题目内容
Section A
Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A, B, C and D, and decide which is the best answer.
听力原文：M: Hey, how are you？ I haven't seen you for ages. What have you been up to？
W: Oh, you know, this and that. I've just come back from America.
Q: Where has the woman been？
(12)
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听力原文：W: Oh I really like your top. Where did you get it？
M: I got it from 'Topman'. It was on sale, reduced from 80 pounds to 50.
Q: How much was the man's top？
(13)
听力原文：W: Excuse me, are you going to buy that book？
M: Well, I need it for a class but it's awfully expensive.
W: Oh, we must be in the same class. Introduction to British Literature？
M: Yes, that's the one. Were you there yesterday for the first class？
W: I sure was. Professor Robert really seems to know his subject.
M: Yes. I took his Shakespeare course last semester and it was very good. He likes listening to his students.
W: That's a relief. I'm a biology major and I was a little uncertain about taking an English course.
M: I'm an English major and this is an required course. But now I'm in trouble because I'm not sure I can afford this book.
W: Hey, I've got an idea. Why don't we split the cost and share the book？
M: Sounds great. Do you live on campus？
W: Yeah, I live on the 10th floor of Butler Hall.
M: Perfect. I live on the 3rd floor of Butler. We should have no trouble sharing the book. I can bring it up to your room right after I wrap up the assignment.
W: It's a deal.
(20)
Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.
That experiences influence subsequent behavior. is evidence of an obvious but nevertheless remarkable activity called remembering. Learning could not occur without the function popularly named memory. Constant practice has such an effect on memory as to lead to skilful performance on the piano, to recitation of a poem, and even to reading and understanding these words. Socalled intelligent behavior. demands memory, remembering being a primary requirement for reasoning. The ability to solve any problem or even to recognize that a problem exists depends on memory. Typically, the decision to cross a street is based on remembering many earlier experiences.
Practice (or review) tends to build and maintain memory for a task or for any learned material. Over a period of no practice what has been learned tends to be forgotten; and the adaptive consequences may not seem obvious. Yet, dramatic instances of sudden forgetting can be seen to be adaptive. In this sense, the ability to forget can be interpreted to have survived through a process of natural, selection in animals. Indeed, when one's memory of an emotionally painful experience leads to serious anxiety, forgetting may produce relief. Nevertheless, an evolutionary interpretation might make it difficult to understand how the commonly gradual process of forgetting survived natural selection.
In thinking about the evolution of memory together with all its possible aspects, it is helpful to consider what would happen if memories failed to fade. Forgetting clearly aids orientation in time, since old memories weaken and the new tend to stand out, providing clues for inferring duration. Without forgetting, adaptive ability would suffer, for example, learned behavior. that might have been correct a decade ago may no longer be. Gases are recorded of people who (by ordinary standards) forgot so little that their everyday activities were full of confusion. This forgetting seems to serve that survival of the individual and the species.
Another line of thought assumes a memory storage system of limited capacity that provides adaptive flexibility specifically through forgetting. In this view, continual adjustments are made between learning or memory storage (input) and forgetting (output). Indeed, there is evidence that the rate at which individuals forget is directly related to how much they have learned. Such data offers gross support of contemporary models of memory that assume an input-output balance.
From the evolutionary point of view, ____________.
M: Really？ That's wonderful. I've heard it's beautiful there.
Q: Where is the woman going？
(17)
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