- 相关推荐
历年托福考试阅读真题
大家在托福阅读复习中首要的复习资料就是托福阅读历年真题，托福阅读的提分最重要就是大家的做题练习，巩固加强各项知识点，因此小编为大家搜索整理了托福考试阅读真题，希望对大家有所帮助!
历年托福考试阅读真题 1
What do you remember about your life before you were three? Few people can remember anything that happened to them in their early years. Adults memories of the next few years also tend to be scanty. Most people remember only a few events—usually ones that were meaningful and distinctive, such as being hospitalized or a sibling’s birth.
How might this inability to recall early experiences be explained? The sheer passage of time does not account for it; adults have excellent recognition of pictures of people who attended high school with them 35 years earlier. Another seemingly plausible explanation—that infants do not form enduring memories at this point in development—also is incorrect. Children two and a half to three years old remember experiences that occurred in their first year, and eleven month olds remember some events a year later. Nor does the hypothesis that infantile amnesia reflects repression—or holding back—of sexually charged episodes explain the phenomenon. While such repression may occur, people cannot remember ordinary events from the infant and toddler periods either.
Three other explanations seem more promising. One involves physiological changes relevant to memory. Maturation of the frontal lobes of the brain continues throughout early childhood, and this part of the brain may be critical for remembering particular episodes in ways that can be retrieved later. Demonstrations of infants’ and toddlers long-term memory have involved their repeating motor activities that they had seen or done earlier, such as reaching in the dark for objects, putting a bottle in a doll’s mouth, or pulling apart two pieces of a toy. The brain’s level of physiological maturation may support these types of memories, but not ones requiring explicit verbal descriptions.
A second explanation involves the influence of the social world on children’s language use. Hearing and telling stories about events may help children store information in ways that will endure into later childhood and adulthood. Through hearing stories with a clear beginning, middle, and ending children may learn to extract the gist of events in ways that they will be able to describe many years later. Consistent with this view, parents and children increasingly engage in discussions of past events when children are about three years old. However, hearing such stories is not sufficient for younger children to form enduring memories. Telling such stories to two year olds does not seem to produce long-lasting verbalizable memories.
A third likely explanation for infantile amnesia involves incompatibilities between the ways in which infants encode information and the ways in which older children and adults retrieve it. Whether people can remember an event depends critically on the fit between the way in which they earlier encoded the information and the way in which they later attempt to retrieve it. The better able the person is to reconstruct the perspective from which the material was encoded, the more likely that recall will be successful.
This view is supported by a variety of factors that can create mismatches between very young childrens encoding and older childrens and adults retrieval efforts. The world looks very different to a person whose head is only two or three feet above the ground than to one whose head is five or six feet above it. Older children and adults often try to retrieve the names of things they saw, but infants would not have encoded the information verbally. General knowledge of categories of events such as a birthday party or a visit to the doctors office helps older individuals encode their experiences, but again, infants and toddlers are unlikely to encode many experiences within such knowledge structures.
These three explanations of infantile amnesia are not mutually exclusive; indeed, they support each other. Physiological immaturity may be part of why infants and toddlers do not form extremely enduring memories, even when they hear stories that promote such remembering in preschoolers. Hearing the stories may lead preschoolers to encode aspects of events that allow them to form memories they can access as adults. Conversely, improved encoding of what they hear may help them better understand and remember stories and thus make the stories more useful for remembering future events. Thus, all three explanations—physiological maturation, hearing and producing stories about past events, and improved encoding of key aspects of events—seem likely to be involved in overcoming infantile amnesia.
Paragraph 2: How might this inability to recall early experiences be explained? The sheer passage of time does not account for it; adults have excellent recognition of pictures of people who attended high school with them 35 years earlier. Another seemingly plausible explanation—that infants do not form enduring memories at this point in development—also is incorrect. Children two and a half to three years old remember experiences that occurred in their first year, and eleven month olds remember some events a year later. Nor does the hypothesis that infantile amnesia reflects repression—or holding back—of sexually charged episodes explain the phenomenon. While such repression may occur, people cannot remember ordinary events from the infant and toddler periods either.
1. What purpose does paragraph 2 serve in the larger discussion of children’s inability to recall early experiences?
To argue that theories that are not substantiated by evidence should generally be considered unreliable
To argue that the hypotheses mentioned in paragraph 2 have been more thoroughly researched than have the theories mentioned later in the passage
To explain why some theories about infantile amnesia are wrong before presenting ones more likely to be true
To explain why infantile amnesia is of great interest to researchers
2. The word “plausible” in the passage is closest in meaning to
flexible
believable
debatable
predictable
3. The word “phenomenon” in the passage is closest in meaning to
exception
repetition
occurrence
idea
4. All of the following theories about the inability to recall early experiences are rejected in paragraph 2 EXCEPT:
The ability to recall an event decreases as the time after the event increases.
Young children are not capable of forming memories that last for more than a short time.
People may hold back sexually meaningful memories.
Most events in childhood are too ordinary to be worth remembering.
Paragraph 3: Three other explanations seem more promising. One involves physiological changes relevant to memory. Maturation of the frontal lobes of the brain continues throughout early childhood, and this part of the brain may be critical for remembering particular episodes in ways that can be retrieved later. Demonstrations of infants’ and toddlers long-term memory have involved their repeating motor activities that they had seen or done earlier, such as reaching in the dark for objects, putting a bottle in a doll’s mouth, or pulling apart two pieces of a toy. The brain’s level of physiological maturation may support these types of memories, but not ones requiring explicit verbal descriptions.
