中国留学之家 GRE试题5 - Powered by Discuz!NT Archiver

路由器 - 2008-6-16 21:31:00

Time-30 minutes　　38 Questions
　　1. Although sales have continued to increase since last
　　April, unfortunately the rate of increase has ——.
　　(A) resurged
　　(B) capitulated
　　(C) retaliated
　　(D) persevered
　　(E) decelerated
　　2. Although the mental process that creates a fresh and
　　original poem or drama is doubtless —— that which
　　originates and elaborates scientific discoveries, there
　　is clearly a discernible difference between the crea-
　　tors
　　(A) peripheral to
　　(B) contiguous with
　　(C) opposed to
　　(D) analogous to
　　(E) inconsistent with
　　3. It is disappointing to note that the latest edition of
　　the bibliography belies its long-standing reputation
　　for —— by —— some significant references to
　　recent publications.
　　(A) imprecision…… appropriating
　　(B) relevance…… adding
　　(C) timeliness…… updating
　　(D) meticulousness…… revising
　　(E) exhaustiveness…… omitting
　　4. Although Simpson was ingenious at —— to appear
　　innovative and spontaneous, beneath the ruse he
　　remained uninspired and rigid in his approach to
　　problem-solving.
　　(A) intending
　　(B) contriving
　　(C) forbearing
　　(D) declining
　　(E) deserving
　　5. She was criticized by her fellow lawyers not because
　　she was not ——, but because she so —— pre-
　　pared her cases that she failed to bring the expected
　　number to trial.
　　(A) well versed…… knowledgeably
　　(B) well trained…… enthusiastically
　　(C) congenial…… rapidly
　　(D) hardworking…… minutely
　　(E) astute…… efficiently
　　6. Schlesinger has recently assumed a conciliatory atti-
　　tude that is not —— by his colleagues, who con-
　　tinue to —— compromise.
　　(A) eschewed…… dread
　　(B) shared…… defend
　　(C) questioned…… reject
　　(D) understood…… advocate
　　(E) commended…… disparage
　　7. The National Archives contain information so ——
　　that researchers have been known never to publish
　　because they cannot bear to bring their studies to an
　　end.
　　(A) divisive
　　(B) seductive
　　(C) selective
　　(D) repetitive
　　(E) resourceful
　　8. HILL: MOUNTAIN::
　　(A) grass: rocks
　　(B) autumn: winter
　　(C) creek: river
　　(D) star: sun
　　(E) cliff: slope
　　9. AERATE: OXYGEN::
　　(A) eclipse: light
　　(B) desiccate: moisture
　　(C) precipitate: additive
　　(D) hydrate: water
　　(E) striate: texture
　　10. ORCHESTRA: MUSICIAN:
　　(A) cube: side
　　(B) kilometer: meter
　　(C) sonnet: poem
　　(D) biped: foot
　　(E) pack: wolf
　　11. EQUIVOCATION: MISLEADING::
　　(A) mitigation: severe
　　(B) advice: peremptory
　　(C) bromide: hackneyed
　　(D) precept: obedient
　　(E) explanation: unintelligible
　　12. CENSORSHIP: COMMUNICATION::
　　(A) propaganda: ideology
　　(B) preservative: decay
　　(C) revision: accuracy
　　(D) rest: atrophy
　　(E) exercise: fitness
　　13. BUS: PASSENGERS:
　　(A) flock: birds
　　(B) tanker: liquid
　　(C) envelope: letter
　　(D) bin: coal
　　(E) automobile: gasoline
　　14. BALLAD: STANZA::
　　(A) novel: chapter
　　(B) poem: meter
　　(C) play: dialogue
　　(D) movie: script
　　(E) photograph: caption
　　15. DISABUSE: FALLACY::
　　(A) cure: disease
　　(B) persevere: dereliction
　　(C) belittle: imperfection
　　(D) discredit: reputation
　　(E) discern: discrimination
　　16. BLANDISHMENT: CAJOLE::
　　(A) prediction: convince
　　(B) obstacle: impede
　　(C) embellishment: praise
　　(D) deficiency: compensate
　　(E) compliment: exaggerate
　　Although the hormone adrenaline is known to regulate
　　memory storage, it does not pass from the blood into brain
　　cells. We are faced with an apparent paradox: how can a
　　hormone that does not act directly on the brain have such a
　　(5)large effect on brain function?
　　Recently, we tested the possibility that one of the
　　hormone's actions outside the brain might be responsible.
