3预备阶段全真模考1课时4阅读卷答案

Youshouldspendabout20minutesonReadingPassage1Questions1-READINGPASSAGEAdultsandchildrenarefrequentlyconfrontedwithstatementsaboutthealarmingrateoflossoftropicalrainforests.Forrelateistheestimatethatrainforestsarebeingdestroyedatarateequivalenttoonethousandfootballfieldseveryfortywheretheyare,whytheyareimportant,whatendangersthem-independentofanyformaltuition.Itisalsopossiblethatsomeoftheseideaswillbemistaken.Manystudieshaveshownthatchildrenharbourmisconceptionsabout‘pure’,curriculumscience.Thesemisconceptionsdonotorganised,conceptualframework,makingitandthecomponentideas,someofwhichareerroneous,morerobustbutalsoaccessibletomodification.Theseideasmaybedevelopedbychildrenabsorbingideasthroughthepopularmedia.Sometimesthisinformationmaybeerroneous.Itseemsschoolsmaynotbeprovidinganopportunityforchildrentore-expresstheirideasandsohavethemtestedandrefinedbyteachersandtheirpeers.Despitetheextensivecoverageinthepopularmediaofthedestructionofrainforests,littleformalinformationisavailableaboutchildren’sideasinthisarea.Theaimofthepresentstudyistostarttoprovidesuchinformation,tohelpteachersdesigntheireducationalstrategiestobuilduponcorrectideasandtodisplacemisconceptionsandtoplanprogrammesinenvironmentalstudiesintheirschools.aquestionnairecontainingfiveopen-formquestions.Themostareself-evidentfromtheterm‘rainforest’.Somechildrenwerecontinentsorcountries:Africa(givenby43%ofchildren),SouthAmerica(30%),Brazil(25%).Somechildrenalsogavemoregenerallocations,suchasbeingneartheEquator.Responsestoquestionthreeconcernedtheimportanceofrainforests.Thedominantidea,raisedby64%ofthepupils,wasthatrainforestsprovideanimalswithhabitats.Fewerstudentsmentionedtheindigenouspopulationsofrainforests.Moregirls(70%)thanboys(60%)raisedtheideaofrainforestasanimalSimilarly,butatalowerlevel,moregirls(13%)thanboys(5%)aregenerallyconsistentwithourpreviousstudiesofpupils’viewsabouttheuseandconservationofrainforests,inwhichgirlswereshowntobemoresympathetictoanimalsandexpressedviewswhichseemtoplaceanintrinsicvalueonnon-humananimalThefourthquestionconcernedthecausesofthedestructionoftermssuchas‘weare’.About18%ofthepupilsreferredspecificallytologgingactivity.Onemisconception,expressedbysome10%ofthepupils,wasthatacidrainisresponsibleforrainforestdestruction;asimilarproportionsaidthatpollutionisdestroyingrainforests.Here,studentsprovidedtheinformationthattherainforestsprovideoxygen,insomecasesthisresponsealsoembracedthemisconceptionthatrainforestdestructionwouldreducelifeonEarth.conservation,themajorityofchildrensimplysaidthatweneedrainforeststosurvive.Onlyafewofthepupils(6%)mentionedthatrainforestdestructionmaycontributetoglobalwarming.Thisissurprisingconsideringthehighlevelofmediacoverageonthisissue.Somechildrenexpressedtheideathattheconservationofrainforestsisnotimportant.indicatesomemisconceptionsinbasicscientificknowledgeofrainforests’ecosystemssuchastheirideasaboutrainforestsashabitatsforanimals,plantsandhumansandtherelationshipbetweenclimaticchangeanddestructionofrainforests.Pupilsdidnotvolunteerideasthatsuggestedthattheyappreciatedthecomplexityofcausesofrainforestdestruction.Inotherwords,theygavenoindicationofanappreciationofeithertherangeofwaysinwhichrainforestsareimportantorthecomplexsocial,economicandpoliticalfactorswhichdrivetheactivitieswhicharedestroyingtherainforests.Onebedeveloped,whichisessentialforthesechildrenasfutureDothefollowingstatementsagreewiththeinformationgiveninReadingPassage1?1[A]TRUEifthestatementagreeswiththe[B]FALSEifthestatementcontradictsthe[C]NOTGIVENifthereisnoinformationon选择答案：AB2Childrenonlyacceptopinionsonrainforeststhattheyencounterintheirclassrooms.[A]TRUEifthestatementagreeswiththe[B]FALSEifthestatementcontradictsthe[C]NOTGIVENifthereisnoinformationon选择答案：AB3Ithasbeensuggestedthatchildrenholdmistakenviewsaboutthe‘pure’sciencethattheystudyatschool.[A]TRUEifthestatementagreeswiththe[B]FALSEifthestatementcontradictsthe[C]NOTGIVENifthereisnoinformationon选择答案：AB4Thefactthatchildren’sideasaboutscienceformpartofalargerframeworkofideasmeansthatitiseasiertochangethem.[A]TRUEifthestatementagreeswiththe[B]FALSEifthestatementcontradictsthe[C]NOTGIVENifthereisnoinformationon选择答案：AB5as‘ArethereanyrainforestsinAfrica?’[A]TRUEifthestatementagreeswiththe[B]FALSEifthestatementcontradictsthe[C]NOTGIVENifthereisnoinformationon选择答案：AB6Girlsaremorelikelythanboystoholdmistakenviewsabouttherainforests’destruction.[A]TRUEifthestatementagreeswiththe[B]FALSEifthestatementcontradictsthe[C]NOTGIVENifthereisnoinformationon选择答案：AB7Thestudyreportedherefollowsonfromaseriesofstudiesthathavelookedatchildren’sunderstandingofrainforests.[A]TRUEifthestatementagreeswiththe[B]FALSEifthestatementcontradictsthe[C]NOTGIVENifthereisnoinformationon选择答案：AB8Asecondstudyhasbeenplannedtoinvestigateprimaryschoolchildren’sideasaboutrainforests.[A]TRUEifthestatementagreeswiththe[B]FALSEifthestatementcontradictsthe[C]NOTGIVENifthereisnoinformationon选择答案：AB9Questions9-READINGPASSAGEAdultsandchildrenarefrequentlyconfrontedwithstatementsaboutthealarmingrateoflossoftropicalrainforests.Forrelateistheestimatethatrainforestsarebeingdestroyedatarateequivalenttoonethousandfootballfieldseveryfortywheretheyare,whytheyareimportant,whatendangersthem-oftheseideaswillbemistaken.Manystudieshaveshownthatchildrenharbourmisconceptionsabout‘pure’,curriculumscience.Thesemisconceptionsdonotorganised,conceptualframework,makingitandthecomponentideas,someofwhichareerroneous,morerobustbutalsoaccessibletomodification.Theseideasmaybedevelopedbychildrenabsorbingideasthroughthepopularmedia.Sometimesthisinformationmaybeerroneous.Itseemsschoolsmaynotbeprovidinganopportunityforchildrentore-expresstheirideasandsohavethemtestedandrefinedbyteachersandtheirpeers.Despitetheextensivecoverageinthepopularmediaofthedestructionofrainforests,littleformalinformationisavailableaboutchildren’sideasinthisarea.Theaimofthepresentstudyistostarttoprovidesuchinformation,tohelpteachersdesigntheireducationalstrategiestobuilduponcorrectideasandtodisplacemisconceptionsandtoplanprogrammesinenvironmentalstudiesintheirschools.aquestionnairecontainingfiveopen-formquestions.Themostareself-evidentfromtheterm‘rainforest’.Somechildrenwerecontinentsorcountries:Africa(givenby43%ofchildren),SouthAmerica(30%),Brazil(25%).Somechildrenalsogavemoregenerallocations,suchasbeingneartheEquator.Responsestoquestionthreeconcernedtheimportanceofrainforests.Thedominantidea,raisedby64%ofthepupils,wasthatrainforestsprovideanimalswithhabitats.Fewerstudentsmentionedtheindigenouspopulationsofrainforests.Moregirls(70%)thanboys(60%)raisedtheideaofrainforestasanimalSimilarly,butatalowerlevel,moregirls(13%)thanboys(5%)aregenerallyconsistentwithourpreviousstudiesofpupils’viewsabouttheuseandconservationofrainforests,inwhichgirlswereshowntobemoresympathetictoanimalsandexpressedviewswhichseemtoplaceanintrinsicvalueonnon-humananimalThefourthquestionconcernedthecausesofthedestructionoftermssuchas‘weare’.About18%ofthepupilsreferredspecificallytologgingactivity.Onemisconception,expressedbysome10%ofthepupils,wasthatacidrainisresponsibleforrainforestdestruction;asimilarproportionsaidthatpollutionisdestroyingrainforests.Here,studentsprovidedtheinformationthattherainforestsprovideoxygen,insomecasesthisresponsealsoembracedthemisconceptionthatrainforestdestructionwouldreducelifeonEarth.conservation,themajorityofchildrensimplysaidthatweneedrainforeststosurvive.Onlyafewofthepupils(6%)mentionedthatrainforestdestructionmaycontributetoglobalwarming.Thisissurprisingconsideringthehighlevelofmediacoverageonthisissue.Somechildrenexpressedtheideathattheconservationofrainforestsisnotimportant.indicatesomemisconceptionsinbasicscientificknowledgeofrainforests’ecosystemssuchastheirideasaboutrainforestsashabitatsforanimals,plantsandhumansandtherelationshipbetweenclimaticchangeanddestructionofrainforests.Pupilsdidnotvolunteerideasthatsuggestedthattheyappreciatedthenoindicationofanappreciationofeithertherangeofwaysinwhichrainforestsareimportantorthecomplexsocial,economicandpoliticalOneencouragementisthattheresultsofsimilarstudiesaboutotherenvironmentalissuessuggestthatolderchildrenseemtoacquiretheabilitytoappreciate,valueandevaluateconflictingviews.Environmentaleducationoffersanarenainwhichtheseskillscanbedeveloped,whichisessentialforthesechildrenasfutureinReadingPassage1.AnswerthefollowingquestionsbychoosingthecorrectresponsesA-Writeyouranswersinboxes9-13onyouranswertherainforestswere?Whatwasthemostcommonresponsetothequestionabouttheimportanceoftherainforests?(2)WhatdidmostchildrengiveasthereasonforthelossoftheWhydidmostchildrenthinkitimportantfortherainforeststobeprotected?(4)Whichoftheresponsesiscitedasunexpectedlyuncommon,giventheamountoftimespentontheissuebythenewspapersandAAThereisacomplicatedcombinationofreasonsforthelossoftherainforests.destroyingtheforestsofWesternEurope.RainforestsarelocatedneartheBrazilishometotheEWithoutrainforestssomeanimalswouldhavenowheretoRainforestsareimportanthabitatsforalotofPeopleareresponsibleforthelossoftheTherainforestsareasourceofIRainforestsareofconsequenceforanumberofdifferentJJAstherainforestsaredestroyed,theworldgetsTherearepeopleforwhomtherainforestsareRainforestsarefoundRainforestsarenotreallyimportanttohumanThedestructionoftherainforestsisthedirectresultofloggingactivity.Humansdependontherainforestsfortheircontinuing填写答案：

