific studies of human relations appear to investigate the obvious (D) the scientific method is difficult to apply to the study of human relations（C） (E) people generally seem to be more attracted to literary than to scientific writings about human relations 22. The author’s statement that “Psychology holds a unique position among the sciences” (lines 8-9) is supported by which of the following claims in the passage? (A) The full meaning of a human relationship may not be obvious. (B) Commonsense understanding of human relations can be incisive. (C) Intuitive knowledge in the physical sciences is relatively advanced. (D) Subjective bias is difficult to control in psychological research.（B） (E) Psychological facts are too imprecise to lead to great discoveries. 23. According to the passage, an understanding of the self can be (A) highly biased due to unconscious factors (B) profound even when vaguely conceived (C) improved by specialized training (D) irrelevant for understanding human relations（B） (E) more reliable than knowledge about other people 24. It can be inferred that the author would most likely agree with which of the following statements regarding people who lived before the advent of scientific psychology? (A) Their understanding of human relations was quite limited. (B) They were uninterested in acquiring knowledge of the physical world. (C) They misunderstood others more frequently than do people today. (D) Their intuitions about human relations were reasonably sophisticated.（D） (E) They were more likely to hold pleasing illusions about themselves than are people today. 25. The author implies that attempts to treat human relations scientifically have thus far been relatively (A) unilluminating (B) paradoxical (C) pessimistic (D) encouraging（A） (E) uninterpretable 26. The author refers to people who are attracted to “pessimistic, debunking writings” (line 44) in order to support which of the following ideas? (A) Interesting books about human relations are typically pessimistic. (B) People tend to ignore scientific explanations of human relations. (C) People rarely hold pleasing illusions about themselves. (D) A scientific approach human relations would undermine the pleasing illusions people hold of themselves.（E） (E) It is doubtful that the science of human relations developed slowly because of a desire to maintain pleasing illusions. 27. It can be inferred that the author assumes that commonsense knowledge of human relations is (A) equally well developed among all adults within a given society (B) considerably more accurate in some societies than in others (C) biased insofar as it is based on myths and folktales (D) typically unrelated to an individual’s interactions with other people（E） (E) usually sufficiently accurate to facilitate interactions with others 28. UNSUBSTANTIATED: (A) having unknown consequences (B) carefully done (C) modified (D) minimized (E) verified 29. CHICANERY: (A) public praise (B) unimpassioned declaration (C) honest dealing (D) extemporaneous argument (E) consistent action 30. VIABILITY: (A) inability to change (B) inability to breathe (C) inability to live (D) state of frivolity (E) state of immobility 31. PROTUBERANT: (A) depressed (B) slick (C) desiccated (D) contorted (E) opaque 32. CURSORY: (A) extremely delicate (B) unusually brilliant (C) completely natural (D) painstakingly thorough (E) overwhelmingly emotional 33. AMELIORATE: (A) preserve (B) participate (C) aggravate (D) implement (E) implicate 34. STIPULATION: (A) heated discussion (B) demanding task (C) erroneous interpretation (D) tacit requirement (E) paramount concern 35. ABDICATE: (A) assume (B) resist (C) defend (D) propose (E) dictate 36. RESTIVENESS: (A) contentment (B) heartiness (C) smugness (D) bashfulness (E) urbanity 37. FORESTALL: (A) defend (B) abet (C) renounce (D) accept (E) badger 38. GRANDILOQUENT: (A) precious (B) ambiguous (C) colloquial (D) secretive (E) ribald SECTION 6 Time-30 minutes 38 Questions 1. Exposure to low-intensity gamma radiation slows the rate of growth of the spoilage microorganisms in food in much the same way that the low heat used in pasteurization ------- the spoilage action of the microorganisms in milk. (A) precludes (B) initiates (C) inhibits (D) isolates (E) purifies 2. In today's world, manufacturers' innovations are easily copied and thus differences between products are usually -------; advertisers, therefore, are forced to ------- these differences in order to suggest the uniqueness of their