- 閱讀理解A
題干：Indevelopingamodelofcognition,wemustrecognizethatperceptionoftheexternalworlddoesnotalwaysremainindependentofmotivation.Whileprogresstowardmaturityispositivelycorrelatedwithdifferentiationbetweenmotivationandcognition,tensionwill,eveninthematureadult,leadtowardsanarrowingoftherangeofperception.Cognitioncanbeseenasthefirststepinthesequenceeventsleadingfromtheexternalstimulustothebehavioroftheindividual.Thechilddevelopsfrombeliefthatallthingsareanextensionofitsownbodytotherecognitionthatobjectsexistindependentofhisperception.Hebeginstodemonstrateawarenessofpeopleandthingswhichareremovedfromhissensoryapparatusandinitiatesgoal-directedbehaviors.Hemay,however,refusetorecognizetheexistenceofbarrierstotheattainmentofhisgoal,despitethefactthathiscognitionoftheseobjectshasbeenpreviouslydemonstrated.Intheprimitivebeings,goal-directedbehaviorcanbeverysimplymotivated.Thepresenceofanattractiveobjectwillcauseaninfanttoreachforit;itsremovalwillresultintheceaseofthataction.Inadultlife,merecognitioncanbesimilarlymotivational,althoughthevisiblepresenceoftheopportunityisnotrequiredasthestimulantsofresponse.Thematureadultmodifieshisreactionbyobtaininginformation,interpretingit,andexaminingconsequences.Heformulatesahypothesisandattemptstotestit.Hesearchesoutimplicitrelationships,examinesallfactors,anddifferentiatesamongthem.Justasthetrainedartistcanseparatethevalueofcolor,composition,andtechnique,whiletakinginandevaluatingthewholework,so,too,thematurepersonbringshiscognitivelearningstrengthstobearinevaluatingasituation.Understandingthatcognitionisseparatefromaction,hisreactionisonlyminimallyguidedfromconditioning,andtakeintoconsiderationanticipatableevents.Theimpactofthesocializationprocess,particularlythatofparentalandsocialgroupideology,mayreducecognitivelydirectedbehavior.Thetensionthusproduced,asforinstancethestressoffear,anger,orextremeemotion,willoftenbetheprimaryinfluence.Theevolutionaryprocessofdevelopmentfrombodyschemathroughcognitivelearningissimilarlymanifestedintheprocessoflanguageacquisition.Everynormalinfanthasthephysiologicalequipmentnecessarytoproducesound,butthechildmustfirstmastertheiruseforsucking,biting,andchewingbeforehecancontrolhisequipmentforuseinproducingthesoundsoflanguage.Fromtheearliertimes,itisclearthatlanguageandhumanthoughthavebeenintimatelyconnected.Sendingorreceivingmessages,fromprimitivewarningsofdangertoexplainingcreativeorreflectivethinking,thisaspectofcognitivedevelopmentisalsofirmlylinkedtotheneedsandaspirationsofsociety.
題目： What links cognitive development to the needs of society?（） - A 、Practical purpose
- B 、Natural human cognitive development
- C 、Language
- D 、Sending or receiving messages
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參考答案【正確答案：C】
本文第二段最后四句指出“類似的是，從身體結(jié)構(gòu)到認(rèn)知學(xué)習(xí)這個(gè)進(jìn)化發(fā)展過(guò)程也體現(xiàn)在語(yǔ)言習(xí)得過(guò)程中。每個(gè)正常的嬰兒都有發(fā)聲所必須的生理結(jié)構(gòu)，但在孩子能夠控制器官使用、進(jìn)行發(fā)聲之前，必須先掌握如何使用器官吮吸、咬和咀嚼。顯然，從最初階段人類語(yǔ)言與思想就是緊密聯(lián)系的。發(fā)送或接收信息，從對(duì)危險(xiǎn)的簡(jiǎn)單警告到解釋創(chuàng)造性或反思性思維，認(rèn)知發(fā)展的這個(gè)方面也與社會(huì)需求及社會(huì)期望緊密相連。”顯然，這里是在談?wù)撜J(rèn)知發(fā)展中的語(yǔ)言習(xí)得問(wèn)題。其中末句中的this aspect of cognitive development就是指語(yǔ)言習(xí)得問(wèn)題。由此可以推斷出，語(yǔ)言將認(rèn)知發(fā)展與社會(huì)需求聯(lián)系起來(lái)。
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