正确答案：M,E,GP,QuestionREADINGPASSAGEAdultsandchildrenarefrequentlyconfrontedwithstatementsaboutthealarmingrateoflossoftropicalrainforests.Forexample,onegraphicrainforestsarebeingdestroyedatarateequivalenttoonethousandfootballfieldseveryfortyminutes-aboutthedurationofanormalclassroomperiod.Inthefaceofthefrequentandoftenvividmediacoverage,itislikelythatchildrenwillhaveformedideasaboutrainforests-whatandwheretheyare,whytheyareimportant,whatendangersthem-independentofanyformaltuition.Itisalsopossiblethatsomeoftheseideaswillbemistaken.Manystudieshaveshownthatchildrenharbourmisconceptionsabout‘pure’,curriculumscience.Thesemisconceptionsdonotorganised,conceptualframework,makingitandthecomponentideas,someofwhichareerroneous,morerobustbutalsoaccessibletomodification.Theseideasmaybedevelopedbychildrenabsorbingideasthroughthepopularmedia.Sometimesthisinformationmaybeerroneous.Itseemsschoolsmaynotbeprovidinganopportunityforchildrentore-expresstheirideasandsohavethemtestedandrefinedbyteachersandtheirpeers.Despitetheextensivecoverageinthepopularmediaofthedestructionofrainforests,littleformalinformationisavailableaboutchildren’sideasinthisarea.Theaimofthepresentstudyistostarttoprovidesuchinformation,tohelpteachersdesigntheireducationalstrategiestobuilduponcorrectideasandtodisplacemisconceptionsandtoplanprogrammesinenvironmentalstudiesintheirschools.aquestionnairecontainingfiveopen-formquestions.Themostareself-evidentfromtheterm‘rainforest’.Somechildrenwerecontinentsorcountries:Africa(givenby43%ofchildren),SouthAmerica(30%),Brazil(25%).Somechildrenalsogavemoregenerallocations,suchasbeingneartheEquator.Responsestoquestionthreeconcernedtheimportanceofrainforests.Thedominantidea,raisedby64%ofthepupils,wasthatrainforestsprovideanimalswithhabitats.Fewerstudentsmentionedtheindigenouspopulationsofrainforests.Moregirls(70%)thanboys(60%)raisedtheideaofrainforestasanimalSimilarly,butatalowerlevel,moregirls(13%)thanboys(5%)aregenerallyconsistentwithourpreviousstudiesofpupils’viewsabouttheuseandconservationofrainforests,inwhichgirlswereshowntobemoresympathetictoanimalsandexpressedviewswhichseemtoplaceanintrinsicvalueonnon-humananimalThefourthquestionconcernedthecausesofthedestructionoftermssuchas‘weare’.About18%ofthepupilsreferredspecificallytologgingactivity.Onemisconception,expressedbysome10%ofthepupils,wasthatacidrainisresponsibleforrainforestdestruction;asimilarproportionsaidthatpollutionisdestroyingrainforests.Here,studentsprovidedtheinformationthattherainforestsprovideoxygen,insomecasesthisresponsealsoembracedthemisconceptionthatrainforestdestructionwouldreducelifeonEarth.conservation,themajorityofchildrensimplysaidthatweneedrainforeststosurvive.Onlyafewofthepupils(6%)mentionedthatrainforestdestructionmaycontributetoglobalwarming.Thisissurprisingconsideringthehighlevelofmediacoverageonthisissue.Somechildrenexpressedtheideathattheconservationofrainforestsisnotimportant.indicatesomemisconceptionsinbasicscientificknowledgeofrainforests’ecosystemssuchastheirideasaboutrainforestsashabitatsforanimals,plantsandhumansandtherelationshipbetweenclimaticchangeanddestructionofrainforests.Pupilsdidnotvolunteerideasthatsuggestedthattheyappreciatedthenoindicationofanappreciationofeithertherangeofwaysinwhichrainforestsareimportantorthecomplexsocial,economicandpoliticalOneencouragementisthattheresultsofsimilarstudiesaboutotherenvironmentalissuessuggestthatolderchildrenseemtoacquiretheabilitytoappreciate,valueandevaluateconflictingviews.Environmentaleducationoffersanarenainwhichtheseskillscanbedeveloped,whichisessentialforthesechildrenasfutureChoosethecorrectletter,A,B,C,DorE.Writeyouranswerinbox14onyouranswersheet.WhichofthefollowingisthemostsuitabletitleforReadingPassage[A]Thedevelopmentofaprogrammeinenvironmentalstudieswithinasciencecurriculumcoursedesign[C]Theextenttowhichchildrenhavebeenmisledbythemediaconcerningtherainforests[E]Theimportanceoftherainforestsandthereasonsfortheir选择答案：ABCDYoushouldspendabout20minutesonReadingPassage2Questions15-READINGPASSAGEWhatDoWhalesgroupofmammalscomprisingwhales,dolphinsandporpoisesSomeofthesensesthatweandotherterrestrialmammalstakeforgrantedareeitherreducedorabsentincetaceansorfailtofunctionwellinwater.Forexample,itappearsfromtheirbrainontheotherhand,appeartohavesomerelatedbrainstructuresbutitisnotknownwhetherthesearefunctional.Ithasbeenspeculatedthat,astheblowholesevolvedandmigratedtothetopofthehead,theneuralpathwaysservingsenseofsmellmayhavebeennearlyallsacrificed.Similarly,althoughatleastsomecetaceanshavetastebuds,thenervesservingthesehavedegeneratedorarerudimentary.Thesenseoftouchhassometimesbeendescribedasweaktoo,butsmallwhalesoftenremarkontheiranimals’responsivenesstobeingtouchedorrubbed,andbothcaptiveandfree-rangingcetaceanindividualsofallspecies(particularlyadultsandcalves,ormembersofthesamesubgroup)appeartomakefrequentcontact.Thiscontactmayhelptomaintainorderwithinagroup,species.Theareaaroundtheblowholeisalsoparticularlysensitiveandcaptiveanimalsoftenobjectstronglytobeingtouchedthere.species.Baleenspeciesstudiedatclosequartersunderwater-specificallyagreywhalecalfincaptivityforayear,andoffArgentinaandHawaii-haveobviouslytrackedobjectswithvisionunderwater,andtheycanapparentlyseemoderatelywellbothinwaterandinair.However,thepositionoftheeyessodonothavestereoscopicvision.Ontheotherhand,thepositionoftheeyesinmostdolphinsanddownward.Eyepositioninfreshwaterdolphins,whichoftenswimontheirsideorupsidedownwhilefeeding,suggeststhatwhatthebottlenosedolphinhasextremelykeenvisioninwater.Judgingfromthewayitwatchesandtracksairborneflyingfish,itcanAndalthoughpreliminaryexperimentalevidencesuggeststhattheirin-airvisionispoor,theaccuracywithwhichdolphinsleaphightotakesmallfishoutofatrainer’shandprovidesanecdotalevidencetothecontrary.Suchvariationcannodoubtbeexplainedwithreferencetothewatersthantothoselivinginturbidriversandfloodedplains.eyesreducedtoslitsthatprobablyallowthemtosenseonlythedirectionandintensityoflight.andvisioninwaterappearstobeuncertain,suchweaknessesaremorethancompensatedforbycetaceans’well-developedacousticsense.Mostspeciesarehighlyvocal,althoughtheyvaryintherangeofsoundstheyproduce,andmanyforageforfoodusingecholocation1.Largebaleenwhalesprimarilyusethelowerfrequenciesandareoftenlimitedintheirrepertoire.Notableexceptionsarethenearlysong-likechorusesofbowheadwhalesinsummerandthecomplex,hauntingutterancesofthehumpbackwhales.Toothedspeciesingeneralemploymoreofthefrequencyspectrum,andproduceawidervarietyofsounds,thanbaleenseriesofhigh-energyclicksandlittleelse).Someofthemorebeenmorethesubjectofwildspeculationthanofsolidscience.CompletethetableChooseNOMORETHANTHREEWORDSfromReadingPassage2foreachWriteyouranswersinboxes15-21onyouranswerrelatedbrainstructuressomenerveslinkedtotheirareregionaroundtheveryprobablydonotstereoscopicprobablyhavevision17(3)probablyhavevisionforwardandinair-waterboutuandhavelimitedIndianandintensityofmostusuallyuse20repertoire(9)usemoreoffrequencyspectrum;havewider填写答案：

thelowerfrequencies,bowhead,humpbackQuestions22-READINGPASSAGEWhatDoWhalesgroupofmammalscomprisingwhales,dolphinsandporpoisesSomeofthesensesthatweandotherterrestrialmammalstakeforgrantedareeitherreducedorabsentincetaceansorfailtofunctionwellinwater.Forexample,itappearsfromtheirbrainontheotherhand,appeartohavesomerelatedbrainstructuresbutitisnotknownwhetherthesearefunctional.Ithasbeenspeculatedthat,astheblowholesevolvedandmigratedtothetopofthehead,theneuralpathwaysservingsenseofsmellmayhavebeennearlyallsacrificed.Similarly,althoughatleastsomecetaceanshavetastebuds,thenervesservingthesehavedegeneratedorarerudimentary.Thesenseoftouchhassometimesbeendescribedasweaktoo,butsmallwhalesoftenremarkontheiranimals’responsivenesstobeingtouchedorrubbed,andbothcaptiveandfree-rangingcetaceanindividualsofallspecies(particularlyadultsandcalves,ormembersofthesamesubgroup)appeartomakefrequentcontact.Thiscontactmayhelptomaintainorderwithinagroup,species.Theareaaroundtheblowholeisalsoparticularlysensitiveandcaptiveanimalsoftenobjectstronglytobeingtouchedthere.species.Baleenspeciesstudiedatclosequartersunderwater-specificallyagreywhalecalfincaptivityforayear,andoffArgentinaandHawaii-haveobviouslytrackedobjectswithvisionunderwater,andtheycanapparentlyseemoderatelywellbothinwaterandinair.However,thepositionoftheeyessodonothavestereoscopicvision.Ontheotherhand,thepositionoftheeyesinmostdolphinsanddownward.Eyepositioninfreshwaterdolphins,whichoftenswimontheirsideorupsidedownwhilefeeding,suggeststhatwhatthebottlenosedolphinhasextremelykeenvisioninwater.Judgingfromthewayitwatchesandtracksairborneflyingfish,itcanAndalthoughpreliminaryexperimentalevidencesuggeststhattheirin-airvisionispoor,theaccuracywithwhichdolphinsleaphightotakesmallfishoutofatrainer’shandprovidesanecdotalevidencetothecontrary.Suchvariationcannodoubtbeexplainedwithreferencetothewatersthantothoselivinginturbidriversandfloodedplains.eyesreducedtoslitsthatprobablyallowthemtosenseonlythedirectionandintensityoflight.andvisioninwaterappearstobeuncertain,suchweaknessesaremorethancompensatedforbycetaceans’well-developedacousticsense.Mostspeciesarehighlyvocal,althoughtheyvaryintherangeofsoundstheyproduce,andmanyforageforfoodusingecholocation1.Largebaleenwhalesprimarilyusethelowerfrequenciesandareoftenlimitedintheirrepertoire.Notableexceptionsarethenearlysong-likechorusesofbowheadwhalesinsummerandthecomplex,hauntingutterancesofthehumpbackwhales.Toothedspeciesingeneralemploymoreofthefrequencyspectrum,andproduceawidervarietyofsounds,thanbaleenseriesofhigh-energyclicksandlittleelse).Someofthemorebeenmorethesubjectofwildspeculationthanofsolidscience.AnswerthequestionsbelowusingNOMORETHANTHREEWORDSfromthepassageforeachanswer.Writeyouranswersinboxes22-26onyouranswerWhichofthesensesisdescribedhereasbeinginvolvedinWhichspeciesswimsupsidedownwhileWhatcanbottlenosedolphinsfollowfromundertheWhichtypeofhabitatisrelatedtogoodvisualWhichofthesensesisbestdevelopedin填写答案：

