2016年10月29日雅思阅读真题回忆
本文为大家带来2016年10月29日雅思阅读真题回忆，可供参考。
一：考试概述
本次考试的文章中有两篇旧文章，难度中等。文章主要内容是关于城市化带来的好处、 蚂蚁间的学习、意外性学。主要考察的题型为判断题、填空题、选择题。
二：具体题目分析
Passage 1 ：
题材：社会
题号：旧题
题型：选段落标题+填空
参考文章：
The Biology and Psychology of Crowding in Man and Animals
A Of the great myriadof problems which man and world face today, there are three significant trendswhich stand above all others in importance: the unprecedented population growththroughout the world — a net increase of 1,400,000 people per week —and all ofits associations and consequences; the increasing urbanisation of these people，so that more and more of them are rushing into cities and urbanareas of the world; and the tremendous explosion of communication and socialcontact throughout the world, so that every part of the world is now aware ofevery other pan. All of these trends are producing increased crowding and theperception of crowding.
B It is important toemphasise at the outset that crowding and density are not necessarily the same.Density is the number of individuals per unit area or unit space. It is asimple physical measurement. Crowding is a product of density, communication,contact, and activity. It implies a pressure, a force, and a psychologicalreaction. It may occur at widely different densities. The frontiersman may havefelt crowded when someone built a homestead a mile away. The suburbanite mayfeel relatively uncrowded in a small house on a half-acre lot if it issurrounded by trees, bushes and a hedgerow, even though he lives under muchhigher physical density than did the frontiersman. Hence, crowding is very mucha psychological and ecological phenomenon, and not just a physical condition.
C A classic crowdingstudy was done by Calhoun 54，who put rats into a physicalenvironment designed to accommodate 50 rats and provided enough food, water,and nesting materials for the number of rats in the environment. The ratpopulation peaked at 80, providinga look at cramped living conditions. Although the rats experienced no resourcelimitations other than space restriction, a number of negative conditionsdeveloped: the two most dominant males took harems of several female rats andoccupied more than their share of space, leaving other rats even more crowded,many females stopped building nests and abandoned their infant rats; thepregnancy rate declined; infant and adult mortality rates increased; moreaggressive and physical attacks occurred; sexual variation increased, includinghyper-sexuality, inhibited sexuality, homosexuality, and bisexuality.
D Calhoun's resultshave led to other research on crowding’s effects on human beings, and theseresearch findings have suggested that high density is not the single cause ofnegative effects on humans. When crowding is defined only in terms of spatialdensity (the amount of space per person), the effects of crowding are variable.However, if crowding is defined in terms of social density, or the number ofpeople who must interact, then crowding better predicts negative psychologicaland physical effects.
E There are severalreasons why crowding makes us feel uncomfortable. One reason is related tostimulus overload — there are just too many stimuli competing for ourattention. We cannot notice or respond to all of them. This feeling is typicalof the hurried mother, who has several children competing for her attention,while she is on the phone and the doorbell is ringing. This leaves her feelingconfused, fatigued and yearning to withdraw from the situation. There arestrong feelings of a lack of privacy —being unable to pay attention to what you want withoutbeing repeatedly interrupted or observed by others.
F Field studies donein a variety of settings illustrate that social density is associated withnegative effects on human beings. In prison studies, males generally becamemore aggressive with increases in density. In male prison, inmates living inconditions of higher densities were more likely to suffer from fight. Malesrated themselves as more aggressive in small rooms (a situation of high spatialdensity), whilst the females rated themselves as more aggressive in large rooms(Stokols et al. 1973). These differences relate to the different personal spacerequirements of the genders. Besides, Baum and Greenberg found that highdensity leads to decreased attraction, both physical attraction and likingtowards others and it appears to have gender differences in the impact thatdensity has on attraction levels, with males experiencing a more extremereaction. Also, the greater the density is, the less the helping behaviour. Onereason why the level of helping behaviour may be reduced in crowded situationslinks to the concept of diffusion of responsibility. The more people that arepresent in a situation that requires help, the less often help is given. This maybe due to the fact that people diffuse responsibility among themselves withno-one feeling that they ought to be the one to help.
G Facing all theseproblems, what are we going to do with them? The more control a person has overthe crowded environment the less negatively they experience it thus theperceived crowding is less (Schmidt and Keating). The ability to cope withcrowding is also influenced by the relationship the individual has with theother people in the situation. The high density will be interpreted lessnegatively if the individual experiences it with people he likes. One of themain coping strategies employed to limit the impact of high density is socialwithdrawal. This includes behaviours such as averting the gaze and usingnegative body language to attempt to block and potential intrusions.
Reading Passage 3 has nine paragraphs, A-G.
Choose the correctheading for each paragraph from the list of headings below. Write the correctnumber, I -XI, in boxes on your answer sheet.
