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1高考英语专题复习：说明文阅读高分技巧专项练习AMostdamagingly,angerweakensaperson'sabilitytothinkclearlyandkeepcontroloverhisbehavior.Theangrypersonlosesobjectivityinevaluatingtheemotionalsignificanceofthepersonorsituationthatarouseshisanger.Noteveryoneexperiencesangerinthesameway;whatangersonepersonmayamuseanother.Thespecificexpressionofangeralsodiffersfrompersontopersonbasedonbiologicalandculturalforces.Incontemporaryculture,physicalexpressionsofangeraregenerallyconsideredtoosociallyharmfultobetolerated.Wenolongerregardduels(决斗)asanappropriateexpressionofangerresultingfromoneperson'sawarenessofinsultingbehavioronthepartofanother.Angercanbeidentifiedinthebrain,wheretheelectricalactivitychanges.UndermostconditionsEEG(脑电图)measuresofelectricalactivityshowbalancedactivitybetweentherightandleftprefrontal(额叶前部)areas.Behaviorallythiscorrespondstothegeneraleven-handeddisposition(意向)thatmostofuspossessmostofthetime.ButwhenweareangrytheEEGoftherightandleftprefrontalareasaren'tbalancedandasaresultofthis,we'relikelytoreact.Andourbehavioralresponsetoangerisdifferentfromourresponsetootheremotions,whetherpositiveornegative.Mostpositiveemotionsareassociatedwithapproachbehavior:wemoveclosertopeoplewelike.Mostnegativeemotions,incontrast,areassociatedwithavoidancebehavior:wemoveawayfrompeopleandthingsthatwedislikeorthatmakeusanxious.Butangerisanexceptiontothispattern.Theangrierweare，themorelikelywearetomovetowardstheobjectofouranger.Thiscorrespondstowhatpsychologistsrefertoasoffensiveanger:theangrypersonmovescloserinordertoinfluenceandcontrolthepersonorsituationcausinghisanger.Thisapproach-and-confrontbehaviorisaccompaniedbyaleftwardprefrontalasymmetry(不对称)ofEEGactivity.Interestingly,thisasymmetrylessensiftheangrypersoncanexperienceempathy(同感)towardstheindividualwhoisbringingforththeangryresponse.Indefensiveanger,incontrast,theEEGasymmetryisdirectedtotherightandtheangrypersonfeelshelplessinthefaceoftheanger-inspiringsituation.1.TheduelsexampleinParagraph2provesthattheexpressionofanger_________.A.usuallyhasabiologicalbasisB.variesamongpeopleC.issociallyandculturallyshapedD.influencesone'sthinkingandevaluation2.Whatchangescanbefoundinanangrybrain?A.Balancedelectricalactivitycanbespotted.B.Unbalancedpatternsarefoundinprefrontalareas.C.Electricalactivitycorrespondstoone'sbehaviour.D.Electricalactivityagreeswithone'sdisposition.3.Whichofthefollowingistypicalofoffensiveanger?A.Approachingthesourceofanger.2B.Tryingtocontrolwhatisdisliked.C.Movingawayfromwhatisdisliked.D.Feelinghelplessinthefaceofanger.4.Whatisthekeymessageofthelastparagraph?A.Howangerdiffersfromotheremotions.B.Howangerrelatestootheremotions.C.Behavioralresponsestoanger.D.Behavioralpatternsofanger.BWorkingwithagroupofbaboons(狒狒)intheNamibiandesert,Dr.AleciaCarteroftheDepartmentofZoology,CambridgeUniversitysetbaboonslearningtasksinvolvinganovelfoodandafamiliarfoodhiddeninabox.Somebaboonsweregiventhechancetowatchanotherbaboonwhoalreadyknewhowtosolvethetask,whileothershadtolearnforthemselves.Toworkouthowbraveoranxiousthebaboonswere,Dr.Carterpresentedthemeitherwithanovelfoodorathreatintheformofamodelofapoisonoussnake.Shefoundthatpersonalityhadamajorimpactonlearning.Thebraverbaboonslearnt,buttheshyonesdidnotlearnthetaskalthoughtheywatchedthebaboonperformthetaskoffindingthenovelfoodjustaslongasthebraveonesdid.Ineffect,despitebeingmadeawareofwhattodo,theywerestilltooshytodowhattheexperiencedbaboondid.Thesameheldtrueforanxiousbaboonscomparedwithcalmones.Theanxiousindividualslearntthetaskbyobservingotherswhilethosewhowererelaxeddidnot,eventhoughtheyspentmoretimewatching.Thismismatchbetweencollectingsocialinformationandusingitshowsthatpersonalityplaysakeyroleinsociallearninginanimals,somethingthathaspreviouslybeenignoredinstudiesonhowanimalslearntodothings.Thefindingsaresignificantbecausetheysuggestthatanimalsmayperformpoorlyincognitive(认知的)tasksnotbecausetheyaren’tcleverenoughtosolvethem,butbecausetheyaretooshyornervoustousethesocialinformation.Thefindingsmayimpacthowweunderstandtheformationofcultureinsocietiesthroughsociallearning.Ifsomeindividualsareunabletogetinformationfromothersbecausetheydon’tassociatewiththeknowledgeableindividuals,ortheyaretooshytousetheinformationoncetheyhaveit,informationmaynottravelbetweenallgroupmembers,preventingtheformationofaculturebasedonsociallearning.5.Whatisthefirstparagraphmainlyabout?A.ThedesignofDr.Carter’sresearch.B.TheresultsofDr.Carter’sresearch.C.ThepurposeofDr.Carter’sresearch.D.ThesignificanceofDr.Carter’sresearch.6.Accordingtotheresearch,whichbaboonsaremorelikelytocompleteanew3learningtask?A.Thosethathavemoreexperience.B.Thosethatcanavoidpotentialrisks.C.Thosethatliketoworkindependently.D.Thosethatfeelanxiousaboutlearning.7.Whichbestillustratesthe“mismatch”mentionedinParagraph4?A.Somebaboonsareintelligentbutslowinlearning.B.Somebaboonsareshybutactiveinsocialactivities.C.Somebaboonsobserveothersbutdon’tfollowthem.D.Somebaboonsperformnewtasksbutdon’tconcentrate.8.Dr.Carter’sfindingsindicatethatourculturemightbeformedthrough______.A.storinginformationB.le