卷一
Section C Passage One
Questions 56 to 60 are based on the following passage.
In recent years, a growing body of research has shown that our appetite and food intake are influenced by a large number of factors besides our biological need for energy, including our eating environment and our perception of the food in front of us.
Studies have shown, for instance, that eating in front of the TV (or a similar distraction) can increase both hunger and the amount of food consumed. Even simple visual cues, like plate size and lighting, have been shown to affect portion size and consumption.
A new study suggested that our short-term memory also may play a role in appetite. Several hours after a meal, people's hunger levels were predicted not by how much they’d eaten but rather by how much food they'd seen in front of them—in other words, how much they remembered eating.
This disparity (盖弃）suggests the memory of our previous meal may have a bigger influence on our appetite than the actual size of the meal, says Jeffrey M. Brunstrom, a professor of experimental psychology at the University of Bristol.
\isn't controlled solely by the physical characteristics of a recent meal. We have identified an independent role for memory for that meal，\relationship between hunger and food intake is more complex than we thought.\
These findings echo earlier research that suggests our perception of food can sometimes trick our body’s response to the food itself. In a 2011 study, for instance, people who drank the same 3S0-calorie (卡路里）milkshake on two separate occasions produced different levels of hunger-related hormones （荷尔蒙），depending on whether the shake’s label said it contained 620 or 140 calories. Moreover, the participants reported feeling more full when they thought they'd consumed a higher-calorie shake.
What does this mean for our eating habits? Although it hardly seems practical to trick ourselves into eating less, the new findings do highlight the benefits of focusing on our food and avoiding TV and multitasking while eating.
The so-called mindful-eating strategies can fight distractions and help us control our appetite, Brunstrom says.
56. What is said to be a factor affecting our appetite and food intake? A) How we perceive the food we eat. C) When we eat our meals. B) What ingredients the food contains. D) How fast we eat our meals.
57. What would happen at meal time if you remembered eating a lot in the previous meal? A) You would probably be more picky about food. B) You would not feel like eating the same food. C) You would have a good appetite. D) You would not feel so hungry.
58. What do we learn from the 2011 study?
A) Food labels may mislead consumers in their purchases. B) Food labels may influence our body’s response to food.
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C) Hunger levels depend on one's consumption of calories. D) People tend to take in a lot more calories than necessary.
59. What does Brunstrom suggest we do to control our appetite?
A) Trick ourselves into eating less. C) Concentrate on food while eating. B) Choose food with fewer calories. D) Pick dishes of the right size. 60. What is the main idea of the passage?
A) Eating distractions often affect our food digestion. B) Psychological factors influence our hunger levels.
C) Our food intake is determined by our biological needs. D) Good eating habits will contribute to our health. Passage Two
Questions 61 to 65 are based on the following passage.
As a society we might want to rethink the time and money spent on education, so that these resources can benefit a greater percentage of the population. Ideally, both high schools and colleges can prepare individuals for the ever-changing roles that are likely to be expected of them.
High school degrees offer far less in the way of preparation for work than they might, or than many other nations currently offer, creating a growing skills gap in our economy. We encourage students to go on to college whether they are prepared or not, or have a clear sense of purpose or interest, and now have the highest college dropout rate in the world.
We might look to other countries for models of how high schools can offer better training, as well as the development of a work ethic (勤奋工作的美德）and the intellectual skills needed for continued learning and development. I recommend Harvard's 2011 \to Prosperity\report for more attention to the \about how to address this issue.
Simultaneously, the liberal arts become more important than ever. In a knowledge economy where professional roles change rapidly and many college students are preparing for positions that may not even exist yet, the skill set needed is one that prepares them for change and continued learning.
Learning to express ideas well in both writing and speech, knowing how to find information, and knowing how to do research are all-solid background skills for a wide variety of roles, and such training is more important than any particular major in a liberal arts college. We need to continue to value broad preparation in thinking skills ihat will serve for a lifetime.
Students also need to learn to work independently and to make responsible decisions. The lengthening path to adulthood appears exacerbated (惡化）by parental involvement in the college years. Given the rising investment in college education, parental concern is not surprising, but learning where and when to intervene (干预）will help students take more ownership of the outcomes of these increasingly costly educations.
61. What kind of education does the author think is ideal? A) It benefits the great majority of the general population. B) It prepares students to meet the future needs of society. C) It encourages students to learn throughout their lives.
D) It ensures that students' expectations are successfully fulfilled.
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62. What does the author say is the problem with present high school education? A) Ignoring the needs of those who don't go to college. B) Teaching skills to be used right after graduation only. C) Giving little attention to those having difficulty learning. D) Creating the highest dropout rate in the developed world.
63. What characterizes a knowledge economy according to the passage?
A) People have to receive higher education to qualify for a professional position. B) Students majoring in liberal arts usually have difficulty securing a job.
C) New positions are constantly created that require people to keep learning.
D) Colleges find it hard to teach students how to cope with the changing economy. 64. What does the author think a liberal arts college should focus on? A) Solid background knowledge in a particular field. B) Practical skills urgently needed in current society. C) Basic skills needed for change and lifelong learning. D) Useful thinking skills for advanced academic research. 65. What suggestion docs the author offer to parents? A) Rethinking the value of higher education. B) Investing wisely in their children's education.
C) Helping their children lo bring their talent into full play.
D) Avoiding too much intervention in their children’s education. Section C Passage One
参考译文
(56) (60)近年来,越来越多的研究表明:除了对能量的生理需要外,人们的食欲和食物摄取受到诸多 因素的影响,包括人们的饮食环境和对面前食物的认知。
研究表明，例如,在电视机(或者类似的消遣)前饮食能够同时增加饥饿感和食物的摄取量。即使是筒 单的视觉信号，比如餐盘的尺寸和灯光,也被证实会对食物分量和摄取量造成影响。 (60)新的研究显示人们的短期记忆同样对食欲起作用。(57)饭后几小时,决定人们饥饿程度的不是 他们已食用的食物量,而是他们吃饭时面前所见到的食物量,换言之,是他们所记得的食物量。
布里斯托大学实验心理学教授Jeffrey M. Brunstrom认为:这种差异表明人们之前的饮食记忆对食 欲造成的影响可能超过食物的真实数量对食欲造成的影响。
\饥饿程度不仅仅与最近所食食物的特征有关。我们已经确认了最近饮食在记忆中的独立作用 Brunstrom说,\这表明饥饿程度和食物摄取之间的关系要比我们想象的复杂得多。\
这些发现印证了早期的研究。(60)早期研究表明，人们对食物的认知有时会欺骗身体对食物作出反应.例如：（58)在2011年的一项研究中,参与者在两个不同场合食用了同样含有380卡路里的奶昔,但是 根据奶昔标签上标注的是620卡路里还是140卡路里,参与者分泌出了不同水平的与饥饿相关的荷尔蒙。 而且,根据报告，当参与者认为自己食用了高卡路里的奶昔时,他们感觉更饱。
这对于人们的饮食习惯意味着什么呢？尽管新发现在让人减少饮食方面显得不切实除,但是确实能使人们认识到专注于食物、避免饮食时看电视或同时进行多项活动的益处。 (59)Brunstrom说,所谓的\用心饮食\策略能够对抗干扰,帮助人们控制食欲。 56. 【定位】由题干中的appetite和food intake定位 到首段第一句。
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