clients' products. (A) crucial.. downplay (B) minimal.. reduce (C) slight.. exaggerate (D) common.. emphasize (E) intrinsic.. create 3. To avoid annihilation by parasites, some caterpillars are able to ----- periods of active growth by prematurely entering a dormant state, which is characterized by the -------- of feeding. (A) curtail.. suspension (B) foster.. continuation (C) prevent.. stimulation (D) mediate.. synthesis (E) invert.. simulation 4. Prior to the work of Heckel, illustrations of fish were often beautiful but rarely -------; this fact, combined with the ---- nature of most nineteenth- century taxonomic descriptions, often kept scientists from recognizing differences between species. (A) impressive.. inaccurate (B) realistic.. detailed (C) traditional.. progressive (D) precise.. inexact (E) distinctive.. sophisticated 5. Experienced and proficient, Susan is a good, ------ trumpeter her music is often more satisfying than Carol's brilliant but ------- playing. (A) virtuoso.. inimitable (B) mediocre.. eccentric (C) competent.. influential (D) amateur.. renowned (E) reliable.. erratic 6. In the midst of so many evasive comments, this forthright statement, whatever its intrinsic merit, plainly stands out as -------- (A) a paradigm (B) a misnomer (C) a profundity (D) an inaccuracy. (E) an anomaly 7. Marshall's confrontational style could alienate almost anyone: he even antagonized a board of directors that included a number of his supporters and that had a reputation for not being easily ------ (A) intimidated (B) mollified (C) reconciled (D) provoked (E) motivated 8. MARSH: SODDEN:: (A) creek: wide (B) laughter: arrhythmic (C) desert: arid (D) question: inaudible (E) fence: short 9. GRIPE: DISCONTENT:: (A) learn: knowledge (B) praise: admiration (C) depart: journey (D) conspire: pact (E) react: response 10. DIRECTOR: SCRIPT:: (A) politician : document (B) conductor: score (C) photographer: picture (D) choreographer: dance (E) historian: genealogy 11. OPPORTUNE: CONVENIENCE:: (A) ineffable: substance (B) impenetrable : durability (C) impermanent: transience (D) excessive : superficiality (E) remediable: effort 12. CIRCULAR: ASYMMETRICAL:: (A) protean: rigid (B) prior: unfinished (C) scarce: withheld (D) unique: rare (E) imminent: impending 13. OPERA: ARIA:: (A) symphony: coda (B) play: monologue (C) concert: encore (D) movie : credits (E) lecture: oration 14. COMMAND: ENTREATY:: (A) threat: antagonism (B) reproach: fault (C) spat: quarrel (D) snare: entrapment (E) goad: enticement 15. GRANDSTAND: IMPRESS:: (A) patronize: alienate (B) hedge: reveal (C) equivocate: deceive (D) presume: disprove (E) upbraid: dislike 16. REPROVE: REPRIMAND:: (A) blame: censure (B) control : contain (C) persuade : convince (D) thwart : confront (E) inconvenience : effect 　　Although a historical lack of access to 　　formal Spanish- language education 　　initially limited the opportunities of 　　some Chicanos to hone their skills as (5) writers of Spanish, their bilingual 　　culture clearly fostered an exuberant 　　and compelling oral tradition. It has 　　thus generally been by way of the 　　emphasis on oral literary creativity (10) that these Chicano writers, whose 　　English language works are sometimes 　　uninspired, developed the powerful and 　　arresting language that characterized 　　their Spanish-language works. This (15) Spanish-English difference is not 　　surprising. When writing in Spanish, 　　these authors stayed close to the spoken 　　traditions of their communities where 　　publication, support, and instructive (20) response would come quickly in local or 　　regional newspapers. Works in English, 　　however, often required the elimination 　　of nuance or colloquialism, the 　　adoption of a formal tone, and the (25) adjustment of themes or ideas to 　　satisfy the different demands of 　　national publications. 