做这种类型题要从全局阅读来看，逻辑关系词在给我们某种提示，告诉我们哪些句子是有效信息，相对重要的信息，哪些信息是相对不重要的信息，因为我们在处理文章的时候，有一条清晰的思路，你不是为了完整翻译文章而进行阅读，而是为了获取主旨来阅读。因果关系，as a result ，therefore，hence，consequently，because, for, due to, hence, consequently等等;并列、递进关系，and, or, then，in addition，besides，in other words，moreover等等;转折关系，however，but, yet, in fact等等。

Section B

Directions: In this section, you are going to read a passage with ten statements attached to it. Eachstatement contains information given in one of the paragraphs. Identify the paragraphfrom which the information is derived. You may choose a paragraph more than once.Each paragraph is marked with a letter.Answer the questions by marking thecorresponding letter on Answer Sheet 2.

The Secret to Raising Smart Kids

A) I first began to investigate the basis of human motivation--and how people persevere aftersetbacks--as a psychology graduate student at Yale University in the 1960s. Animal experiments bypsychologists at the University of Pennsylvania had shown that after repeated failures, most animalsconclude that a situation is hopeless and beyond their control. After such an experience an animaloften remains passive even when it can effect change--a state they called learned helplessness.

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

C) In particular, attributing poor performance to a lack of ability depresses motivation more than doesthe belief that lack of effort is to blame. When I told a group of school children who displayedhelpless behavior that a lack of effort led to their mistakes in math, they learned to keep tryingwhen the problems got tough. Another group of helpless children who were simply rewarded fortheir success on easier problems did not improve their ability to solve hard math problems. Theseexperiments indicated that a focus on effort can help resolve helplessness and generate success.

D) Later, I developed a broader theory of what separates the two general classes of learners--helplessversus mastery-oriented. I realized these different types of students not only explain their failuresdifferently, but they also hold different "theories" of intelligence.The helpless ones believeintelligence is a fixed characteristic: you have only a certain amount, and that's that. I call this a"fixed mind-set (思维模式). " Mistakes crack their self-confidence because they attribute errors toa lack of ability, which they feel powerless to change. They avoid challenges because challengesmake mistakes more likely. The mastery-oriented children, on the other hand, think intelligence isnot fixed and can be developed through education and hard work. Such children believe challengesare energizing rather than intimidating (令人生畏); they offer opportunities to learn. Studentswith such a growth mind-set were destined (注定) for greater academic success and were quitelikely to outperform their counterparts.

E) We validated these expectations in a study in which two other psychologists and I monitored 373students for two years during the transition to junior high school, when the work gets more difficultand the grading more strict, to determine how their mind-sets might affect their math grades. At thebeginning of seventh grade, we assessed the students' mind-sets by asking them to agree or disagreewith statements such as "Your intelligence is something very basic about you that you can't reallychange. " We then assessed their beliefs about other aspects of learning and looked to see whathappened to their grades.

F) As predicted, the students with a growth mind-set felt that learning was a more important goal thangetting good grades. In addition, they held hard work in high regard. They understood that evengeniuses have to work hard. Confronted by a setback such as a disappointing test grade, studentswith a growth mind-set said they would study harder or try a different strategy. The students whoheld a fixed mind-set, however, were concerned about looking smart with less regard for learning.They had negative views of effort, believing that having to work hard was a sign of low ability.They thought that a person with talent or intelligence did not need to work hard to do well.Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they wouldstudy less in the future, try never to take that subject again and consider cheating on future tests.

G) Such different outlooks had a dramatic impact on performance. At the start of junior high, the mathachievement test scores of the students with a growth mind-set were comparable to those ofstudents who displayed a fixed mind-set. But as the work became more difficult, the students witha growth mind-set showed greater persistence. As a result, their math grades overtook those of theother students by the end of the first semester--and the gap between the two groups continued towiden during the two years we followed them.

H) A fixed mind-set can also hinder communication and progress in the workplace and discourage orignore constructive criticism and advice. Research shows that managers who have a fixed mind-setare less likely to seek or welcome feedback from their employees than are managers with a growthmind-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 geniuses whowere more or less born that way puts students in a fixed mind-set, but descriptions of greatmathematicians who 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 instruction regarding themind as a learning machine. I designed an eight-session workshop for 91 students whose mathgrades were declining in their first year of junior high.Forty-eight of the students receivedinstruction in study skills only, whereas the others attended a combination of study skills sessionsand classes in which they learned about the growth mind-set and how to apply it to schoolwork. Inthe growth mind-set classes, students read and discussed an article entitled "You Can Grow YourBrain. " They were taught that the brain is like a muscle that gets stronger with use and thatlearning prompts the brain to grow new connections. From such instruction, many students beganto see themselves as agents of their own brain development. Despite being unaware that there weretwo types of instruction, teachers reported significant motivational changes in 27% of the childrenin the growth mind-set workshop as compared with only 9% of students in the control group.

K) Research is converging (汇聚) on the conclusion that great accomplishment and even genius istypically the result of years of passion and dedication and not something that flows naturally from agift.

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

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

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

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

40. In the author's experiment, students with a growth mind-set showed greater perseverance in solving difficult math problems.

41. The author conducted an experiment to find out about the influence of students' mind-sets on 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 enhance their 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.

答案解析

36. F

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

专注于努力在帮助孩子战胜挫折，获得成功方面是有效的=由题干中的Focusing on effort和achieve success定位到原文画线处

该段第一句提到，比起归因于缺乏努力，把糟糕的表现归因于缺乏能力对积极性的打击更大。因此应该让孩子专注于付出努力会帮助他们勇敢地面对挫折，获得成功。题干二中的overcome frustration对应原文中的resolve helplessness，achieve对应generate，故答案为C。

38. I

39. B

40. In the author's experiment, students with a growth mind-set showed greater perseverance in solving difficult math problems.

在作者的实验中，拥有成长思维模式的学生在解决数学难题时表现出更强大的毅力，

由题干中的greater perseverance和difficult定位到原文画线处。

该段开头提到这两种不同看法或者说两种思维模式会对学生的学业表现产生重大影响，但这种影响并不会在一开始显现出来。当课程的难度逐渐增大时，拥有成长思维模式的学生会表现出更强大的毅力。题干中的perseverance对应原文中的persistence，题干是对原文的同义转述，故答案为G。

41. E

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

在一次又一次的失败之后，大多数动物都会放弃希望。

由题干中的failing again and again和give up hope定位到原文画线处。

定位句指出宾夕法尼亚大学的心理学家们做的动物实验表明，大多数动物在遭遇多次失败之后，都会认为没有希望了，对于糟糕的情况它们束手无策，、题干中的failing again and again对应原文中的repeated failures：give up hope对应原文中的hopeless，故答案为A。

43. J

44. D

45. H