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“We have a brain region that monitors and says ‘you messed up’ so that we can correct our behavior,” says psychologist George Buzzell, now at the University of Maryland in College Park. But sometimes, that monitoring system can backfire, 32 us from the task at hand and causing us to make another error.
“There does seem to be a little bit of time for people, after mistakes, where you’re sort of 33 ,” says Jason Moser, a psychologist at Michigan State University, who wasn’t part of the study.
To test people’s 34 to making mistakes, Buzzell and colleagues at George Mason University in Fairfax, Va., monitored 23 participants’ brain activity while they worked through a challenging task. Concentric（同心的）circles 35 briefly on a screen, and participants had to respond with one hand if the two circles were the same color and the other hand if the circles were slightly different shades.
After making a mistake, participants generally answered the next question correctly if they had a second or so to recover. But when the next challenge came very quickly after an error, as little as 0.2 seconds, accuracy 36 by about 10 percent. Electrical activity recorded from the 37 cortex（大脑皮层）showed that participants paid less attention to the next experiment if they had just made a mistake than if they had responded 38 .
The cognitive demand of noting and 39 the error seems to divert attention that would otherwise be devoted to the task, Buzzell says.
In real life, people usually have time — even if just a few seconds — to reflect on a mistake before having to make another decision. But in some activities such as driving a car or playing a musical instrument, people must rebound from errors quickly while continuing to correctly carry out the rest of the task. Those actions might push the 40 of error processing.
III. Reading Comprehension Section A
Direction: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.
Robots’ Intelligence
As Artificial Intelligence (AI) becomes increasingly complicated, there are growing concerns that robots could become a threat. This danger can be 41 , according to computer science professor Stuart Russell if we figure out how to turn human 42 into a programmable code.
Russell argues that as robots take on more complicated tasks, it’s necessary 中小学最新教育资料
中小学最新教育资料
to translate our morals into AI language. 43 , if a robot does chores around the house, you wouldn’t want it to put the pet cat in the oven to make dinner for the 44 children. “You would want that robot 45 with a good set of values,” said Russell.
Some robots are already programmed with basic human values. For example, mobile robots have been programmed to keep a 46 distance from humans. Obviously there are cultural differences, but if you were talking to another person and they came up close in your personal space, you wouldn’t think that’s the kind of thing a 47 brought-up person would do.
It will be possible to 48 more complicated moral machines, if only we can find a way to set out human values as clear rules. Robots could also learn values from drawing patterns from large sets of data on human behavior. They are dangerous only if programmers are 49 .
The biggest 50 with robots going against human values is that human beings fail to do sufficient testing and they’ve produced a system that will 51 some kind of taboo(禁忌). One simple check would be to program a robot to check the correct course of action with a human when presented with a(n) 52 situation. If the robot is unsure whether an animal is suitable for the microwave, it has the opportunity to stop, send out beeps, and ask for 53 from a human. If we humans aren’t quite sure about a decision, we go and ask somebody else. The most difficult step in programming values will be deciding exactly what we believe in 54 , and how to create a set of ethical（伦理的）rules. But if we 55 an answer, robots could be good for humanity.
41. A. avoided 42.
personalities 43. A. Instead 44. A. special 45. A. preloaded 47. A. literarily 49. A. careless 50. A. doubt 51. A. subject 52. A. similar
B. For example B. demanding B. downloaded B. independently B. senseless B. threat B. prohibit B. familiar
C. After all C. bright C. uploaded C. sufficient C. properly C. introduce C. powerless C. concern C. observe C. unusual C. feedback
D. As a result D. starving D. upgraded D. noticeable D. naturally D. create D. thoughtless D. prospect D. break D. ideal D. comment
B. revised A. B. behaviors
C. increased C. intentions
D. rejected D. values
46. A. comfortable B. private 48. A. manufacture B. install
53. A. permission B. guidance 中小学最新教育资料
中小学最新教育资料 54. A. principle 55. A. look into
Section B
Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.
（A）
Like many other people, I love my smart phone, which keeps me connected with the larger world that can go anywhere with me. I also love my laptop，because it holds all of my writing and thoughts. In spite of this love of technology, I know that there are times when I need to move away from these devices and truly communicate with others.
On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the materials and exchange their ideas with each other in the classroom, I have a rule —no laptop, iPads, phones, etc. When students were told my rule in advance of the class, some of them were not happy.
Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There’s a bit of truth to that. Some students assume that I am anti-technology. There’s no truth in that at all. I love technology and try to keep up with it, so I can relate to my students.
The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course materials and the class discussion.
I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course materials beyond the classroom.
I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I’m sticking 中小学最新教育资料
B. moral B. pick out
C. standard C. turn to
D. technology D. come up with
中小学最新教育资料
to my plan. A few hours of technology-free dialogue is just too sweet to give up.
56. Some of the students in the history class were unhappy with____________.
A. the course materials C. discussion topics
57. Which of the following statements is true?
A. The author made the rule in that he was against technology.
B. The author made the rule mainly because of his unpleasant experiences. C. The author’s history class received low assessment.
D. The students think highly of the author’s history class.
58. According to the author, the use of technology in the classroom may ___________. A. allow students to get on well with each other B. improve teaching and offer more help
C. help students to better understand complex themes D. prohibit students being involved in class
59. What can we infer from the passage?
A. The author will carry on the success in the future. B. Some students will be punished according to the rule. C. More and more students will be absent in history class. D. The author will help students concentrate on what they learn.
（B） Where to Drink
Cafe San Bernardo
Join table-tennis and pool-playing port. Cafe San Bernardo has been running since 1912.
The Villa Crespo dive bar also offers up table football for￡4 an hour. Service is efficient; with last orders at 5 am. The daily happy hour between 6 pm and 9 pm includes 60 minutes playing your game of choice, plus a half-bottle of red wine and a corn pie, for￡9.
●Avenue Corrientes 5436, Villa Crespo, 5411 4855 3956, cafesanbernardo. com
M Salumeria & Enoteca
Trading only in wine with a story, sommelier (侍酒师）Mariana Torta chooses new ways on a daily basis, and keeps a list of around 250 labels. There's no wine menu—中小学最新教育资料
B. the author’s class regulations D. others’ misuse of technology
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