1、2021 年 12 月大学英六考真（第 3 套）Part IWriting(30 minutes)(于正式开考后半小内完成部分，之后将行听力考)Directions: For this part, you are allowed 30 minutes to write an essay based on theshort passage given below. In your essay, you are to comment on the phenomenondescribed in the passage and suggest measures to address the issue
2、. You should writeat least 150 words but no more than 200 words.Young people spend a lot of time on the internet. However, they are sometimes unableto recognize false information on the internet, judge the reliability of onlineinformation sources, or tell real news stories from fake ones.Part II（略）L
3、istening ComprehensionReading Comprehension(30 minutes)(40 minutes)Part IIISection A（略）Section BDirections: In this section, you are going to read a passage with ten statementsattached to it. Each statement contains information given in one of the paragraphs.Identify the paragraph from which the inf
4、ormation is derived. You may choose aparagraph more than once. Each paragraph is marked with a letter. Answer thequestions by marking the corresponding letter on Answer Sheet 2.Do music lessons really make children smarter?AA recent analysis found that most research mischaracterizes the relationship
5、between music and skills enhancement.BIn 2004, a paper appeared in the journal Psychological Science, titled “ MusicLessons Enhance IQ.” The author; composer and psychologist Glenn Schellenberghad conducted an experiment with 144 children randomly assigned to four groups:one learned the keyboard for
6、 a year, one took singing lessons, one joined an actingclass, and a control group had no extracurricular training. The IQ of the children inthe two musical groups rose by an average of seven points in the course of a year;those in the other .two groups gained an average of 4.3 points.C Schellenberg
7、had 1ong been skeptical of the science supporting claims hat musiceducation enhances childrens abstract reasoning, math, or language sills. If childrenwho play the piano are smarter, he says, it doesnt necessarily mean they are smarterbecause they play the piano. It could be that the youngsters who
8、play the piano also1happen to be more ambitious or better at focusing on a task. Correlation, after all,does not prove causation.D The 2004 paper was specifically designed to address those concerns. And as apassionate musician, Schellenberg was delighted when he turned up credible evidencethat music
9、 has transfer effects on general intelligence. But nearly a decade later, in2013, the Education Endowment Foundation funded a bigger study with more than900 students. That study failed to confirm Schellenbergs findings, producing noevidence that music lessons improved math and literacy skills.E Sche
10、llenberg took that news in stride while continuing to cast a skeptical eye onthe research in his field, Recently, he decided to formally investigate just how oftenhis fellow researchers in psychology and neuroscience make what he believes areerroneousor at least prematurecausal connections between m
11、usic and intelligence.His results, published in May, suggest hat many of his peers do just that.FFor his recent study, Schellenberg asked two research assistants to look forcorrelational studies on the effects of music education. They found a total of 114papers published since 2000. To assess whethe
12、r the authors claimed any causation,researchers then looked for telltale verbs in each papers title and abstract, verbs like“enhance” ,“promote” ,“facilitate” , and “strengthen” . The papers were categorized asneuroscience if the study employed a brain imaging method like magnetic resonance,or if th
13、e study appeared in a journal that had “brain”, “neuroscience”, or a related termin its title. Otherwise the papers were categorized as psychology. Schellenberg didnttell his assistants what exactly he was trying to prove.G After computing their assessments, Schellenberg concluded that the majority
14、ofthe articles erroneously claimed that music training had a causal effect. Theoverselling, he also found, was more prevalent among neuroscience studies, threequarters of which mischaracterized a mere association between music training andskills enhancement as a cause-and-effect relationship. This m
15、ay come as a surprise tosome. Psychologists have been battling charges that they dont do “real” science forsome time in large part because many findings from classic experiments haveproved unreproducible. Neuroscientists, on the other hand, armed with brain scansand EEGs( ), have not been subject to
16、 the same degree of critique.HTo argue for a cause-and-effect relationship, scientists must attempt to explain whyand how a connection could occur. When it comes to transfer effects of music,scientists frequently point to brain plasticity the fact that the brain changesaccording to how we use it. Wh