正确答案：touch,freshwaterdolphins,airborneflyingfish,clearopenwaters,acousticsenseYoushouldspendabout20minutesonReadingPassage3Questions27-READINGPASSAGEVisualSymbolsandthePartFromanumberofrecentstudies,ithasbecomeclearthatblindpeoplecanappreciatetheuseofoutlinesandperspectivestodrawntomyattentiondramaticallywhenablindwomaninoneofmyinvestigationsdecidedonherowninitiativetodrawawheelthecircle(Fig.1).lwastakenaback.Linesofmotion,suchastheonesheused,areaveryrecentinventioninthehistoryofBusch,atrend-settingnineteenth-centurycartoonist,usedwheel,oneparticularlycleverrenditionappearedrepeatedly:waysofsuggestingmotion.Majorityrulewouldarguethatthisdevicesomehowindicatedmotionverywell.Butwasitabetterindicatorthan,say,brokenorwavylines-oranyotherkindofline,forthatmatter?Theanswerwasnotclear.SoIdecidedtotestwhethervariouslinesofmotionwereaptwaysofshowingmovementoriftheyweremerelyidiosyncraticmarks.Moreover,Iwantedtodiscoverwhetherthereweredifferencesinhowtheblindandthesightedinterpretedlinesofmotion.Tosearchouttheseanswers,Icreatedraised-linedrawingsoffivedifferentwheels,depictingspokeswithlinesthatcurved,Ithenaskedeighteenblindvolunteerstofeelthewheelsandassignoneofthefollowingmotionstoeachwheel:wobbling,spinningfast,spinningsteadily,jerkingorbraking.MycontrolgroupconsistedofeighteensightedundergraduatesfromAllbutoneoftheblindsubjectsassigneddistinctivemotionsthewheelwasspinningsteadily;thewavyspokes,theythought,suggestedthatthewheelwaswobbling;andthebentspokeswerewasspinningquickly.Inaddition,thefavoureddescriptionforthesightedwasthetheconsensusamongthesightedwasbarelyhigherthanthatamongtheblind.Becausemotiondevicesareunfamiliartotheblind,thetaskIgavetheminvolvedsomeproblemsolving.Evidently,however,theblindnotonlyfiguredoutmeaningsforeachlineofmotion,butasagrouptheygenerallycameupwiththesamemeaningatleastasfrequentlyasdidsightedsubjects.PartWehavefoundthattheblindunderstandotherkindsofvisualaheart-choosingthatsymbol,shesaid,toshowthatloveChina,Ihavebegunexploringhowwellblindpeopleunderstandthesymbolismbehindshapessuchasheartsthatdonotdirectlyrepresenttheirmeaning.Wegavealistoftwentypairsofwordstosightedsubjectsandaskedthemtopickfromeachpairthetermthatbestrelatedtoweasked:Whatgoeswithsoft?Acircleorasquare?Whichshapegoeswithhard?Alloursubjectsdeemedthecirclesoftandthesquarehard.Afull94%ascribedhappytothecircle,insteadofsad.Butotherpairsrevealedlessagreement:79%matchedfasttoslowandweaktostrong,respectively.Andonly51%linkeddeeptocircleandvolunteersusingthesamelist,wefoundthattheirchoicescloselyresembledthosemadebythesightedsubjects.Oneman,whohadbeenblindsincebirth,scoredextremelywell.Hemadeonlyonematchdifferingfromtheconsensus,assigning‘far’tosquareand‘near’tocircle.Infact,onlyasmallmajoritypartners.Thus,weconcludedthattheblindinterpretabstractshapesassightedpeopledo.ofconsensusamongsightedsubjects.Choosethecorrectletter,A,B,CorWriteyouranswersinboxes27-29onyouranswer[A]maybeinterestedinstudying[B]candrawoutlinesofdifferentobjectsand[C]canrecogniseconventionssuchas[D]candraw选择答案：ABCThewriterwassurprisedbecausetheblind[A]drewacircleonherown[B]didnotunderstandwhatawheellooked[C]includedasymbolrepresenting[D]wasthefirstpersontouselinesof选择答案：ABCFromtheexperimentdescribedinPart1,thewriterfoundthattheblindsubjects[A]hadgoodunderstandingofsymbolsrepresenting[B]couldcontrolthemovementofwheelsvery[C]workedtogetherwellasagroupinsolving[D]gotbetterresultsthanthesighted选择答案：ABCQuestions30-READINGPASSAGEVisualSymbolsandthePartFromanumberofrecentstudies,ithasbecomeclearthatblindpeoplecanappreciatetheuseofoutlinesandperspectivestodrawntomyattentiondramaticallywhenablindwomaninoneofmyinvestigationsdecidedonherowninitiativetodrawawheelthecircle(Fig.1).lwastakenaback.Linesofmotion,suchastheonesheused,areaveryrecentinventioninthehistoryofBusch,atrend-settingnineteenth-centurycartoonist,usedwheel,oneparticularlycleverrenditionappearedrepeatedly:waysofsuggestingmotion.Majorityrulewouldarguethatthisdevicesomehowindicatedmotionverywell.Butwasitabetterindicatorthan,say,brokenorwavylines-oranyotherkindofline,forthatmatter?Theanswerwasnotclear.SoIdecidedtotestwhethervariouslinesofmotionwereaptwaysofshowingmovementoriftheyweremerelyidiosyncraticmarks.Moreover,Iwantedtodiscoverwhetherthereweredifferencesinhowtheblindandthesightedinterpretedlinesofmotion.Tosearchouttheseanswers,Icreatedraised-linedrawingsoffivedifferentwheels,depictingspokeswithlinesthatcurved,Ithenaskedeighteenblindvolunteerstofeelthewheelsandassignoneofthefollowingmotionstoeachwheel:wobbling,spinningfast,spinningsteadily,jerkingorbraking.MycontrolgroupconsistedofeighteensightedundergraduatesfromAllbutoneoftheblindsubjectsassigneddistinctivemotionsthewheelwasspinningsteadily;thewavyspokes,theythought,suggestedthatthewheelwaswobbling;andthebentspokeswerewasspinningquickly.Inaddition,thefavoureddescriptionforthesightedwasthetheconsensusamongthesightedwasbarelyhigherthanthatamongtheblind.Becausemotiondevicesareunfamiliartotheblind,thetaskIgavetheminvolvedsomeproblemsolving.Evidently,however,theblindnotonlyfiguredoutmeaningsforeachlineofmotion,butasagrouptheygenerallycameupwiththesamemeaningatleastasfrequentlyasdidsightedsubjects.PartWehavefoundthattheblindunderstandotherkindsofvisualaheart-choosingthatsymbol,shesaid,toshowthatloveChina,Ihavebegunexploringhowwellblindpeopleunderstandthesymbolismbehindshapessuchasheartsthatdonotdirectlyrepresenttheirmeaning.Wegavealistoftwentypairsofwordstosightedsubjectsandaskedthemtopickfromeachpairthetermthatbestrelatedtoweasked:Whatgoeswithsoft?Acircleorasquare?Whichshapegoeswithhard?Alloursubjectsdeemedthecirclesoftandthesquarehard.Afull94%ascribedhappytothecircle,insteadofsad.ButotherpairsrevealedAndonly51%linkeddeeptocircleandshallowtosquare.(SeeFig.2.)Oneman,whohadbeenblindsincebirth,scoredextremelywell.Hemadethattheblindinterpretabstractshapesassightedpeopledo.ofconsensusamongsightedsubjects.Lookatthefoll