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2007年考研英语参考答案和争议题解析
Section I Use of English
1.B) inhabitants
2.D) hopefully
3.A) shared
4.C) open
5.C) right
6.D) Generally
7.B) common
8.A) freedom
9.B) however
10.C) among
11.C) granted
12.D) While
13.A) as
14.C) exclusion
15.B) cry
16.D) promised
17.C) remaining
18.A) slower
19.C) contributed
20.D) unprepared for
完形7、18原来工作人员录入有误，现更改，向广大学生致歉！
Section II Reading
Part A
21. [C] introduce the topic of what makes expert performance
22. [B] craze
23. [A] depends on meaningful processing of information
24. [D] high achievers owe their success mostly to nurture
25. [C] Practice makes perfect
26. [D] Choosing words or graphs similar to the given ones
27. [C] The test contents and formats for adults and children may be different
28. [A] the scores are obtained through different computational procedures
29. [A] test scores may not be reliable indicators of one’s ability
30. [B] Skeptical
31. [C] they are more vulnerable to changes in family economics
32 .[B] less secured payments
33. [D] increase the families’ investment risk
34. [C] financial problems may bring about political problems
35. [B] The Middle Class on the Cliff
36. [D] the severity of data leakage
37. [A] whether there is any weak point
38. [B] information protection should given due attention
39. [A] see the link between trust and data protection
40. [D] legal penalty is a major solution to data leakage
Part B
F. Help your kids figure out who they are.
D. Talk about the future on a regular basis.
B. Build your kids' work skills.
C. Place time limits on leisure activities.
E. Help kids develop coping strategies.
标注红色的为争议题，8道完形，3道阅读，共10分。
完形八道争议题解析：
By 1830 the former Spanish and Portuguese colonies had become independent nations. The roughly 20 million __1__ of these nations loved __2__ to the future. Born in the crisis of the old regime and Iberian Colonialism, many of the leaders of independence __3__ the ideals of representative government, careers __4__ to talent, freedom of commerce and trade, the __5__ to private property, and a belief in the individual as the basis of society. __6__ there was a belief that the new nations should be sovereign and independent states, large enough to be economically viable and integrated by a __7__ set of laws.
3.[A] shared [B] forgot [C] attained [D] rejected
4.[A] related [B] close [C] open [D] devoted
7.[A] unique [B] common [C] particular [D] typical
3、我选shared, 其它答案选attained。
attained the ideals 是有这样的搭配的，但文章并没有线索说明这些领导人已经达到（完成）了他们的理想，而是讲他们分享了或者说共同具有某些理想。另外，文章第二段讲到：On the issue of freedom of religion and the position of the church, however, there was less agreement among the leadership.（在关于宗教自由和教会的地位问题上，在领导层当中达成了较少的共识）这也暗示了答案。shared 和agreement 语义照应。
4、
我选open，其它答案选 related。文章说独立运动的领导人在很多方面达成了共识，比如说代议制的政府、面向有才能的人的职业、商业和贸易上的自由、私有财产权等等。
careers open to talent面向有才能的人的职业。related与to 搭配表示“与…..有关的”，语义上说不通。
7、我选common, 其它答案选particular。A/B/C 几个答案都可以和a set of laws 搭配，但integrated整合,使...成整体，暗示了后面的答案。integrated by a common set of laws.（这些新国家被一系列共同的法律所整合为一个整体。）
On the issue of __8__ of religion and the position of the church, __9__, there was less agreement __10__ the leadership Roman Catholicism had been the state religion and the only one __11__ by the Spanish crown. __12__ most leaders sought to maintain Catholicism __13__ the official religion of the new states, some sought to end the __14__ of other faiths. The defense of the Church became a rallying __15__ for the conservative forces.
