距离2017年上半年的四级考试已不足一个月的时间，我们再来按题型多做做之前的真题吧!本篇整理的是2016年12月试卷二阅读部分的段落匹配。

段落匹配的原文及题目：

The Secret to Raising Smart Kids

[A] I first began to investigate the basis of humanmotivation-and how people persevere aftersetbacks-as a psychology graduate student at YaleUniversity in the 1960s. Animal experiments bypsychologists at the University of Pennsylvania hadshown that after repeated failures, most animalsconclude that a situation is hopeless and beyondtheir control. After such an experience an animal often remains passive even when it can effectchange-a state they called learned helplessness.

[B] People can learn to be helpless,too. Why do some students give up when they encounterdifficulty, whereas others who are no more skilled continue to strive and learn? One answer, Isoon discovered, lay in people's beliefs about why they had failed.

[C] In particular, attributing poor performance to a lack of ability depresses motivation morethan does the belief that lack of effort is to blame. When I told a group of school children whodisplayed helpless behavior that a lack of effort led to their mistakes in math, they learned tokeep trying when the problems got tough. Another group of helpless children who were simplyrewarded for their success on easier problems did not improve their ability to solve harm mathproblems. These experiments indicated that a focus on effort can help resolve helplessnessand generate success.

[D] Later, I developed a broader theory of what separates the two general classes of learners-helpless versus mastery-oriented. I realized these different types of students not only explaintheir failures differently, but they also hold different “theories” of intelligence. The helplessones believe intelligence is a fixed characteristic: you have only a certain amount, and that'sthat. I call this a "fixed mind-set(思维模式)."Mistakes crack their self-confidence because theyattribute errors to a lack of ability, which they feel powerless to change. They avoid challengesbecause challenges make mistakes more likely. The mastery-orient children, on the other hand,think intelligence is not fixed and can be developed through education and hard work. Suchchildren believe challenges are energizing rather than intimidating (令人生畏);

[E] We validated these expectations in a study in which two other psychologists and Imonitored 373 student for two years during the transition to junior high school, when thework gets more difficult and the grading more strict, to determine how their mind-sets mightaffect their math grades. At the beginning of seventh grade, we assessed the students' mind-sets by asking them to agree or disagree with statements such as "Your intelligence issomething very basic about you that you can't really change." We then assessed their beliefsabout other aspects of learning and looked to see what happened to their grades.

[F]As predicted, the students with a growth mind-set felt that learning was more importantgoal than getting good grades. In addition, they held hard work in high regard, Theyunderstood that even geniuses have to work hard. Confronted by a setback such as adisappointing test grade, students with a growth mind-set said they would study harder ortry a different strategy. The students who held a fixed mind-set, however, were concernedabout looking smart with less regard for learning. They had negative views of effort, believingthat having to work hard was a sign of low ability. They thought that a person with talent orintelligence did not need to work hard to do well. Attributing a bad grade to their own lack ofability, those with a fixed mind-set said that would study less in the future, try never to takethat subject again and consider cheating on future tests.

[G] Such different outlook had a dramatic impact on performance. At the start of juniorhigh, the math achievement test scores of the students with a growth mind-set werecomparable to those of students who displayed a fixed mind-set. But as the work becamemore difficult, the students with a growth mind-set showed greater persistence. As a result,their math grades overtook those of the other students by the end of the first semester-andthe gap between the two groups continued to widen during the two years we followed them.

[H] A fixed mind-set can also hiner communication and progress in the workplace anddiscourage or ignore constructive criticism and advice. Research shows that managers whohave a fixed mind-set are less likely to seek or welcome feedback from their employees than aremanagers with a growth mind-set.

[I] How do we transmit a growth mind-set to our children? One way is by telling stories aboutachievements that result from hard work. For instance, talking about mathematical geniuseswho were more or less born that way puts students in a fixed mind-set, but mathematicianswho fell in love with math and developed amazing skills produce a growth mind-set.

[J] In addition, parents and teachers can help children by providing explicit instructionregarding the mind as a learning machine, I designed an eight-session workshop for 91students whose math grades were declining in their first year of junior high. Forty-eight of thestudents received instruction in study skills only, whereas the others attended a combinationof study skills sessions and classes in which they learned about the growth mind-set and howto apply it to schoolwork. In the growth mind-set classes, students read and discussed anarticle entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle thatgets stronger with use and that learning prompts the brain to grow new connections. Fromsuch instruction, many students began to see themselves as agents of their own braindevelopment. Despite being unaware that there were two types of instruction, teachersreported significant motivational changes in 27% of the children in the growth mind-setworkshop as compared withonly 9% of students in the control group.

[K] Research is converging (汇聚) on the conclusion that great accomplishment and evengenius is typically the result of years of passion and delication and not something that flowsnaturally from a gift.

36.The author's experiment shows that students with a fixed mind-set believe having to workhard is an indication of low ability.

37.Focusing on effort is effective in helping children overcome frustration and achievesuccess.

38.We can cultivate a growth mind-set in children by telling success stories that emphasizehard work love of learning.

39.Students’ belief about the cause of their failure explains their attitude toward setbacks.

40.In the author’s experiment, student with a growth mind-set showed greater perseverancein solving difficult math problems.

41.The author conducted an experiment to find out about the influence of students’ mind-setson math learning.

42.After failing again and again, most animals give up hope.

43.Informing students about the brain as a learning machine is a good strategy to enhancetheir motivation for learning.

44.People with a fixed mind-set believe that one’s intelligence is unchangeable.

45.In the workplace, feedback may not be so welcome to managers with a fixed mind-set.

36.The author's experiment shows that students with a fixed mind-set believe having to workhard is an indication of low ability.

参考答案：

36.F

37.C

38.I

39.F

40.G

41.E

42.A

43.J

44.D

45.H