List of Headings
I The difference between crowding anddensity
II The effects of crowding in differentsituations on human beings
III The terrible results of the crowding study
IV The effective solutions to the crowdingproblem
V The reasons of increasing crowding
VI The best strategy to cope with the crowdingproblem一social withdrawal VII Differentdefinitions of crowding and their effects on human beings
VI The only reason why people feel bad
IX The reasons why crowding affects people'sfeelings
X Three most important trends that people mayface today
XI What is crowding
28 Paragraph A
29 Paragraph B
30 Paragraph C
31 Paragraph D
32 Paragraph E
33 Paragraph F
34 Paragraph G
Complete the sentencesbelow.
Choose NO MORE THANTHREE WORDS from Reading Passage 3 for each answer.
Write your answers inboxes on your answer sheet.
Calhoun's study aboutrats shows that they may become aggressive despite no
35、When the definition of crowding concerns with _______， or interaction, it may affects peopleboth psychologically and physically.
36、Crowding makes people feelinsufficient_______，becausepeople cannot do what they
37、That males are moreaggressive in small rooms and females are more aggressive in large rooms showsthe different ______ of genders.
38、High density may reduce helping behaviour due to the ______.
39、 People feel less crowding if they can ______ more over thesituation.
40、 The most effective way to reduce the effect of high density onhuman beings is ______.
参考答案：
Resource limitations
Social density
privacy
personal spacerequirements
diffusion ofresponsibility
control
social withdrawal
答案仅供参考
Passage 2：
题材：动物
题型：选择+填空
题号：旧题
参考文章：
Ants could Teach Ants
The ants are tiny andusually nest between rocks in the south coast of England. Transformed intoresearch subjects at the University of Bristol, they raced along a tabletopforaging for food – and then, remarkably, returned to guide others. Time andagain, followers trailed behind leaders, darting this way and that along theroute, presumably to memorize landmarks. Once a follower got its bearings, ittapped the leader with its antennae, prompting the lesson to literally proceedto the next step. The ants were only looking for food, but the researchers saidthe careful way the leaders led followers---thereby turning them into leadersin their own right - marked the Temnothorax albipennis ant as the very firstexample of a non-human animal exhibiting teaching behavior.
"Within the fieldof animal behavior，we would say an animal is ateacher if it modifies behavior in the presence of another, at cost to itself,so another individual can learn more quickly,” said Nigel R. Franks, professorof animal behavior and ecology, whose paper on the ant educators was publishedlast week in the journal Nature. But defining even common behaviors such asteaching is complex, and it is even harder to understand what is happening inthe brains of other animals. So it is no surprise that the paper has sparkeddebate over what constitutes learning and teaching in the non-human world.
“Tandem running is anexample of teaching, to our knowledge the first in a non-human animal, thatinvolves bidirectional feedback between teacher and pupil," wrote Franksand graduate student Tom Richardson, who spent countless hours poring over videotape.No sooner was the paper published，of course,than another educator (this one at Harvard) pooh-poohed it. Marc D. Hauser, apsychologist and biologist and one of the scientists who came up with thedefinition of teaching, said it was unclear whether the ants had learned a newskill or merely acquired new information. Mere communication of information iscommonplace in the animal world Hauser noted. Consider a species，for example, that uses alarm calls to warn fellow members about thepresence of a predator. Sounding the alarm can be costly, because the animalmay draw the attention of the predator to itself. But it allows others to fleeto safety.
Hauser cited the workof another scientist, Tim Caro, who found that cheetah mothers that take theircubs along on hunts gradually allow their cubs to do more of the hunting ~going, for example, from killing a gazelle and allowing young cubs to eat tomerely tripping the gazelle and letting the cubs finish it off. At one level,Hauser said，such behavior might be called teaching —except the mother was not really teaching the cubs to hunt but merelyfacilitating various stages of learning. Psychologists study animal behavior inpart to understand the evolutionary roots of human behavior, Hauser said. Thechallenge in understanding whether other animals truly teach one another, headded, is that human teaching involves a "theory of mind" — teachersare aware that students don't know something. He questioned whether Franks'sleader ants really knew that the follower ants were ignorant.
Could they simply havebeen following an instinctive rule to proceed when the followers tapped them onthe legs or abdomen? And did leaders that led the way to food — only to findthat it had been removed by the experimenter — incur the wrath of followers?That, Hauser said, would suggest that the follower ant actually knew the leaderwas more knowledgeable and not merely following an instinctive routine itself.
Franks responded bysaying that the two-way communication between the ants was quite different thanmerely sounding an alarm about a predator. And, he added, the follower antoften did not use the same direct route on its return trip. Once led to food,ants found new paths back to the nest，Franks andRichardson found, and those paths were sometimes more direct than the routethat leaders had shown them.
In other words, Frankssaid, the teaching appeared to give follower ants more than just information;it generally increased their knowledge of the foraging environment.
Bennett G. Galef Jr.,a psychologist who studies animal behavior and social learning at McMasterUniversity in Canada, sided with Franks. He said ants were unlikely to have a"theory of mind" — meaning that leaders and followers may well havebeen following instinctive routines that were not based on an understanding ofwhat was happening in another ant's brain.