17. The passage is primarily concerned with doing which of the following? (A) Debating the historical value of a literary movement (B) Describing and accounting for a difference in literary styles (C) Explaining a publishing decision and evaluating its results (D) Analyzing the expectations of a particular group of readers（B） (E) Classifying several kinds of literary production 18. According to the author, the Chicano oral experience contributed directly to which of the following characteristics in the work of some Chicano writers? (A) A sensitivity to and adeptness in using the spoken language (B) A tendency to appear in national rather than regional publications (C) A style reflecting the influence of Spanish language education (D) A reliance on a rather formal style（A） (E) A capacity to appeal to a broad range of audiences 19. Which of the following best describes the function of the last two sentences of the passage (lines 11-19)? (A) They expand on an advantage mentioned in the first sentence of the passage(lines 1-5). (B) They outline the consequences of a limitation discussed in the first sentence of the passage (lines 1-5). (C) They provide explicit examples drawn from the oral and the written works mentioned in the second sentence of the passage (lines 5-10). (D) They explain the causes of a phenomenon mentioned in the third sentence of the passage(lines 10-11).（D） (E) They limit the applicability of a generalization made in the third sentence of the passage (lines 10-11). 20. The passage suggests that which of the following was probably characteristic of the “national publications” mentioned in line 19? (A) They primarily presented scholarly material of little interest to a general audience. (B) They sometimes published articles treating controversial themes. (C) They encouraged authors to feature local issues in articles in order to increase circulation. (D) They included a significant number of articles by minority authors.（E） (E) They took a stylistically formal approach to material of interest to a general audience. 　　The two claws of the mature American 　　lobster are decidedly different from 　　each other. The crusher claw is short 　　and stout; the cutter claw is long and (5) slender. Such bilateral asymmetry, in 　　which the right side of the body is,in 　　all other respects, a mirror image of 　　the left side,is not unlike handedness 　　in humans. But where the majority of (10) humans are right-handed, in lobsters 　　the crusher claw appears with equal 　　probability on either the right or 　　left side of the body. 　　　Bilateral asymmetry of the claws (15) comes about gradually. In the juvenile 　　fourth and fifth stages of development, 　　the paired claws are symmetrical and 　　cutter like. Asymmetry begins to appear 　　in the juvenile sixth stage of develop- (20) ment, and the paired claws further 　　diverge toward well-defined cutter 　　and crusher claws during succeeding 　　stages. An intriguing aspect of this 　　development was discovered by Victor (25) Emmel. He found that if one of the 　　paired claws is removed during the 　　fourth or fifth stage, the intact 　　claw invariably becomes a crusher. 　　while the regenerated claw becomes (30) a cutter. Removal of a claw during 　　a liter juvenile stage or during 　　adulthood, when asymmetry is present, 　　does not alter the asymmetry; the 　　intact and the regenerate claws retain (35) their original structures. 　　　These observations indicate that 　　the conditions that trigger differ- 　　entiation must operate in a random, 　　manner when the paired claws are (40) intact but in a nonrandom manner 　　when one of the claws is lost. One 　　possible explanation is that differ- 　　ential use of the claws determines 　　their asymmetry. Perhaps the claw (45) that is used more becomes the crusher. 　　This would explain why, when one of 　　the claws is missing during the fourth 　　or fifth stage, the intact claw always 　　becomes a crusher. With two intact (50) claws, initial use of one claw might 　　prompt the animal to use it more than 　　the other throughout the juvenile 　　fourth and fifth stages, causing it 　　to become a crusher. (55) 　To test this hypothesis, researchers 　　raised lobsters in the juvenile fourth 　　and fifth stages of development in a 　　laboratory environment in which the 　　lobsters could manipulate oyster chips. (60) (Not coincidentally, at this stage of 　　development lobsters typically change 　　from a habitat where they drift 　　passively, to the ocean floor where 　　they have the opportunity to be more (65) active by burrowing in the substrate.) 　　Under these conditions, the lobsters 　　developed asymmetric claws, half with 　　crusher claws on the left, and half 　　with crusher claws on the right. In (70) contrast, when juvenile lobsters were 　　reared in a smooth tank without the 　　oyster chips, the majority developed 　　two cutter claws. This unusual con- 　　figuration of symmetrical cutter claws (75) did not change when the lobsters were 　　subsequently placed in a manipulatable 　　environment or when they lost and regenerated one or both claws. 