　　Since one consequence of adrenaline release in an animal
　　is an increase in blood glucose levels, we examined the
　　(10)effects of glucose on memory in rats. We found that glu-
　　cose injected immediately after training enhances memory
　　tested the next day. Additional evidence was provided by
　　negative findings: drugs called adrenergic antagonists,
　　which block peripheral adrenaline receptors, disrupted
　　(15)adrenaline's ability to regulate memory but did not affect
　　memory enhancements produced by glucose that was not
　　stimulated by adrenaline. These results are as they should
　　be if adrenaline affects memory modulation by increasing
　　blood glucose levels.
　　17.The primary purpose of the passage is to
　　(A) reconcile two opposing theories
　　(B) compare two different explanations for a phe-
　　nomenon
　　(C) describe experimental research that appears to
　　support an unpopular theory
　　(D) present evidence that may help to resolve an
　　apparent contradiction
　　(E) describe a hypothesis that has cause a con-
　　troversy
　　18.It can be inferred from the passage that the author
　　would most likely describe the "additional evidence"
　　(line 12) provided by experiments with adrenergic
　　antagonists as
　　(A) revolutionary
　　(B) disappointing
　　(C) incomplete
　　(D) unexpected
　　(E) corroborative
　　19.The passage provides information about which of the
　　following topics?
　　(A) The mechanism by which glucose affects memory
　　storage
　　(B) The evidence that prompted scientist to test the
　　effects of adrenaline on memory regulation
　　(C) The reason that the effects of glucose on memory
　　were tested
　　(D) The ways that memory storage modifies the struc-
　　ture of the brain
　　(E) The kinds of training used to test memory enhance-
　　ment in rats
　　20.The author refers to the results of the experiment using
　　adrenergic antagonists as "negative findings" (line 13)
　　most likely because the adrenergic antagonists
　　(A) failed to disrupt adrenaline's effect on memory
　　(B) did not affect glucose's ability to enhance memory.
　　(C) did not block adrenaline's ability to increase blood
　　glucose levels
　　(D) only partially affected adrenaline's ability to
　　enhance memory
　　(E) disrupted both adrenaline's and glucose's effect
　　on memory
　　The age at which young children begin to make moral
　　discriminations about harmful actions committed against
　　themselves or others has been the focus of recent research
　　into the moral development of children. Until recently,
　　(5)child psychologists supported pioneer developmentalist Jean.
　　Piaget in his hypothesis that because of their immaturity,
　　children under age seven do not take into account the inten-
　　tions of a person committing accidental or deliberate harm,
　　but rather simply assign punishment for transgressions on
　　(10)the basis of the magnitude of the negative consequences
　　caused. According to Piaget, children under age seven
　　occupy the first stage of moral development, which is char-
　　acterized by moral absolutism (rules made by authorities
　　must be obeyed) and imminent justice (if rules are broken,
　　(15)punishment will be meted out). Until young children mature,
　　their moral judgments are based entirely on the effect
　　rather than the cause of a transgression. However, in recent
　　research, Keasey found that six- year-old children not only
　　distinguish between accidental and intentional harm, but
　　(20)also judge intentional harm as naughtier, regardless of the
　　amount of damage produced. Both of these findings seem
　　to indicate that children, at an earlier age than Piaget
　　claimed, advance into the second stage of moral develop-
　　ment, moral autonomy, in which they accept social rules
　　(25)but view them as more arbitrary than do children in the
　　first stage.
　　Keasey's research raises two key questions for develop-
　　mental psychologists about children under age seven: do
　　they recognize justifications for harmful actions, and do
　　(30)they make distinctions between harmful acts that are pre-
　　ventable and those acts that have unforeseen harmful con-
　　sequences? Studies indicate that justifications excusing
　　harmful actions might include public duty,self-defense, and
　　provocation. For example, Nesdale and Rule concluded that
　　(35)children were capable of considering whether or not an
　　aggressor's action was justified by public duty: five year
　　olds reacted very differently to "Bonnie wrecks Ann's
　　pretend house" depending on whether Bonnie did it "so
　　somebody won't fall over it" or because Bonnie wanted "to
　　(40)make Ann feel bad."Thus, a child of five begins to under-
　　stand that certain harmful actions, though intentional, can
　　be justified; the constraints of moral absolutism no longer
　　solely guide their judgments.
　　Psychologists have determined that during kindergarten
　　(45)children learn to make subtle distinctions involving harm.
　　Darley observed that among acts involving unintentional
　　harm, six-year-old children just entering kindergarten could
　　not differentiate between foreseeable, and thus preventable,
　　harm and unforeseeable harm for which the perpetrator
　　(50)cannot be blamed. Seven months later, however, Darley
　　found that these same children could make both distinc-
　　tions, thus demonstrating that they had become morally
　　autonomous.
　　21.Which of the following best describes the passage as
　　a whole?
