Duringtherosyyearsofelementaryschool(小學),Ienjoyedshari...

問題詳情：

  During the rosy years of elementary school(小學), I enjoyed sharing my dolls and jokes, which allowed me to keep my high social status. I was the queen of the playground. Then came my tweens and teens, and mean girls and cool kids. They rose in the ranks not by being friendly but by smoking cigarettes, breaking rules and playing jokes on others, among whom I soon found myself.

Popularity is a well-explored subject in social psychology. Mitch Prinstein, a professor of clinical psychology sorts the popular into two categories: the likable and the status seekers. The likables’ plays-well-with-others qualities strengthen schoolyard friendships, jump-start interpersonal skills and, when tapped early, are employed ever after in life and work. Then there’s the kind of popularity that appears in adolescence: status born of power and even dishonorable behavior.

Enviable as the cool kids may have seemed, Dr. Prinstein’s studies show unpleasant consequences. Those who were highest in status in high school, as well as those least liked in elementary school, are “most likely to engage(從事) in dangerous and risky behavior.”

In one study, Dr. Prinstein examined the two types of popularity in 235 adolescents, scoring the least liked, the most liked and the highest in status based on student surveys(調查研究). “We found that the least well-liked teens had become more aggressive over time toward their classmates. But so had those who were high in status. It clearly showed that while likability can lead to healthy adjustment, high status                        has just the opposite effect on us.”

Dr. Prinstein has also found that the qualities that made the neighbors want you on a play date—sharing, kindness, openness—carry over to later years and make you better able to relate and connect with others.

In analyzing his and other research, Dr. Prinstein came to another conclusion: Not only is likability related to positive life outcomes, but it is also responsible for those outcomes, too. “Being liked creates opportunities for learning and for new kinds of life experiences that help somebody gain an advantage, ” he said.

32．What sort of girl was the author in her early years of elementary school?

A．Unkind.                 B．Lonely.                   C．Generous.               D．Cool.

33．What is the second paragraph mainly about?

A．The classification of the popular.

B．The characteristics of adolescents.

C．The importance of interpersonal skills.

D．The causes of dishonorable behavior.

34．What did Dr. Prinstein’s study find about the most liked kids?

A．They appeared to be aggressive.

B．They tended to be more adaptable.

C．They enjoyed the highest status.

D．They performed well academically.

35．What is the best title for the text?

A．Be Nice—You Won’t Finish Last

B．The Higher the Status, the Better

C．Be the Best—You Can Make It

D．More Self-Control, Less Aggressiveness

【回答】

32．C

33．A

34．B

35．A

【解析】

【分析】

這是一篇説明文。文章主要講述了受歡迎度對青少年的影響。

32．推理判斷題。根據第一段During the rosy years of elementary school, I enjoyed sharing my dolls and jokes, which allowed me to keep my high social status.可知，在美好的小學時光裏，作者喜歡分享她的娃娃和笑話，由此推斷出，作者在早年的小學時期是一個慷慨的女孩。A. Unkind不友善的；B. Lonely寂寞的；C. Generous慷慨的；D. Cool冷靜的。故選C。

33．主旨大意題。第二段Mitch Prinstein, a professor of clinical psychology sorts the popular into two categories: the likable and the status seekers.（臨牀心理學教授Mitch Prinstein將受歡迎的人分為兩類:討人喜歡的人和追求地位的人。）是段落主題句，本段內容分別對the likable 和the status seekers做了解釋，所以本段主要介紹了兩種受歡迎的分類，故選A。

34．推理判斷題。根據第四段It clearly showed that while likability can lead to healthy adjustment （它清楚地表明，討人喜歡可以促使健全的調整）推斷出，心理學教授Mitch Prinstein的研究表明，討人喜歡的孩子適應*更強，故選B。

35．主旨大意題。通過閲讀全文內容，尤其是最後一段，可知這篇文章主要講了受歡迎度對青少年的影響，討人喜歡對青少年成長都有深遠的有益影響。與選項A“友善一點——你將不會排在最後（你不會完蛋/你會笑到最後）”一致，故選A。

知識點：日常活動

題型：閲讀理解