8.[A] freedom [B] origin [C] impact [D] reform
14.[A] spread [B] interference [C] exclusion [D] influence
15.[A] support [B] cry [C] plea [D] wish
8、我选 freedom，其它答案选 impact。关键还是要联系上下文。如果只看到position of the church 就可能会选择impact。但首先第一段提到了自由问题。而且第二段主要内容也主要是讲有的人想维持，有的人想结束罗马天主教的国教地位和唯一的呗西班牙皇室所认可的宗教的地位。所以明显应该选freedom。
14、我选 exclusion，其它答案选influence。While 为暗示词，表明前后两个分句反义。既然大部分领导人想维持天主教的官方地位，那么另外一些人肯定是想结束对其它信仰的排斥。
15、我选 cry，其它答案选plea恳求。
a rallying cry是一个外刊中常用的搭配，意思为战斗的口号。本句意思为：保卫教会成为了保守力量的战斗口号。
By 1854 slavery had been abolished everywhere except Spain’s __17__ colonies. Early premise to end Indian tribute and taxes on people of mixed origin came much __18__ because the new nations still needed the revenue such policies __19__ 本新闻共2页,当前在第1页 1 2
LRC中国英语学习网
17.[A] controlling [B] former [C] remaining [D] original
18.[A] slower [B] faster [C] easier [D] tougher
17、我选 remaining，其它答案选former。本句的意思为到1854年，奴隶制在所有（被解放的）地方都废除了，除了西班牙剩下的殖民地以外。
怎么可能选前殖民地呢？
18、我选slower,其它答案选 tougher。但联系上面的句子，并注意到By 1854, early, still 这些时间暗示词，最佳答案是选也与时间相关的slower。废除奴隶制的承诺很早就完成了，但是因为新国家需要收入，所以有的承诺取消纳税的承诺实现的就晚的多。tougher 与上文联系不够紧密。
阅读23
阅读三道争议题解析：
Text 1
This success, coupled with later research showing that memory itself is not genetically determined, led Ericsson to conclude that the act of memorizing is more of a cognitive exercise than an intuitive one. In other words, whatever inborn differences two people may exhibit in their abilities to memorize, those differences are swamped by how well each person “encodes” the information. And the best way to learn how to encode information meaningfully, Ericsson determined, was a process known as deliberate practice. Deliberate practice entails more than simply repeating a task. Rather, it involves setting specific goals, obtaining immediate feedback and concentrating as much on technique as on outcome.
23. According to Ericsson, good memory
[A] depends on meaningful processing of information.
[B] results from intuitive rather than cognitive exercises.
[C] is determined by genetic rather than psychological factors.
[D] requires immediate feedback and a high degree of concentration.
我选A), 有的答案选D）。A整合了本段话的意思。D貌似答案，但错在a high degree 与原文信息concentrating as much on technique as on outcome不一致。
阅读30
Text 2
For the past several years, the Sunday newspaper supplement Parade has featured a column called “Ask Marilyn.” People are invited to query Marilyn vos Savant, who at age 10 had tested at a mental level of someone about 23 years old; that gave her an IQ of 228-the highest score ever recorded. IQ tests ask you to complete verbal and visual analogies, to envision paper after it has been folded and cut, and to deduce numerical sequences, among other similar tasks. So it is a bit confusing when vos Savant fields such queries from the average Joe (whose IQ is 100) as. What’s the difference between love and fondness? Or what is the nature of luck and coincidence? It’s not obvious how the capacity to visualize objects and to figure out numerical patterns suits one to answer questions that have eluded some of the best poets and philosophers.
Clearly, intelligence encompasses more than a score on a test. Just what does it mean to be smart? How much of intelligence can be specified, and how much can we learn about it from neurology, genetics, computer science and other fields?
The defining term of intelligence in humans still seems to be the IQ score, even though IQ tests are not given as often as they used to be. The test comes primarily in two forms: the Stanford-Binet Intelligence Scale and the Wechsler Intelligence Scales (both come in adult and children’s version).Generally costing several hundred dollars, they are usually given only by psychologists, although variations of them populate bookstores and the World Wide Web. Superhigh scores like vos Savant’s are no longer possible, because scoring is now based on a statistical population distribution among age peers, rather than simply dividing the mental age by the chronological age and multiplying by 100. Other standardized tests, such as the Scholastic Assessment Test (SAT) and the Graduate Record Exam (GRE), capture the main aspects of IQ tests.
Such standardized tests may not assess all the important elements necessary to succeed in school and in life, argues Robert J. Sternberg. In his article “How Intelligent Is Intelligence Testing?”, Sternberg notes that traditional tests best assess analytical and verbal skills but fail to measure creativity and practical knowledge, components also critical to problem solving and life success. Moreover, IQ tests do not necessarily predict so well once populations or situations change. Research has found that IQ predicted leadership skills when the tests were given under low-stress conditions, but under high-stress conditions. IQ was negatively correlated with leadership—that is, it predicted the opposite. Anyone who has toiled through SAT will testify that test-taking skill also matters, whether it’s knowing when to guess or what questions to skip.
30. What is the author’s attitude towards IQ tests?
[A] Supportive.
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