21. The passage is primarily concerned with (A) drawing an analogy between asymmetry in lobsters and handedness in humans (B) developing a method for predicting whether crusher claws in lobsters will appear on the left or right side (C) explaining differences between lobsters’ crusher claws and cutter claws (D) discussing a possible explanation for the way bilateral asymmetry is determined in lobsters（D） (E) summarizing the stages of development of the lobster 22. Each of the following statements about the development of a lobster’s crusher claw is supported by information in the passage EXCEPT: (A) It can be stopped on one side and begun on the other after the juvenile sixth stage. (B) It occurs gradually over a number of stages. (C) It is initially apparent in the juvenile sixth stage. (D) It can occur even when a prospective crusher claw is removed in the juvenile sixth stage.（A） (E) It is less likely in the absence of a manipulatable environment. 23. Which of the following experimental results, if observed, would most clearly contradict the findings of Victor Emmel? (A) A left cutterlike claw is removed in the fifth stage and a crusher claw develops on the right side. (B) A left cutterlike claw is removed in the fourth stage and a crusher claw develops on the left side. (C) A left cutterlike claw is removed in the sixth stage and a crusher claw develops on the right side. (D) Both cutterlike claws are removed in the fifth stage and a crusher claw develops on the left side.（B） (E) Both cutterlike claws are removed in the fourth stage and a crusher claw develops on the right side. 24. It can be inferred that of the two laboratory environments mentioned in the passage, the one with oyster chips was designed to (A) prove that the presence of oyster chips was not necessary for the development of a crusher claw (B) prove that the relative length of time that the lobsters were exposed to the oyster-chip environment had little impact on the development of a crusher claw (C) eliminate the environment as a possible influence in the development of a crusher claw (D) control on which side the crusher claw develops（E） (E) simulate the conditions that lobsters encounter in their natural environment 25. It can be inferred from the passage that one difference between lobsters in the earlier stages of development and those in the juvenile fourth and fifth stages is that lobsters in the early stages are (A) likely to be less active (B) likely to be less symmetrical (C) more likely to lose a claw (D) more likely to replace a crusher claw with a cutter claw（A） (E) more likely to regenerate a lost claw 26. Which of the following conditions does the passage suggest is a possible cause for the failure of a lobster to develop a crusher claw? (A) The loss of a claw during the third or earlier stage of development (B) The loss of a claw during the fourth or fifth stage of development (C) The loss of a claw during the sixth stage of development (D) Development in an environment devoid of material that can be manipulated（D） (E) Development in an environment that changes frequently throughout the stages of development 27. The author regards the idea that differentiation is triggered randomly when paired claws remain intact as (A) irrefutable considering the authoritative nature of Emmel’s observations (B) likely in view of (in view of: adv.考虑到, 由于) present evidence (C) contradictory to conventional thinking on lobster-claw differentiation (D) purely speculative because it is based on scattered research and experimentation（B） (E) unlikely because of apparent inconsistencies with theories on handedness in humans 28. AWE: (A) compassion (B) eclecticism (C) irreverence (D) guilt (E) nervousness 29. AGGREGATE: (A) belittle (B) return (C) disperse (D) confuse (E) alleviate 30. BOON: (A) misfortune (B) imbroglio (C) hopeless situation (D) acrimonious debate (E) callous behavior 31. ARTIFICE: (A) contentment (B) self-assurance (C) candor (D) temerity (E) reticence 32. VESTIGFAL: (A) uniform in shape (B) fully developed (C) turgid (D) moribund (E) malleable 33. MOLLIFY: (A) rouse (B) refute (C) renounce (D) oppose (E) criticize 34. FERAL: (A) beneficial (B) cultivated (C) bold (D) anticipated (E) primary 35. RUEFUL: (A) secretly envious (B) gravely thoughtful (C) openly ambitious (D) impenitent (E) vengeful 36. SCRAPPY: (A) charming (B) timorous (C) conventional (D) canny (E) confused 37. COZEN: (A) deal with forthrightly (B) invite reluctantly (C) urge forward (D) yield copiously (E) deny emphatically 38. TRITE: (A) far-reaching (B) concrete (C) organized (D) original (E) explicit PAGE 11