　　(A) An outline for future research
　　(B) An expanded definition of commonly misunder-
　　stood terms
　　(C) An analysis of a dispute between two theorists
　　(D) A discussion of research findings in an ongoing
　　inquiry
　　(E) A confirmation of an established authority's theory
　　22.According to the passage, Darley found that after seven
　　months of kindergarten six year olds acquired which of
　　the following abilities?
　　(A) Differentiating between foreseeable and unforesee-
　　able harm
　　(B) Identifying with the perpetrator of a harmful action
　　(C) Justifying harmful actions that result from provo-
　　cation
　　(D) Evaluating the magnitude of negative consequences
　　resulting from the breaking of rules
　　(E) Recognizing the difference between moral absolu-
　　tism and moral autonomy
　　23.According to the passage, Piaget and Keasey would not
　　have agreed on which of the following points?
　　(A) The kinds of excuses children give for harmful
　　acts they commit
　　(B) The age at which children begin to discriminate
　　between intentional and unintentional harm
　　(C) The intentions children have in perpetrating harm
　　(D) The circumstances under which children punish
　　harmful acts
　　(E) The justifications children recognize for mitigating
　　punishment for harmful acts
　　24.It can be inferred that the term "public duty" (line 33)
　　in the context of the passage, means which of the fol-
　　lowing?
　　(A) The necessity to apprehend perpetrators.
　　(B) The responsibility to punish transgressors
　　(C) An obligation to prevent harm to another
　　(D) The assignment of punishment for harmful action
　　(E) A justification for punishing transgressions
　　25.According to the passage, Keasey's findings support
　　which of the following conclusions about six-year-old
　　children?
　　(A)They have the ability to make autonomous moral
　　judgments.
　　(B)They regard moral absolutism as a threat to their
　　moral autonomy.
　　(C)They do not understand the concept of public duty.
　　(D)They accept moral judgment made by their peers
　　more easily than do older children.
　　(E)They make arbitrary moral judgments.
　　26.It can be inferred form the passage that Piaget would
　　be likely to agree with which of the following state-
　　ments about the punishment that children under seven
　　assign to wrongdoing?
　　(A) The severity of the assigned punishment is deter-
　　mined by the perceived magnitude of negative
　　consequences more than by any other factor.
　　(B) The punishment is to be administered immediately
　　following the transgression.
　　(C) The children assign punishment less arbitrarily
　　than they do when they reach the age of moral
　　autonomy.
　　(D) The punishment for acts of unintentional harm is
　　less severe than it is for acts involving accidental
　　harm.
　　(E) The more developmentally immature a child, the
　　more severe the punishment that the child will
　　assign.
　　27.According to the passage, the research of Nesdale and
　　Rule suggests which of the following about five-year-
　　old children?
　　(A) Their reactions to intentional and accidental harm
　　determine the severity of the punishments they assign.
　　(B) They, as perpetrators of harmful acts, disregard
　　the feelings of the children they harm.
　　(C) They take into account the motivations of actions
　　when judging the behavior of other children.
　　(D) They view public duty as a justification for acci-
　　dental, but not intentional, harm.
　　(E) They justify any action that protects them from
　　harm.
　　28. DEBUT:
　　(A) collaboration
　　(B) monologue
　　(C) farewell performance
　　(D) repertoire standard
　　(E) starring role
　　29. WITHER:
　　(A) disagree
　　(B) shine
　　(C) plant
　　(D) adhere
　　(E) revive
　　30. BUCK:
　　(A) cover over
　　(B) assent to
　　(C) brag about
　　(D) improve
　　(E) repair
　　31. MEAN:
　　(A) trusting
　　(B) ardent
　　(C) clever
　　(D) incautious
　　(E) noble
　　32. ADJUNCT:
　　(A) expert appraisal
　　(B) generous donation
　　(C) essential element
　　(D) mild reproof
　　(E) impartial judgment
　　33. CANONICAL:
　　(A) imprecise
　　(B) ubiquitous
　　(C) superfluous
　　(D) nontraditional
　　(E) divisive
　　34. TICKLISH:
　　(A) heavy-handed
　　(B) significant
　　(C) tolerant
　　(D) impartial
　　(E) imperturbable
　　35. PREVALENT:
　　(A) invasive
　　(B) inconsistent
　　(C) indistinct
　　(D) unpalatable
　　(E) unusual
　　36. PENURY:
　　(A) approbation
　　(B) affluence
　　(C) objectivity
　　(D) compensation
　　(E) grandiosity
　　37. MINATORY:
　　(A) convenient
　　(B) nonthreatening
　　(C) straightforward
　　(D) fastidious
　　(E) rational
　　38. CALUMNIOUS:
　　(A) adept
　　(B) aloof
　　(C) quaint
　　(D) decorous
　　(E) flattering

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