“risky” choice. The safe option resulted in a small, but consistent amount of a sugar water treat. But the risky choice consistently delivered smaller amounts of sugar water, with the occasional large pay off—essentially encouraging the animals to gamble for a bigger prize. Around two-thirds of the animals weren’t keen on risk, opting for the safe option, but the remaining third were risk-seekers. Brain scans of the animals showed that those with low levels of DR2 consistently went for the gamble.
But using pulses of light to stimulate (刺激) the DR2 cells and improve their activity could cause the risk-takers to play it safe and opt for the guaranteed but less rewarding option. Once the light-pulses stopped, the risk-takers returned to their gambling strategy. In the risk-averse animals, stimulating the same cells had little to no effect. Professor Karl Deisseroth, of Stanford University in California, said: “Humans and rats have similar brain structures involved.”And we found a drug known to increase risk preference in people had the same effect on the rats. So every indication is that these findings are relevant to humans. “Risky behavior has its moments where it’s valuable. As a species, we wouldn’t have come as far as we have without it.”
63. The variation in people’s preference towards risks is directly regulated by ________. A. nucleus accumbens B. light sensitive proteins C. neurons D. dopamine 64. From the experiment with rats, we can conclude that ________. A. the lack of DR2 cells results in a safe option B. the levels of DR2 have little to do with their choices C. the high levels of DR2 can make animals avoid risks D. the risky choice is a less rewarding option
65. The underlined words in Paragraph 7 most likely mean the animals that are ________. A. willing to take big risks C. fond of gambling strategy
B. reluctant to take risks D. afraid of receiving stimulation
66. What can be inferred from what Professor Karl Deisseroth said? A. Humans and rats differ in their preference for risk-taking. B. Too much risk-taking can do more harm than good.
C. Risk-taking can be used to treat people with impulse control problems. D. Risk-taking is a means of survival and brings higher returns to humans.
D
Wisconsin has long been home to incredibly successful research and innovation thanks to our famous academic research institutions and some of the brightest scientific minds. From discovering how Vitamin D can best be absorbed, to unlocking the potential of stem cells, Wisconsin has pioneered remarkable breakthroughs in science that have improved health, saved lives and created jobs. These scientific breakthroughs have not only led to life-saving medical
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technologies but also have fostered (培育) a strong power in Wisconsin economy.
Across America, groundbreaking research supported by the National Institutes of Health (NIH) alone adds millions of dollars to our economy every year. In fact, NIH funding generated an estimated $58 billion in economic output nationwide in 2014. NIH funding spurs economic growth by supporting jobs in research and by generating biomedical innovations that are turned into new products. NIH-supported innovations also influence improvements in health that can bolster the economy, improve productivity, and reduce illness and disability at home and across the globe. But, budget cuts and inadequate funding for NIH in the past decade have put both medical innovation and our next generation of researchers at risk.
Today, too many of our talented young scientists are deciding to do something else, or are leaving the country to pursue their research. Simply put, scientific and medical innovation depends on our ability to foster, support and invest in these new researchers.
That is why I have worked across party lines with Senator Susan Collins of Maine and introduced the Next Generation (NextGen) Researchers Act. Our act builds opportunities for new researchers, helps address the debt burden that young scientists face today, and invests in the future of research, science, and innovation. This commonsense proposal would create the “Next Generation Researchers Initiative” within the NIH Office of the Director to coordinate (协调) all current and new NIH policies. The legislation (立法) also directs the NIH to consider recommendations from a National Academy of Sciences (NAS) comprehensive study and report on fostering the next generation of researchers.
Finally, we must demonstrate a commitment to our future scientists who, like so many of their peers pursuing other fields, are struggling with crushing student loan debt. Our plan would also increase the amount of loans that can be forgiven through the NIH’s loan repayment programs to better account for the current debt load of new scientists. Higher education should be a path to prosperity, not suffocating debt, and this provision not only helps make higher education more affordable, but can help give new researchers a fair shot at pursuing their dreams.
The NextGen Researchers Act will help to empower our next generation of researchers from Maine to Wisconsin, and across our country, with the resources they need to continue to lead the world in groundbreaking biomedical research and development. I’m proud to have earned the support of the University of Wisconsin-Madison, the Medical College of Wisconsin, and many others, for my bipartisan work supporting Wisconsin’s leadership in science, research and innovation.
