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,
: x+ M3 |; T' ?8 |from warm praise to cold cash, affect motivation and creativity.
" M$ h* g1 s5 p0 b% N9 `( D4 ABehaviorists, who study the relation between actions and their
consequences, argue that rewards cannot improve performance ___1___
1 f$ Z3 h0 Y" w! o8 J; F2 {at work and school. Cognitive resear-chers, who study various
aspects of mental life, maintain that rewards often destroy
) B7 |2 p9 ~& ncreativity by encouraging independence on approval and gifts ___2___
from others.
The later view has gained many supporters, especially ___3___
7 I! w' X3 {- c* g9 C& Qamong educators. But the careful use of small monetary rewards
7 Y/ O# d2 }: c$ lspeak creativity in grade-school children, suggesting that properly ___4___
  e+ E  Y/ e: [) ?, Fpresented inducements（刺激）indeed aid inventiveness,
according to a study in the June Journal of Personality and Social
7 C6 K8 {7 X) c. t, oPsychology. “ If kids know they are working for a reward and can
focus on a relative challenging task, they show the most creativity.” ___5___
: y0 F: v2 I- t& ssays Robert Eisenberger of the University of Delacare in Newark.
“But it is easy to kill creativity through giving rewards for ___6___
poor performance or creating too much anticipation of rewards.” ___7___
8 B, Z: H, _4 _  v“A teacher who continually draws attention to rewards or who
& X& u5 P  H$ s$ ^hands out high grades for ordinary achievement ends up uninspired ___8___
students.” Eisenberger holds. As an example of the latter point,
/ @2 t9 A9 W+ L' yhe notes growing efforts at major universities to tighten grading
) r/ i3 [" b( \1 r2 [1 F; Z1 }standards and restor falling grades.
In earlier grades, the use of so-called token economics, in
" F8 k( M! D7 m( h0 Pthat students handle challenging problems and receive ___9___
, O/ B% r( C' j, [4 Y, W$ mperformance-based points toward valued rewards, show promise ___10___
in raising effort and creativity, the Delaware psycholoist claims.

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* b" T) x$ g1 j7 I: ?' v5 C) z4 q答案及解析:
+ o5 q$ r( R; B! l, I/ w7 L# {) p1. cannot -%26gt; can
+ S* @+ A1 @# U4 k9 M8 ^  f! @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。
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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。

3. later -%26gt; latter
$ j2 B0 w# ]: {( Plater意为“后来的”，latter意为“后者；第二个”。根据文意应该将later改为latter。
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4. speak -%26gt; speaks
: p; `1 F  K  T2 Sspeak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。
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9 Y4 Z+ Z( {# d2 ?7 g# O5. relative -%26gt; relatively
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. through -%26gt; by
# W% j# Z" b# m9 q, mthrough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。
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$ _  o* I9 Z6 W' Z; d6 E8 C7. of -%26gt; for
5 U, e3 n/ V, y4 @此处rewards是anticipation的目标，应该用for，而of表示从属关系。
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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。

9. that -%26gt; which
0 C' V2 @5 G! O# R( k' [3 [3 l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。
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10. show -%26gt; shows
- @; S. F( u! {: s& T* N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。