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Researchers have established that when people are mentally engaged, biochemical changes occur in the brain that allow it to act more effectively in cognitive areas such as attention and memory. This is true regardless of age.
People will be alert and receptive if they are faced with information that gets them to think about things they are interested in. And someone with a history of doing more rather than less will go into old age more cognitively sound than someone who has not had an active mind.
Many experts are so convinced of the benefits of challenging the brain that they are putting the theory to work in their own lives. “The idea is not necessarily to learn to memorize enormous amounts of information,” says James Fozard, associate director of the National Institute on Again. “Most of us don't need that kindof skill. Such specific training is of less interest than being able to maintain mental alertness.” Fozard and others say they challenge their brains with different mental skill, both because they enjoy them and because they are sure that their range of activities will help the way their brains work.
Gene Cohen, acting director of the same institute, suggests that people in their old age should engage in mental and physical activities individually as well as in groups. Cohen says that we are frequently advised to keep physically active as we age, but older people need to keep mentally active as well. Those who do are more likely to maintain their intellectual abilities and to be generally happier and better adjusted. “The point is, you need to do both,” Cohen says. “Intellectual activity actually influences brain-cell health and size.”
6. People who are cognitively healthy are those _______.
A、who can remember large amounts of information
B、who are highly intelligent
C、whose minds are alert and receptive
D、who are good at recognizing different sounds
7. According to Fozards argument people can make their brains work more efficiently by _______.
A、constantly doing memory work
B、taking part in various mental activities
C、going through specific training
D、making frequent adjustments
8. The findings of James and other scientists in their work _________.
A、remain a theory to further proved
B、have been challenged by many other experts
C、have been generally accepted
D、are practiced by the researchers themselves
9. Older people are generally advised to ___________.
A、keep fit by going in for physical activities
B、keep mentally active by challenges through specific training
C、maintain mental alertness through specific training
D、maintain a balance between individual and group activities
10. What is the passage mainly about?
A、How biochemical changes occur in the human brain.
B、Why people should keep active not only physically but also mentally.
C、How intellectual activities influence brain-cell health
D、Why people should receive special mental training as they age.
Strange things happen to time when you travel, because the earth is divided into twenty four time zones, one hour apart. You can have days with more than twenty-four hours, and weeks with more or fewer than seven days.
If you make a five-day trip across the Atlantic ocean, your ship enters a different time zone every day. As you enter each zone, the time changes one hour. Traveling west, you set your clock back; traveling east, you set it ahead. Each day of your trip has either twenty-five of twenty-three hours.
If you travel by ship across the Pacific, you cross the international date line. By agreement, this is the point where a new day begins. When you cross the line, you change your calendar one full day, backward or forward. Traveling east, today becomes yesterday, traveling west, it is tomorrow!
The difference in time between zones is _________ .
A.more than seven days
B.twenty-four hours
C.one hour
D.seven days
The International Date Line is the name for _______.A.any time zone in the Pacific Ocean
B.any point where time changes by one hour
C.the point where a new day begins
D.the beginning of any new time zone
If you cross the Atlantic Ocean going east，you set your clock ______.A.ahead one hour in each new time zone
B.head by twenty-three hours
C.back one full day for each time zone
D.ahead one hour for the whole trip
From this selection, it seems true that the Atlantic Ocean ______.A.is in one time zone
B.cannot be crossed in five days
C.is divided into five time zones
D.is divided into twenty-four zones
THE CLASSROOM is a man's world, where boys get two thirds of the teachers' attention — even when they are in a minority— taunt (辱骂) the girls without punishment, and receive praise for sloppy work that would not be tolerated from girls. They are accustomed to being teachers' pets, and if girls get anything like equal treatment, they will protest eagerly and even wreck lessons.
These claims are made in a book out this week, written by Dale Spender, a lecturer at the London University Institute of Education. She argues that discrimination against girls is so deeply in co educational schools that single sex classes are the only answer. Her case is based on tape recordings of her own and other teachers' lessons. Many of them, like Spender, had deliberately set out to give girls a fair chance. “Sometimes,” says Spender, “I have even thought I have gone too far and have spent more time with the girls than the boys.”