At a time when America’s young researchers are facing the worst funding in decades, our best and brightest minds deserve to know that our country stands with them and is committed to building a stronger future.
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67. Why does the author talk about Wisconsin in the first paragraph?
A. To explain why some brightest scientific minds are rewarded for making contributions. B. To indicate Wisconsin has made great breakthroughs without the support of NIH. C. To illustrate that Wisconsin takes a lead in scientific breakthroughs and deserves his
support.
D. To distinguish Wisconsin’s achievements in science and innovation from the other states’. 68. The following are all the ways of NIH promoting America’s economic growth EXCEPT
________.
A. supporting research jobs B. encouraging medical innovations C. improving health and productivity D. handling budget cuts
69. According to the passage, the introduction of the NextGen Researchers Act is intended to ________.
A. sing high praise for the work coordinating all current and new NIH policies B. support and invest in young researchers involved in medical innovation C. forgive NIH’s current loan debt to make higher education more affordable D. consider suggestions from NAS’ comprehensive study and report 70. What could be the best title of the passage?
A. It’s Time to Strengthen Our Commitment to the Next Generation of Researchers B. It’s Time to Strengthen Our Biomedical Research and Development C. It’s Time to Strengthen Our Next Generation Researchers Act of NIH Office D. It’s Time to Strengthen Our Loan Repayment Programs of NIH
第二卷（非选择题，共两大题，35分）
第四部分: 任务型阅读 (共10小题；每小题l分, 满分l0分)
请认真阅读下列短文, 并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。注意: 每个空格只填1个单词。请将答案写在答题纸上相应题号的横线上。
How Technology Can Help Language Learning
Intelligence, according to Howard Gardner, is of eight types—verbal-linguistic, logical-mathematical, musical-rhythmic, visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. This is the first in a series of posts that explore and understand how each of the above forms of intelligence is affected by technology-mediated education. Verbal-linguistic Intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish goals. Such intelligence is developed by three specific activities: reading, writing and interpersonal communication—both written and oral. The traditional tools that have been used to efficiently develop verbal/linguistic intelligence—textbook, pencil, and paper—are giving way to
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technology in many schools. E-books, Internet lesson plans, online assignments and word processing software, or a subset of the above, are now common in schools. Technology allows addition of multisensory (多种感觉的) elements that provide meaningful contexts to help comprehension, thus expanding the learning ground of language and linguistics.
Research into the effect of technology on the development of the language and literacy skills vis-à-vis reading activities of children has offered evidence for favorable effects of digital-form books. A study shows that digital reading materials have become common in developing countries in early childhood classrooms to support engagement in storybooks while enhancing the emergent literacy (早期读写能力) among children. E-books are also being increasingly used to teach reading among beginners and children with reading difficulties. Technology can be used to improve reading ability in many ways. It can enhance (加强) and sustain the interest levels for children by allowing immediate feedback on performance and providing added practice when necessary. Recent research shows that students are able to improve their sight word vocabulary, fluency, and comprehension through computer-based reading.
Technology can also help in improvement of writing skills. Word processing software promotes not only composition but also editing and revising in ways that streamline the task of writing. Desktop publishing and web-based publishing allow the work to be taken beyond the classroom into a virtual world that allows more constructive interactions.
Technology enhanced oral communication is indeed useful in that it allows students from remote locations, or from all over the world to communicate orally through video and audio conferencing tools. For example, students of languages in Australian universities overcome the problem of insufficient contact with native language speakers by using online audio and video tools that allow the development of aural, vocal and visual-cognition skills that are important in verbal and linguistic education. Oral group discussions in the form of video conferencing can help non-native speakers of a language with natural language negotiation and cultural intonations in ways that have not been possible due to geographic isolation.
Computer definitely aided language learning and computer mediated communication enhance teaching and learning experiences in the areas of linguistics and language intelligence. Although there have not been comprehensive studies on the use of technologies to aid K-12 English-language learners, there have been many individual computer programs and other technologies that accelerate the acquisition of phonics, vocabulary, fluency, and reading-comprehension skills and other language building blocks.
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