2024考研英語(yǔ)閱讀
在日復(fù)一日的學(xué)習(xí)、工作生活中，我們經(jīng)常跟試題打交道，試題是參考者回顧所學(xué)知識(shí)和技能的重要參考資料。你知道什么樣的試題才算得上好試題嗎？以下是小編幫大家整理的2024考研英語(yǔ)閱讀，供大家參考借鑒，希望可以幫助到有需要的朋友。
考研英語(yǔ)閱讀 1
Bernard Bailyn has recently reinterpreted the early history of the United States by applying new social research findings on the experiences of European migrants. In his reinterpretation, migration becomes the organizing principle for rewriting the history of preindustrial North America. His approach rests on four separate propositions.
The first of these asserts that residents of early modern England moved regularly about their countryside; migrating to the New World was simply a “natural spillover”. Although at first the colonies held little positive attraction for the English — they would rather have stayed home — by the eighteenth century people increasingly migrated to America because they regarded it as the land of opportunity. Secondly, Bailyn holds that, contrary to the notion that used to flourish in America history textbooks, there was never a typical New World community. For example, the economic and demographic character of early New England towns varied considerably.
Bailyn’s third proposition suggest two general patterns prevailing among the many thousands of migrants: one group came as indentured servants, another came to acquire land. Surprisingly, Bailyn suggests that those who recruited indentured servants were the driving forces of transatlantic migration. These colonial entrepreneurs helped determine the social character of people who came to preindustrial North America. At first, thousands of unskilled laborers were recruited; by the 1730’s, however, American employers demanded skilled artisans.
Finally, Bailyn argues that the colonies were a half-civilized hinterland of the European culture system. He is undoubtedly correct to insist that the colonies were part of an Anglo-American empire. But to divide the empire into English core and colonial periphery, as Bailyn does, devalues the achievements of colonial culture. It is true, as Bailyn claims, that high culture in the colonies never matched that in England. But what of seventeenth-century New England, where the settlers created effective laws, built a distinguished university, and published books? Bailyn might respond that New England was exceptional. However, the ideas and institutions developed by New England Puritans had powerful effects on North American culture.
Although Bailyn goes on to apply his approach to some thousands of indentured servants who migrated just prior to the revolution, he fails to link their experience with the political development of the United States. Evidence presented in his work suggests how we might make such a connection. These indentured servants were treated as slaves for the period during which they had sold their time to American employers. It is not surprising that as soon as they served their time they passed up good wages in the cities and headed west to ensure their personal independence by acquiring land. Thus, it is in the west that a peculiarly American political culture began, among colonists who were suspicious of authority and intensely anti-aristocratic.
1. Which of the following statements about migrants to colonial North America is supported by information in the text?
[A] A larger percentage of migrants to colonial North America came as indentured servants than as free agents interested in acquiring land.
[B] Migrants who came to the colonies as indentured servants were more successful at making a livelihood than were farmers and artisans.
[C] Migrants to colonial North America were more successful at acquiring their own land during the eighteenth century than during the seventeenth century.
[D] By the 1730’s, migrants already skilled in a trade were in more demand by American employers than were unskilled laborers.
2. The author of the text states that Bailyn failed to
[A] give sufficient emphasis to the cultural and political interdependence of the colonies and England.
[B] describe carefully how migrants of different ethnic backgrounds preserved their culture in the United States.
[C] take advantage of social research on the experiences of colonists who migrated to colonial North America specifically to acquire land.
[D] relate the experience of the migrants to the political values that eventually shaped the character of the United States.
3. Which of the following best summarizes the author’s evaluation of Bailyn’s fourth proposition?
[A] It is totally implausible.
[B] It is partially acceptable.
[C] It is highly admirable.
[D] It is controversial though persuasive.
4. According to the text, Bailyn and the author agree on which of the following statements about the culture of colonial New England?
[A] High culture in New England never equaled the high culture of England.
[B] The cultural achievements of colonial New England have generally been unrecognized by historians.
[C] The colonists imitated the high culture of England, and did not develop a culture that was uniquely their own.
[D] The southern colonies were greatly influenced by the high culture of New England.
5. The author of the text would be most likely to agree with which of the following statements about Bailyn’s work?
[A] Bailyn underestimates the effects of Puritan thought on North American culture.