The tapes proved otherwise. In 10 taped lessons (in secondary school and college), Spender never gave the girls more than 42 per cent of her attention (the average was 38 percent) and never gave the boys less than 58 percent. There were similar results for other teachers, both male and female. In other words, when teachers give girls more than a third of their time, they feel that they are cheating the boys of their rightful share. And so do the boys themselves. “She always asks the girls all the questions,” said one boy in a classroom where 34 per cent of the teachers' time was allocate d to girls. “She doesn't like boys, and just listens to the girls.” said a boy in another class, where his sex got 63 per cent of teacher attention. Boys regarded two thirds of the teacher's time as a fair deal — and when they got less they caused trouble in class and even complained to higher authority. “It's important to keep their attention,” said one teacher, “Otherwise, they play you up something awful.” Spender concludes that, in mixed classes, if the girls are as boisterous and pushy as the boys, they are considered “unladylike”, if they are docile and quiet, they are ignored.
26. If boys are better treated in class, ____ would be better.
A) single sex classes and co educational classes B) co educational classes
C) single sex classes D) None of the above
27. Dale Spender obtained the evidence for her claims by ____ .
A) her own lessons in secondary school and college
B) the other teachers' tape recordings
C) both male and female teachers
D) tape recordings of her own and other teachers' lessons
28. What are the boy's reactions when girls are given more attention？
A) They will keep the teachers' attention again.
B) They will make some trouble and complain to the headmaster.
C) They will play up the teacher something awful.
D) They will feel they are cheated by teachers.
29. The word “boisterous” in the last paragraph probably means ____.
A) rough B) brave C)troublesome D) emotional
30. The best title for this passage would be ____.
A) boys are teachers' pets
B) boys do better in co educational classes
C) single sex classes are better than co eduationed classes
D) girls do better than boys
A、UPS 20 kg
B、DHL 25 kg
C、DHL 20 kg
D、TNT 25 kg
A、heart disease
B、diabetes
C、stroke
D、appetite
When you take a pill, you and your doctor hope it will work —and that helps it work. That’s not a new idea. But now researchers say they know just how much of a drug’s effect comes from the patient’s expectation: at least half.
When patients in the midst of a headache attack took a dummy (假的) pill which they thought of as a widely used headache drug, it reduced their pain. It worked almost as much as when they took the real drug thinking it was a placebo (安慰剂).
“There was no difference between the real drug and the placebo dressed up with a nice word in reducing pain,”researcher Ted Kaptchuk says. “Basically we show that words can actually double the effect of a drug. That’s pretty impressive.”
And if it works when treating headaches, it also might work for a wide variety of other illnesses. The findings have interesting implications for doctors and patients, because what doctors say about a medicine appears to have a lot to do with its benefits. Beyond that, it raises a question of whether drug companies should take subjects’expectations into account when they test a new drug.
The study is the latest in a series that’s helping to work out the mysteries of the placebo effect. Before the study, the group has already shown that placebos can have the effect of active medicine in patients with asthma (哮喘), and that even when patients know they’re taking a placebo, they can get relief from the pain.
32. According to the first two paragraphs, what’s new of the research is that _____.
A.half of the drug’s effect, if not more, is from the patients’expectations
B.dummy pills could be thought of as a widely used headache drug
C.your and your doctor’s hope helps the drug work
D.placebos work better than real drugs
Placebos can have the effect of active medicine in reducing pains when doctors _____.A.conduct tests on the effect of new drugs
B.take the patient’s expectations into account
C.tell patients that placebos are mysterious
D.describe the placebos’good effect to patients
It has been proved that placebos have the effect of active medicine in treating asthma _____.A.before Ted’s research
B.after Ted’s research
C.during the process of the Ted’s research
D.upon the completion of Ted’s research
According to the passage, the findings have interesting implications in that _____.A.what doctors say about a medicine seems much related to its benefits
B.the researchers have worked out all the mysteries of the placebo effect
C.drug companies should believe the subjects in drug test
D.placebos might help in treating all illnesses
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