5. What does paragraph 3 suggest about long-term memory in children?
Maturation of the frontal lobes of the brain is important for the long-term memory of motor activities but not verbal descriptions.
Young children may form long-term memories of actions they see earlier than of things they hear or are told.
Young children have better long-term recall of short verbal exchanges than of long ones.
Children’s long-term recall of motor activities increases when such activities are accompanied by explicit verbal descriptions.
Paragraph 4: A second explanation involves the influence of the social world on children’s language use. Hearing and telling stories about events may help children store information in ways that will endure into later childhood and adulthood. Through hearing stories with a clear beginning, middle, and ending children may learn to extract the gist of events in ways that they will be able to describe many years later. Consistent with this view, parents and children increasingly engage in discussions of past events when children are about three years old. However, hearing such stories is not sufficient for younger children to form enduring memories. Telling such stories to two year olds does not seem to produce long-lasting verbalizable memories.
6.According to paragraph 4, what role may storytelling play in forming childhood memories?
It may encourage the physiological maturing of the brain.
It may help preschool children tell the difference between ordinary and unusual memories.
It may help preschool children retrieve memories quickly.
It may provide an ordered structure that facilitates memory retrieval.
Paragraph 5: A third likely explanation for infantile amnesia involves incompatibilities between the ways in which infants encode information and the ways in which older children and adults retrieve it. Whether people can remember an event depends critically on the fit between the way in which they earlier encoded the information and the way in which they later attempt to retrieve it. The better able the person is to reconstruct the perspective from which the material was encoded, the more likely that recall will be successful.
7. The word “critically” in the passage is closest in meaning to
fundamentally
partially
consistently
subsequently
8. The word “perspective” in the passage is closest in meaning to
system
theory
source
viewpoint
Paragraph 6: This view is supported by a variety of factors that can create mismatches between very young childrens encoding and older childrens and adults retrieval efforts. The world looks very different to a person whose head is only two or three feet above the ground than to one whose head is five or six feet above it. Older children and adults often try to retrieve the names of things they saw, but infants would not have encoded the information verbally. General knowledge of categories of events such as a birthday party or a visit to the doctors office helps older individual s encode their experiences, but again, infants and toddlers are unlikely to encode many experiences within such knowledge structures.
9. The phrase “This view” in the passage refers to the belief that the ability to retrieve a memory partly depends on the similarity between the encoding and retrieving process the process of encoding information is less complex for adults than it is for young adults and infants and older children are equally dependent on discussion of past events for the retrieval of information infants encode information in the same way older children and adults do
10. According to paragraphs 5 and 6, one disadvantage very young children face in processing information is that they cannot
process a lot of information at one time
organize experiences according to type
block out interruptions
interpret the tone of adult language
历年托福考试阅读真题 2
Television has transformed politics in the United States by changing the way in which information is disseminated,by altering political campaigns,and by changing citizen`s patterns of response to politics.By giving citizens independent access to the candidates,television diminished the role of the political party in the selection of the major party candidates.By centering politics on the person of the candidate,television accelerated the citizen`s focus on character rather than issues.
Television has altered the forms of political communication as well.The messages on which most of us rely are briefer than they once were.The stump speech,a political speech given by traveling politicians and lasting 11/2 to 2 hours,which characterized nineteenth-century political discourse,has given way to the 30-second advertisement and the 10 second"sound bite"in broadcast news.Increasingly the audience for speeches is not that standing in front of the politician but rather the viewing audience who will hear and see a snippet of the speech on the news.
In these abbreviated forms,much of what constituted the traditional political discourse of earlier ages has been lost.In 15 or 30 seconds,a speaker cannot establish the historical context that shaped the issue in question,cannot detail the probable causes of the problem,and cannot examine alternative proposals to argue that one is preferable to others.In snippets,politicians assert but do not argue.
Because television is an intimate medium,speaking through it require a changed political style that was more conversational,personal,and visual than that of the old-style stump speech.Reliance on television means that increasingly our political world contains memorable pictures rather than memorable words.Schools teach us to analyze words and print.However,in a word in which politics is increasingly visual,informed citizenship requires a new set of skills.
Recognizing the power of television`s pictures,politicians craft televisual,staged events,called pseudo-event,designed to attract media coverage.Much of the political activity we see on television news has been crafted by politicians,their speechwriters,and their public relations advisers for televised consumption.Sound bites in news and answers to questions in debates increasingly sound like advertisements.
1.What is the main point of the passage?
(A)Citizens in the United States are now more informed about political issues because of
television coverage.
(B)Citizens in the United States prefer to see politicians on television instead of in person.
(C)Politics in the United States has become substantially more controversial since the
introduction of television.
(D)Politics in the United States has been significantly changed by television.
2.The word"disseminated"in line 2 is closest in meaning to
(A)analyzed
(B)discussed
(C)spread
(D)stored
3.It can be inferred that before the introduction of television,political parties
(A)had more influence over the selection of political candidates
(B)spent more money to promote their political candidates
(C)attracted more members
(D)received more money
参考答案：DC
【历年托福考试阅读真题】相关文章：
商业托福考试历年真题题目详解03-30
历年托福考试口语真题还原及范文03-29
职称英语历年真题综合A阅读判断精选09-30
GMAT考试机经阅读历年真题12-06
职称英语历年真题《综合A》阅读判断精选03-17
职称英语历年真题《综合A》阅读理解精选03-17
职称英语历年真题综合A阅读理解11-08
职称英语历年真题理工A阅读判断精选09-23
职称英语历年真题《理工A》阅读判断精选03-18