Question

9．Getting kids to share their toys is a never-ending battle，and forcing them to do so never seems to help．New research suggests that allowing children to make a choice to sacrifice their own toys in order to share with someone else makes them share more in the future．The new findings are published in Psychological Science．
These experiments were conducted by psychological scientists，Nadia Chernyak and Tamar Kushnir of Cornell University．They found that sharing things with others when they are given a difficult choice leads children to think of themselves as people who like to share．It also makes them more likely to act in a pro-social （親社會的）manner in the future．
Previous research has explained why rewarding children for sharing can backfire．Children come to think of themselves as people who don't like to share since they had to be rewarded for doing so．Because they don't view themselves as"sharers"they are less likely to share in the future．
Chernyak and Kushnir were interested in finding out whether freely chosen sacrifice might have the opposite effect on kids'willingness to share．To test this，the researchers introduced five-year-old children to Doggie，a sad puppet．Some of the children were given a difficult choice：Share a precious sticker with Doggie，or keep it for themselves．Other children were given an easy choice between sharing and putting the sticker away，while children in a third group were required by the researcher to share．
Later on，all the children were introduced to Ellie，another sad puppet．They were given the option of how many stickers to share （up to three）．The kids who earlier made the difficult choice to help Doggie shared more stickers with Ellie．The children who were initially faced with an easy choice or who were required to give their sticker to Doggie，on the other hand，shared fewer stickers with Ellie．Therefore，children did not benefit from simply giving something up，but rather from willingly choosing to give something up of value．
"You might imagine that making difficult，costly choices is taxing for young children or even that once children share，they don't feel the need to do so again，"Chernyak says．"But this wasn't the case：once children made a difficult decision to give up something for someone else，they were more generous，not less，later on．"Chernyak concludes．
74．Dhelps children to share more in the future．
A．Rewarding children for sharing stickers
B．Requiring children to share their favorite toys
C．Allowing children to share what they don't need
D．Encouraging children to share precious things willingly
75．The underlined word"backfire"meansD．
A．serve as a push                  B．have an opposite effect
C．cause anger                      D．avoid taking things back
76．Those who were required to share give fewer stickers to Ellie becauseA．
A．it's not their own choice           B．they regret what they did
C．Ellie is not as sad as Doggie        D．they like to share with a real person
77．We can conclude from the passage thatC
A．parents will never find a way to get children to share toys
B．a gift should be given to make up for children's sacrifice
C．making difficult choices may influence sharing behavior
D．children pretend to be generous when they are being observed．

Answer 1

分析 文章介紹了兒童分享事物的心理科學．有研究表明孩子做出艱難選擇會對他們的分享行為有影響，他們可能會變的慷概．

解答 74．答案D   推理判斷題：根據文章第一段中"New research suggests that allowing children to make a choice to sacrifice their own toys in order to share with someone else makes them share more in the future．"新研究表明，讓孩子選擇犧牲自己的玩具與別人分享可讓他們在未來分享更多東西．由此可知培養(yǎng)孩子分享意愿對孩子將來分享更多東西是有幫助的．故選D．
75．答案 D 推理判斷題：backfire是"產生出乎意料及事與愿違的結果"的意思．A．serve as a push作為一種推動；B．have an opposite effect有反作用；C．cause anger導致某人輕微憤怒；D．Avoid taking things back避免拿回東西．只有B想符合劃線詞義．故選B．
75．答案A 細節(jié)理解題：根據第五段中"The children who were initially faced with an easy choice or who were required to give their sticker to Doggie，on the other hand，shared fewer stickers with Ellie"最初孩子們面臨著一個簡單的選擇或著被要求把他們的貼紙給小狗，要么與艾莉分享更少的貼紙．由此可知這是被要求的．故選A．
76．答案 C 主旨大意題：根據文章內容可知文章表明孩子做出艱難選擇會對他們的分享行為有影響，他們可能會變的慷概．故選C．

點評 1、要想做好科普英語閱讀理解題，同學們就要注意平時多讀科普知識類文章，學習科普知識，積累常見的科普詞匯，從根本上提高科普英語的閱讀能力．
2、要熟悉科普類文章的結構特點．科普類文章一般由標題（Head line），導語（Introduction），背景（Back ground），主體（Main body）和結尾（End）五部分構成．標題是文章中心思想高度而又精辟的概括，但根據歷年的高考情況來看，這類閱讀理解材料一般不給標題，而要同學們選擇標題．導語一般位于整篇文章的首段．背景交待一個事實的起因．主體則對導語概括的事實進行詳細敘述，這一部分命題往往最多，因此，閱讀時，同學們要把這部分作為重點．結尾往往也是中心思想的概括，并與導語相呼應，命題者常在此要設計一道推理判斷題．　　
3、在進行推理判斷時，同學們一定要以閱讀材料所提供的科學事實為依據，同時所得出的結論還應符合基本的科普常識．