2011年大学英语六级改错模拟练习题58

会计考友

Psychologists take opposing views of how external rewards,
from warm praise to cold cash, affect motivation and creativity.
) [2 f5 O9 z3 q- A2 a6 @- ~1 N5 EBehaviorists, who study the relation between actions and their
; f7 S: r( v1 R: [! i/ V4 aconsequences, argue that rewards cannot improve performance ___1___
, t* j/ b: ^/ Y# [  Gat work and school. Cognitive resear-chers, who study various
9 ?+ i6 t" E' \, l8 l+ j0 w9 b7 Saspects of mental life, maintain that rewards often destroy
creativity by encouraging independence on approval and gifts ___2___
from others.
The later view has gained many supporters, especially ___3___
among educators. But the careful use of small monetary rewards
. Q  |2 ^/ S- R% ?$ Ospeak creativity in grade-school children, suggesting that properly ___4___
5 g( c- O9 g- c" @$ {, w* Zpresented inducements（刺激）indeed aid inventiveness,
according to a study in the June Journal of Personality and Social
Psychology. “ If kids know they are working for a reward and can
+ k4 J; e( B7 hfocus on a relative challenging task, they show the most creativity.” ___5___
says Robert Eisenberger of the University of Delacare in Newark.
“But it is easy to kill creativity through giving rewards for ___6___
5 Q* N4 W- B4 w6 P! ~, g: T8 Qpoor performance or creating too much anticipation of rewards.” ___7___
. }: X- F" E6 |% e“A teacher who continually draws attention to rewards or who
9 {5 o/ s4 W5 O+ K  |0 Thands out high grades for ordinary achievement ends up uninspired ___8___
students.” Eisenberger holds. As an example of the latter point,
he notes growing efforts at major universities to tighten grading
2 \7 D0 J6 _) n+ sstandards and restor falling grades.
In earlier grades, the use of so-called token economics, in
that students handle challenging problems and receive ___9___
performance-based points toward valued rewards, show promise ___10___
in raising effort and creativity, the Delaware psycholoist claims.



答案及解析:
1. cannot -%26gt; can
2 F. I5 c- z; b3 d0 ]  x本句中，who引导非限制性定语从句做插入语，主语为Behaviorists，故谓语argue保持原形。通读全文可知，本文通过Psychologists的观点，引出其反对观点和支持观点，并对两种观点进行讨论。由第一段第二句中的谓语argue（“据理争辩”），可知Behaviorists在反对Psychologists的观点；第三句中的谓语maintain（“坚信”），则表明支持Psychologists观点的是Cognitive researchers。因此，Behaviorists表达的观点应该是rewards can improve performance at work and school，即“奖励可以促进人们在工作或在学习中的表现”，故将cannot改为can。
- V9 r. x" I  D. C  \4 a
2. independence -%26gt; dependence
根据文意，independence on approval and gifts from others（“不依赖于他人的赞许和礼物”）与destroy creativity在语意上矛盾。故将independence改为dependence。
- {2 ^6 Q7 g6 R) R$ U
3. later -%26gt; latter
4 v* p- h7 U; Xlater意为“后来的”，latter意为“后者；第二个”。根据文意应该将later改为latter。

4. speak -%26gt; speaks
8 v7 N3 ^5 V) nspeak的主语为上一行中的名词短语the careful use，主语应在数上保持一致，故将speak改为speaks；of all monetary rewards是the careful use的后置定语，作修饰成分。

) z5 K) s9 Z6 G) Q1 F( Y5. relative -%26gt; relatively
* D& F6 m7 I) c, L8 F& x本行中的challenging意为“具有挑战性的”，是形容词，应该用副词来修饰，故将relative改为relatively。
6 o, n0 F' T6 b4 l
6. through -%26gt; by
through和by都可以表示“靠..，通过..”；前者一般接名词，后者接动名词。through后接动名词时，意为“由于…..”，与文意不符。
/ |7 S6 R: s# U
& R8 j& D! i: K7 J. O7. of -%26gt; for
此处rewards是anticipation的目标，应该用for，而of表示从属关系。

8. uninspired前加with
end up在本句中的主语是A teacher，因此使用第三人称单数。end up意为“以…告终”，后接动名词介词短语，一般不直接加名词。故应该加上with。

0 u: i* t, [7 u9. that -%26gt; which
% W* p! t5 U) t! p- A) A9 i根据上一行中逗号“，”可确定 in that引导的不是原因状语从句，所以in…rewards只能是非限制性定语从句，which可单独引导非限制性定语从句，也可以与介词搭配使用，that不能引导非限制性定语从句。
  U% P: }. h' R- H3 t5 i3 }
10. show -%26gt; shows
/ U. D* I# C7 I& A3 U- X分析全句结构可知，show是谓语，而主语是the use，of so-called token economics是后置定语，作主语的修饰成分。故将show改为shows。