[B] Bailyn overemphasizes the economic dependence of the colonies on Great Britain.
[C] Bailyn’s description of the colonies as part of an Anglo-American empire is misleading and incorrect.
[D] Bailyn failed to test his propositions on a specific group of migrants to colonial North America.
考研英語(yǔ)閱讀 2
Investigators of monkey’s social behavior have always been struck by monkeys’ aggressive potential and the consequent need for social control of their aggressive behavior. Studies directed at describing aggressive behavior and the situations that elicit it, as well as the social mechanisms that control it, were therefore among the first investigations of monkeys’ social behavior.
Investigators initially believed that monkeys would compete for any resource in the environment: hungry monkeys would fight over food, thirsty monkeys would fight over water, and, in general, at time more than one monkey in a group sought the same incentive simultaneously, a dispute would result and would be resolved through some form of aggression. However, the motivating force of competition for incentives began to be doubted when experiments like Southwick’s on the reduction of space or the withholding of food failed to produce more than temporary increases in intragroup aggression. Indeed, food deprivation not only failed to increase aggression but in some cases actually resulted in decreased frequencies of aggression.
Studies of animals in the wild under conditions of extreme food deprivation likewise revealed that starving monkeys devoted almost all available energy to foraging, with little energy remaining for aggressive interaction. Furthermore, accumulating evidence from later studies of a variety of primate groups, for example, the study conducted by Bernstein, indicates that one of the most potent stimuli for eliciting aggression is the introduction of an intruder into an organized group. Such introductions result in far more serious aggression than that produced in any other types of experiments contrived to produce competition.
These studies of intruders suggest that adult members of the same species introduced to one another for the first time show considerable hostility because, in the absence of a social order, one must be established to control interanimal relationships. When a single new animal is introduced into an existing social organization, the newcomer meets even more serious aggression. Whereas in the first case aggression establishes a social order, in the second case resident animals mob the intruder, thereby initially excluding the new animal from the existing social unit. The simultaneous introduction of several animals lessens the effect, if only because the group divides its attention among the multiple targets. If, however, the several animals introduced a group constitute their own social unit, each group may fight the opposing group as a unit; but, again, no individual is subjected to mass attack, and the very cohesion of the groups precludes prolonged individual combat. The submission of the defeated group, rather than unleashing unchecked aggression on the part of the victorious group, reduces both the intensity and frequency of further attack. Monkey groups therefore seem to be organized primarily to maintain their established social order rather than to engage in hostilities per se.
1. The author of the text is primarily concerned with
[A] advancing a new methodology for changing a monkey’s social behavior.
[B] comparing the methods of several research studies on aggression among monkeys.
[C] explaining the reasons for researcher’s interest in monkey’s social behavior.
[D] discussing the development of investigators’ theories about aggression among monkeys.
2. Which of the following best summarizes the findings reported in the text about the effects of food deprivation on monkeys’ behavior?
[A] Food deprivation has no effect on aggression among monkeys.
[B] Food deprivation increases aggression among monkeys because one of the most potent stimuli for eliciting aggression is the competition for incentives.
[C] Food deprivation may increase long-term aggression among monkeys in a laboratory setting, but it produces only temporary increase among monkeys in the wild.
[D] Food deprivation may temporarily increase aggression among monkeys, but it also leads to a decrease in conflict.
3. The text suggests that investigators of monkeys’ social behavior have been especially interested in aggressive behavior among monkeys because
[A] aggression is the most common social behavior among monkeys.
[B] successful competition for incentives determines the social order in a monkey group.
[C] situation that elicit aggressive behavior can be studied in a laboratory.
[D] most monkeys are potentially aggressive, yet they live in social units that could not function without control of their aggressive impulses.
4. The text supplies information to answer which of the following questions?
[A] How does the reduction of space affect intragroup aggression among monkeys in an experimental setting?
[B] Do family units within a monkey social group compete with other family units for food?
[C] What are the mechanisms by which the social order of an established group of monkeys controls aggression within that group?
[D] How do monkeys engaged in aggression with other monkeys signal submission?
5. Which of the following best describes the organization of the second paragraph?
[A] A hypothesis is explained and counter evidence is described.
[B] A theory is advanced and specific evidence supporting it is cited.
[C] Field observations are described and a conclusion about their significance is drawn.
[D] Two theories are explained and evidence supporting each of them is detailed.
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