高考英语一轮复习限时阅读训练13

高考英语一轮复习限时阅读训练13

‎2019届高考英语一轮复习限时阅读训练13‎ A FRIDAY, Dec. 5, 2019—College students who think all-night study sessions will help them remember facts might want to get some sleep instead. That's the message from a new study that finds that as you sleep, the mind consolidates the things you learn during the day. ‎ Study participants who learned how to play a video game in the morning or evening did a better job the next day after a night's rest, apparently because their brains were actively absorbing what they'd learned as they slept. ‎ The finding shows "that sleep is not just a passive state when no information is coming in," said Howard Nusbaum, a professor of psychology at the University‎ of ‎Chicago. ‎ For the study, the researchers recruited 200 college students. Most of them weren't very familiar with playing video games. Some of the participants learned how to play the games in the morning, while others learned in the evening. The researchers then tested the subjects on the video games 12 hours later and 24 hours later. ‎ Those who took part in the morning training sessions showed an average eight-percentage-point improvement in their performance immediately after training. They performed more poorly—scoring four percentage points better—12 hours later. But they scored 10 percentage points better the next morning. ‎ ‎"If we train you in the morning and come back at the end of the day, you forget some of what you learned," Nusbaum said. "But if you sleep after that, it restores some of what you learned." ‎ The students who took part in the evening training sessions performed better the next morning after sleeping, than they did after being trained. ‎ The role that dreams play in the learning process—if any—isn't clear. But some dreams could serve as a kind of practice for the brain, Nusbaum said. "If you play a video game a lot, and you're playing in your dreams, maybe that could help you learn."‎ Jerry Siegel, professor at the Center for Sleep Research at the University of Calfornia, Los Angeles, said going without sleep hurts performance, but he's not convinced that sleep itself actively contributes to learning. ‎ ‎"If you take a break for a few hours, it can easily be shown that learning did occur, because ‎ performance is better at the start of a new learning session than it was at the end of the initial session," he said. "No sleep needs to occur for this to happen." ‎ Still, Siegel suggested that sleep before learning a skill is crucial. "For long-term retention, it is more important to be well rested and therefore attentive when you are doing the learning than afterwards," he said. "It is even better if you don't have to choose and get your natural amounts of sleep every day." ‎ ‎49 What does the underlined word ‘want’ (in Paragraph 1) mean? ‎ ‎ A. lack B. wish C. desire D. need ‎ ‎50 What is mainly talked about in this text? ‎ ‎ A. The effect of video games on learning.‎ ‎ B. The relation between sleep and learning.‎ ‎ C. The role of dreams in the learning process ‎ D. The difference between morning and evening trainings. ‎ ‎51 What would be the best title for the text? ‎ A. Sleep strengthens learning. B. Dreams clearly help learning.‎ ‎ C. A break before learning is better. D. Video games improve performance. ‎ ‎52 Which of the following statements is true according to the passage? ‎ ‎ A. Training in the morning showed better results at once.‎ ‎ B. Learning won’t occur during sleeping without dreams..‎ ‎ C. Sleeping well helps to absorb what one learned ‎ D. Studying all night helps to remember more facts.‎ B An analysis of studies in 40 countries around the globe proves a long-standing assumption that the more a person knows about science, the more he or she tends to support scientific efforts.‎ In fact, studies that have tested the link between a person's level of scientific knowledge and attitudes towards the field have generated mixed results. "It's been a very hard question," says sociologist Nick Allum of the University of Surrey in Guildford‎, ‎UK.‎ To resolve the issue, Allum and his colleagues pulled together the results of nearly 200 surveys carried out between 2019 and 2019 in countries from Australia to Bulgaria. These studies assessed, for example, whether participants knew certain scientific facts and whether they ‎ supported developments in genetically modified food or nanotechnology. ‎ To some extent, the results prove the belief widely held by science supporters: the more people know about science, the more favourably they tend to view it, in spite of other factors such as age, nationality and level of education. Allum presented his results at the meeting of the American Association for the Advancement of Science in Washington‎ ‎DC last week.‎ But now this question is cleared up, researchers must begin to deal with more pressing questions, Allum says. "The argument should move on."‎ His finding cannot, for example, show whether better science education will increase general support for the field. This is because researchers have yet to figure out whether people who learn more about science then tend to like it or, on the contrary, whether people who already like and support science are simply tend to learn further facts.‎ And a person's level of scientific knowledge actually goes a very tiny way towards explaining their attitudes towards science. Allum believes that there are probably far more important factors, such as their moral values, religious beliefs and political leaning. ‎ And people's trust in science may be influenced by how tightly regulated they believe the process to be in their country. This might explain, in part, why those living in different countries tend to hold different attitudes: Europeans tend to be more doubtful of genetically modified crops than those in the United States, for example. ‎ Finally, science lovers hope to strengthen support for the field, but it looks as if simple science education will not be enough. As Allum says: "It's all horribly complicated."‎ ‎53. In Allum’s opinion, ______ will have little influence on a person’s attitude towards science.‎ A. scientific knowledge B. moral values ‎ C. religious beliefs D. political leaning ‎54. From the passage we can infer that ______. ‎ A. the surveys were carried out in a few countries B. Europeans love science more than Americans ‎ C. Allum kept his research results a secret D. Nick Allum is not a natural scientist ‎55. The underlined word ‘those’ refers to _____. ‎ A. science lovers B. different attitudes ‎ C. people in general D. genetically modified crops ‎56. What is mainly talked about in this passage? ‎ A. Special beliefs of the sociologist Nick Allum.‎ B. Link between knowledge and love of science.‎ C. Ways‎ in which people love science.‎ D. The function of science education. ‎ ‎49-52 DBAC 53-56 ADCB ‎