17、en a child learns to play the violin, for example,several studies have shown that the brain region responsible for the fine motor skillsof the left hands fingers is likely to grow. And many experiments have shown thatmusical training improves certain hearing capabilities, like filtering voices fromb
18、ackground noise or distinguishing the difference between the consonants (音) band g.IBut Schellenberg remains highly critical of how the concept of plasticity has beenapplied in his field. “Plasticity has become an industry of its own,” he wrote in hisMay paper. Practice does change the brain, he all
19、ows, but what is questionable is theassertion that these changes affect other brain regions, such as those responsible for2spatial reasoning or math problems.JNeuropsychologist Lutz Jncke agrees. “Most of these studies dont allow forcausal inferences,” he said. For over two decades, Jncke has resear
20、ched the effects ofmusic lessons, and like Schellenberg, he believes that the only way to trulyunderstand their effects is to run longitudinal studies. In such studies, researcherswould need to follow groups of children with and without music lessons over a longperiod of timeeven if the assignments
21、are not completely random. Then they couldcompare outcomes for each group.K Some researchers are staring to do just that. The neuroscientist Peter Schneiderfrom Heidelberg University in Germany, for example, has been following a group ofchildren for ten years now. Some of them were handed musical in
22、struments and givenlessons through a school-based program in the Ruhr region of Germany called JedemKind ein Instrument, or“an instrument for every child,” which was carried out withgovernment funding. Among these children, Schneider has found that those who wereenthusiastic about music and who prac
23、ticed voluntarily showed improvements inhearing ability, as well as in more general competencies, such as the ability toconcentrate.L To establish whether effects such as improved concentration are caused by musicparticipation itself, and not by investing time in an extracurricular activity of any k
24、ind,Assal Habibi, a psychology professor at the s University of Southern California, isconducing a five-year longitudinal study with children from low-income communitiesin Los Angeles. The youngsters fall into three groups: those who take after schoolmusic, those who do after-school sports, and thos
25、e with no structured after-schoolprogram at all. After two years, Habibi and her colleagues reported seeing structuralchanges in the brains of the musically trained children, both locally and in thepathways connecting different parts of the brain.M That may seem compelling, but Habibis children were
26、 not selected randomly. Didthe children who were drawn to music perhaps have something in them from the startthat made them different but eluded the brain scanners? “As somebody who startedtaking piano lessons at the age of five and got up every morning at seven to practice,that experience changed m
27、e and made me part of who I am today,” Schellenberg said.“The question is whether those kinds of experiences do so systematically acrossindividuals and create exactly the same changes. And I think that is that huge leap offaith.”N Did he have a hidden talent that others didnt have? Or more endurance
28、 than hispeers? Music researchers tend, like Schellenberg, to be musicians themselves, and ashe noted in his recent paper, “the idea of positive cognitive and neural side effectsfrom music training (and other pleasurable activities) is inherently appealing.” He alsoadmits that if he had children of
29、his own, he would encourage them to take musiclessons and go to university. “I would think that it makes them better people, morecritical, just wiser in general,” he said.O But those convictions should be checked at the entrance to the lab, he added.Otherwise, the work becomes religion or faith. “Yo
30、u have to let go of your faith if youwant to be a scientist.”336. Glenn Schellenbergs latest research suggests many psychologists andneuroscientists wrongly believe in the causal relationship between music and IQ.37. The belief in the positive effects of music training appeals to many researcherswho
31、 are musicians themselves.38. Glenn Schellenberg was doubtful about the claim that music education helpsenhance childrens intelligence.39. Glenn Schellenberg came to the conclusion that most of the papers assessed madethe wrong claim regarding musics effect on intelligence.40.You must abandon your u
32、nverified beliefs before you become a scientist.41. Lots of experiments have demonstrated that people with music training can betterdifferentiate certain sounds.42. Glenn Schellenbergs findings at the beginning of this century were not supportedby a larger study carried out some ten years later.43.
