(2019·全國卷Ⅰ)Duringtherosyyearsofelementaryschool(小學),Ien...

問題詳情：

(2019·全國卷Ⅰ)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 well­explored 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' plays­well­with­others qualities strengthen schoolyard friendships, jump­start 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 well­liked 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.

篇章導讀：本文是一篇議論文。文章從社會心理學視角討論青少年小學與中學階段的成長經歷，論述了個體受歡迎程度這一青少年心理健康話題。

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

A．Unkind.                             B．Lonely.

C．Generous.                           D．Cool.

2．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.

3．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.

4．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 Self­Control, Less Aggressiveness

【回答】

1.C　推理判斷題。根據題幹中的關鍵詞“early years of elementary school”可定位到第一段第一句，根據句意和sharing一詞可推知，作者上小學的時候是一個慷慨大方的人，故選C項。

2.A　段落大意題。根據第二段第二句可知Dr Prinstein，一位臨牀心理學教授將受歡迎的人分為兩類，第三句和第四句分別用“The likables' ... ”和“Then there's the kind of popularity that appears in adolescence ...”引出後文內容，恰恰就是介紹了受歡迎的兩類人：討人喜歡型和追求地位型。同時本段第二句中的關鍵詞sort ... into ... (把……分成……)與A項中的classification相呼應，所以A項可以概括本段大意。

3.B　推理判斷題。根據第四段最後一句中的“likability can lead to healthy adjustment”可知，Dr Prinstein的研究發現，最討人喜歡的孩子往往適應*強。B項中的adaptable與第四段中的adjustment相呼應。故選B項。

4.A　標題判斷題。根據最後一段第一句可知，本文主要介紹了研究者發現討人喜歡與積極的人生結果有關，因此A項作為標題最合適。

知識點：教育類閲讀

題型：閲讀理解