Passage3 ：
题材：社会科学
题型：选择+填空+配对
题号：旧题
参考文章：
The Accidental Scientist
A A paradox lies close to the heart of scientific discovery. If you knowjust what you are looking for, finding it can hardly count as a discovery,since it was fully anticipated. But if, on the other hand,you have no notion of what you are looking for, you cannot know when you havefound it, and discovery, as such, is out of the question. In the philosophy ofscience, these extremes map onto the purist forms of deductivism andinductivism: In the former, the outcome is supposed to be logically containedin the premises you start with; in the latter, you are recommended to startwith no expectations whatsoever and see what turns up.
B As in so manythings, the ideal position is widely supposed to reside somewhere in betweenthese two impossible-to-realize extremes. You want to have a good enough ideaof what you are looking for to be surprised when you find something else ofvalue, and you want to be ignorant enough of your end point that you canentertain alternative outcomes. Scientific discovery should, therefore, have anaccidental aspect，but not too much of one.Serendipity is a word that expresses a position something like that. It’s afascinating word, and the late Robert King Merton — "the father of thesociology of science” 一 likedit well enough to compose its biography, assisted by the French culturalhistorian Elinor Barber.
C The word did notappear in the published literature until the early 19th century and did notbecome well enough known to use without explanation until sometime in the firstthird of the 20th century. Antiquarians, following Walpole, found use for it,as they were always rummaging about for curiosities，and unexpected but pleasant surprises were not unknown to them. Somepeople just seemed to have a knack for that sort of thing, and serendipity wasused to express that special capacity.
D The other communitythat came to dwell on serendipity to say something important about theirpractice was that of scientists, and here usages cut to the heart of the matterand were often vigorously contested. Many scientists, including the Harvardphysiologist Walter Cannon and, later, the British immunologist Peter Medawar，liked to emphasize how much of scientific discovery was unplannedand even accidental. One of Cannon's favorite examples of such serendipity isLuigi Galvanic observation of the twitching of dissected frogs' legs, hangingfrom a copper wire, when they accidentally touched an iron railing, leading tothe discovery of "galvanism”； another is HansChristian 0rsted's discovery of electromagnetism when he unintentionally broughta current-carrying wire parallel to a magnetic needle. Rhetoric about thesufficiency of rational method was so much hot air. Indeed, as Medawar insistedin The Art of the Soluble, "There is no such thing as The ScientificMethod,w no way at all of systematizing the process of discovery.Really important discoveries had a way of showing up when they had a mind to doso and not when you were looking for them. Maybe some scientists, like somebook collectors, had a happy knack; maybe serendipity described the situationrather than a personal skill or capacity.
E In this connection,the aphorism of choice came from no less an authority on scientific discoverythan Louis Pasteur: ”Chancefavors the prepared mind." Accidents may happen， and things may turn up unplanned and unforeseen, as one is lookingfor something else, but the ability to notice such events, to see theirpotential bearing and meaning, to exploit their occurrence and makeconstructive use of them—these are the results of systematic mentalpreparation. What seems like an accident is just another form of expertise. Oncloser inspection, it is insisted, accident dissolves into sagacity.
F But the conjunctionof chance and expertise was, indeed, part of Walpole's original definition: Thethree princes made their discoveries "by accidents and sagacity，" and the example of the mule was one that Sherlock Holmes, orUmberto Eco's William of Baskerville，using what thephilosopher Charles Sanders Peirce called "abductive inference,"would have been proud of. Some scientists using the word meant to stress thoseaccidents belonging to the situation; some treated serendipity as a personalcapacity; many others exploited the ambiguity of the notion.
G The context in whichscientific serendipity was most contested and had its greatest resonance wasthat connected with the idea of planned science. If you thought that scientificresearch could be confidently planned—as many Marxists, and some corporatecapitalists and Pentagon functionaries, did—then you were making a massive betagainst serendipity. If on the other hand, you considered that efforts toorganize, regiment and plan science were ill-advised, then you could recruitserendipity to your cause. The serendipitists were not all inhabitants ofacademic ivory towers. As Merlon and Barber note, two of the greatearly-20th-century American pioneers of industrial research — Willis Whitney and IrvingLangmuir, both of General Electric —made much play of serendipity, in thecourse of arguing against overly rigid research planning.
H It is a humanevision, and this biography of serendipity is a humane, learned and very wisebook. It was finished in 1958 and lay in Merlon's files until just a few yearsago. His explanation that it was put aside as a mere prologue to another bookdoesn’t carry complete conviction. A plausible alternative is that Americanacademic sociology was then well on its way to taking a radically differentdirection from that represented in this book: less humane, more rationalistic,less concerned with the vagaries and contingencies of concrete human action,less willing to attend to voices speaking of unanticipated consequences,complexities and, indeed, serendipity.
G As his subsequentcareer illustrates, Merton himself must have had ambivalent feelings aboutthese differences in sociological sensibilities: Scientism pulled him in onedirection, humanism in another; and in tfie subsequent decades, scientismexerted the stronger pull. Perhaps Merton felt that the time for such a bookhad passed. It is a pity that we had to wait so long for it, since The Travelsand Adventures of Serendipity is the great man’s greatest achievement.
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