33、One researcher shares Glenn Schellenbergs view that it is necessary to conductlong-term developmental studies to understand the effects of music training.44. Glenn Schellenbergs research assistants had no idea what he was trying to provein his new study.45. Glenn Schellenberg admits that practice ca
34、n change certain areas of the brain butdoubts that the change can affect other areas.Section CDirections: There are 2 passages in this section. Each passage is followed bysome questions or unfinished statements. For each of them there are four choicesmarked A), B), C) and D). You should decide on th
35、e best choice and mark thecorresponding letter on Answer Sheet 2 with a single line through the centre.Passage OneQuestions 46 to 50 are based on the following passage.The trend toward rationality and enlightenment was endangered long before theadvent of the World Wide Web. As Neil Postman noted in
36、his 1985 book AmusingOurselves to Death, the rise of television introduced not just a new medium hut a newdiscourse: a gradual shift from a typographic (印刷的) culture to a photographic one,which in turn meant a shift from rationality to emotions, exposition to entertainment.In an image-centered and p
37、leasure-driven world, Postman noted, there is no place forrational thinking, because you simply cannot think with images. It is text that enablesus to “uncover lies, confusions and overgeneralizations, and to detect abuses of logicand common sense. It also means to weigh ideas, to compare and contra
38、st assertions,to connect one generalization to another.”The dominance of television was not confined to our living rooms. It overturnedall of those habits of mind, fundamentally changing our experience of the world,affecting the constructively and tactfully, exactly how their inflated sense of4deser
39、vingness is somewhat distorted. Theyd then go further to explain the specific,and objective, criteria the employee must meet to receive their desired rewards. Thisshift away from unrealistic expectations is successful because entitled employees feelmore confident that ethical leaders will deliver on
40、 their promises. This occurs becausetheyre perceived to be fair and trustworthy. The researchers, however, exercisecaution by warning no one single response in the perfect remedy. But theres nodenying ethical leadership is at least a critical step in the right direction.51. What does a recent study
41、find about a growing number of workers?A) They attempt to make more contributions.B) They feel they deserve mote than they get.C) They attach importance to job satisfaction.D) They try to diminish workplace dysfunction.52. Why dont some employees work hard according to many scholars?A) They lack a s
42、trong sense of self-worth.B) They were spoiled when growing up.C) They have received unfair treatment.D) They are overindulged by their boss.53. What is a manager supposed to do to enable workers to do a better job?A) Be aware of their emotions.B) Give them timely promotions.C) Keep a record of thei
43、r performance.D) Seek ways to sustain their motivation.54. What do the research findings reveal about ethical leaders?A) They are held accountable by their employees.B) They are always transparent in their likes and dislikes.C) They convey their requirements in a straightforward way.D) They make it
44、a point to be on good term with their employees.55. What kind of leaders are viewed as ethical by entitled employees?A) Those who can be counted on to fulfill commitments.B) Those who can do things beyond normal expectations.C) Those who exercise caution in making major decisions.D) Those who know h
45、ow to satisfy their employees needs.49. What does the passage say about the World Wide Web?A) It was developed primarily for universities worldwide.B) It was created to connect people in different countries.C) It was viewed as a means to quest for knowledge.D) It was designed as a discussion forum f
46、or university students.50.What do we learn about users of social media?5A)They are bent on looking for an alternative space for escape.B)They are constantly seeking approval from their audience.C)They are forever engaged in hunting for new information.D)They are unable to focus their attention on ta
47、sks for long.Passage TwoQuestions 51 to 55 are based on the following passage.According to a recent study, a small but growing proportion of the workforce isaffected to some degree by a sense of entitlement. Work is less about what they cancontribute but more about what they can take. It can lead to
48、 workplace dysfunctionand diminish their own job satisfaction. Im not referring to employees who arelegitimately dissatisfied with their employment conditions due to, say, being deniedfair pay or flexible work practices. Im talking about those who consistently believethey deserve special treatment a
49、nd generous rewards. Its an expectation that existsirrespective of their abilities or levels of performance.As a result of that discrepancy between the privileges they feel theyre owed andtheir inflated sense of self-worth, they dont work as hard for their employer. Theyprefer instead to slack off.
50、Its a tendency which many scholars believe begins inchildhood due to parents who overindulge their kids. This thereby leads them toexpect the same kind of spoilt treatment throughout their adult lives. And yet despitehow these employees feel, its obviously important for their manager to nonethelessf
