Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.
Questions 36 to 45 are based on the following passage.
Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can (36) performance at work and school. Cognitive (認識派的) researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on (37) and gifts from others.
The latter view has gained many supporters, (38) among educators. But the careful use of small (39) rewards speaks creativity in grade school children, suggesting that properly presented inducements (刺激) indeed (40) inventiveness, according to a study in the June Journal of Personality and Social Psychology.
"If kids know they're working for a reward and can focus on a relatively (41) task, they show the most creativity," says Robert Eisenberger of the University of Delaware in Newark. "But it's easy to (42) creativity by giving rewards for poor performance or creating too much anticipation for rewards.
A teacher who continually draws attention to rewards or who hands our high grades for (43) achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and (44) failing grades.
In early grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows (45) in raising efforts and creativity, the Delaware psychologist claims.
A) mental
B) promise
C) kill
D) avoid
E) hope
F) especially
G) aid
H) ordinary
I) approval
J) monetary
K) generally
L) improve
M) challenging
N) restore
O) excellent
36.【解析】L。由can得知此處填動詞原形。第一段主要提出了行為學家和認知派研究專家對于額外獎勵的不同看法，因此可以推出此處應填與destroy意思相反的動詞，選項有improve和aid，但能與performance構成動賓搭配的只有improve，故排除aid，選improve。
37.【解析】I。由空格后的and gifts可知此處應填名詞。認知派研究專家認為，由于獎勵助長了人們期望、從別人那得到——和物質獎勵的心理，而往往會破壞創(chuàng)造力，因此，選項中只有approval“認同”符合題意。
38.【解析】 F。此處應填副詞?？蛇x項有generally和especially，但從文章后面所舉的例子來理解，此處是為了突出強調教育家支持認知派研究專家的看法，因此只有especially“尤其，特別”符合題意。
39.【解析】J。此處應填形容詞修飾rewards。由But轉折可知此句表明的觀點與認知派研究專家的觀點“物質獎勵有害”相反，因此可以推出此處應填的形容詞是表示“物質獎勵”意思的詞，選項中只有monetary符合題意。
40.【解析】 G。此處應填動詞。由But轉折可知，此處表明的觀點與前者即行為學家所持的觀點一致，原文為“適當?shù)亟o予獎勵刺激確實——創(chuàng)造力”，選項中只有aid“有助于(刺激)”符合題意。
41.【解析】M。此處應填形容詞修飾task。從原文來看，如果孩子們知道他們在為獲得獎勵而努力，并能專注于相對——的任務，他們就會表現(xiàn)出很大的創(chuàng)造力，因此只有challengin9符合題意。
42.【解析】 C。由it its easy to d0結構可知，此處應填動詞原形。由此句中But轉折與前一句中show the most creativity可以推出，此處應填的詞應與show the most creativity表達的意思相反，且與destroy意思相近，故選項中只有kill符合題意。
43.【解析】H。此處應填形容詞修飾achievement0由此句中high grades和uninspired可以推出此處應填的詞應與high形成對比，故只有ordinary符合。
44.【解】 N。由空格前的and可知，此處應填動詞，與tighten構成并列?？蛇x項有avoid和restore，但由tighten可推出，既然是使評分標準嚴格，那么就會有高分和低分，也會有不及格，故只有restore“恢復”符合題意。avoid“避免(不及格)”不符合原文意思。
45.【解析】B。很明顯此處應填名詞作shows的賓語。原文為“實行所謂象征性獎勵，在努力提高學生創(chuàng)造力方面有——，”可選項有promise和hope，而hope是人主觀的愿望、希望，但此處強調的是“…… 有實現(xiàn)的可能性，有前景”，故排除hope而選promise。
