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平衡技术是控制额外变量的方法之一。常用的平衡技术有
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井控就是采用一定的方法平衡地层孔隙压力即油气井的压力控制技术
正确
错误
通过双盲法来控制额外变量的方法属于
匹配法
平衡法
排除法
恒定法
井控就是采用一定的方法平衡即油气井的压力控制技术
某研究者进行一项以教学方法为自变量学习成绩为因变量智力为额外变量的实验下列选项中最能有效控制额外变量
消除法
恒定法
等组匹配法
双盲实验法
霍桑效应和实验者效应会影响实验结果最佳的办法是采用双盲实验doubleblindexperiment
排除法
恒定法
匹配法
随机化法
在暗室或隔音室中进行心理实验是采用了控制额外变量
恒定法
平衡法
消除法
匹配法
额外变量是使实验结果发生混淆的主要根源对额外变量的控制通常采用以下几种方法
恒定法
平衡法
抵消法
随机化
双盲实验所采用的控制额外变量的方法是
消除法
随机化法
恒定法
统计控制法
对投资市场的数量化与技术化理解之间的平衡是技术分析流派面对的最艰巨的研究任务之一
井控就是采用一定的方法平衡地层孔隙压力即油气井的压力控制技术
在一个实验研究过程中实验者试图在同一地点同一时间采用统一仪器实施实验那么该研究者控制额外变量的方法是
消除法
随机化法
恒定法
统计控制法
Bobath技术常用的基本技术与治疗不包括
控制关键点
反射性抑制
调正反应
平衡反应
持续牵伸
在听觉实验中研究者为了控制噪音的影响把实验安排在隔音室中进行这种控制额外变量的方法是
消除法
恒定法
随机法
匹配法
在实验尚未正式开始前先行着手控制额外变量的方法称为实验前控制但有时候由于条件限制在实验前难以完全控制
在实验时要求不同的被试组使用相同的仪器设备及程序这种控制额外变量的方法是
消除法
恒定法
随机法
匹配法
Bobath技术常用的基本技术与治疗不包括
控制关键点
反射性抑制
调正反应
平衡反应
持续牵伸
在常用的控制无关变量的方法中在教育实验中的应用有限
消除法
平衡法
抵消法
恒定法
在实验研究中排除法可用来控制额外变量但也可能导致研究效底的降低它可能降低的效变是
内部效变
外部效变
构思效变
统计结论效变
下列哪项不是额外变量的控制方法
匹配法
抵消平衡法
统计控制法
穿插法
把某些难以控制的无关变量作为一项自变量纳入到实验中去的方法是
统计控制
纳入法
抵消法
平衡法
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Text4 Themostthoroughlystudied intellectualsinthehistoryoftheNewWorldaretheministersandpolitical leadersofseventeenth-centuryNewEngland.Accordingtothestandardhistoryof AmericanphilosophynowhereelseincolonialAmericawassomuchimportance attachedtointellectualpursuits.AccordingtomanybooksandarticlesNew England’sleadersestablishedthebasicthemesandpreoccupationsofan unfoldingdominantPuritantraditioninAmericanintellectuallife. TotakethisapproachtotheNewEnglandersnormallymeanstostartwith thePuritans’theologicalinnovationsandtheirdistinctiveideasaboutthe church—importantsubjectsthatwemaynotneglect.Butinkeepingwithour examinationofsouthernintellectuallifewemayconsidertheoriginalPuritans ascarriersofEuropeancultureadjustingtoNewWorldcircumstances.TheNew Englandcolonieswerethescenesofimportantepisodesinthepursuitofwidely understoodidealsofcivilityandvirtuosity.Theearlysettlers ofMassachusettsBayincludedmenofimpressiveeducationandinfluencein England.BesidestheninetyorsolearnedministerswhocametoMassachusetts churchesinthedecadeafter1629therewerepoliticalleaderslikeJohn WinthropaneducatedgentlemanlawyerandofficialoftheCrownbeforehe journeyedtoBoston.Thesemenwroteandpublishedextensivelyreachingboth NewWorldandOldWorldaudiencesandgivingNewEnglandanatmosphereof intellectualearnestness.Weshouldnotforgethoweverthat mostNewEnglanderswerelesswelleducated.Whilefewcraftsmenorfarmers letalonedependentsandservantsleftliterarycompositionstobeanalyzedit isobviousthattheirviewswerelessfullyintellectualized.Theirthinking oftenhadatraditionalsuperstitiousquality.AtailornamedJohnDanewho emigratedinthelate1630sleftanaccountofhisreasonsforleavingEngland thatisfilledwithsigns.Sexualconfusioneconomicfrustrationsand religioushope—allcametogetherinadecisivemomentwhenheopenedtheBible toldbasfatherthatthefirstlinehesawwouldsettlehisfateandreadthe magicalwords:ComeoutfromamongthemtouchnouncleanthingandIwillbe yourGodandyoushallbemypeople.OnewonderswhatDanethoughtofthe carefulsermonsexplainingtheBiblethatheheardinPuritan churches.Meanwhilemanysettlershadslighterreligious commitmentsthanDane’sasoneclergymanlearnedinconfrontingfolkalongthe coastwhomockedthattheyhadnotcometotheNewWorldfurreligion.Ourmain endwastocatchfish.ThestoryofJohnDaneshowsthatlesswell-educatedNewEnglanderswereoften______.
Text3 Therelationshipbetweenformal educationandeconomicgrowthinpoorcountriesiswidelymisunderstoodby economistsandpoliticiansalike.Progressinbothareasisundoubtedly necessaryforthesocialpoliticalandintellectualdevelopmentoftheseand allothersocieties;howevertheconventionalviewthateducationshouldbeone oftheveryhighestprioritiesforpromotingrapideconomicdevelopmentinpoor countriesiswrong.Wearefortunatethatitisbecausebuildingnew educationalsystemsthereandputtingenoughpeoplethroughthemtoimprove economicperformancewouldrequiretwoorthreegenerations.Thefindingsofa researchinstitutionhaveconsistentlyshownthatworkersinallcountriescan betrainedonthejobtoachieveradicallyhigherproductivityandasaresult radicallyhigherstandardsofliving.Ironicallythefirst evidenceforthisidesappearedintheUnitedStates.Notlongagowiththe countryenteringarecessionandJapanatitspre-bubblepeaktheU.S. workforcewasderidedaspoorlyeducatedandoneoftheprimarycausesofthe poorU.S.economicperformance.Japanwasandremainsthegloballeaderin automotive-assemblyproductivity.YettheresearchrevealedthattheU.S. factoriesofHondaNissanandToyotaachievedabout95percentofthe productivityoftheirJapanesecounterparts—aresultofthetrainingthatU.S. workersreceivedonthejob.Morerecentlywhileexamining housingconstructiontheresearchersdiscoveredthatilliterate non-English-speakingMexicanworkersinHoustonTexasconsistentlymet best-practicelaborproductivitystandardsdespitethecomplexityofthe buildingindustry’swork.Whatistherealrelationshipbetween educationandeconomicdevelopmentWehavetosuspectthatcontinuingeconomic growthpromotesthedevelopmentofeducationevenwhengovernmentsdon’tforce it.Alterallthat’showeducationgotstarted.Whenourancestorswerehunters andgatherers10000yearsagotheydidn’thavetimetowondermuchabout anythingbesidesfindingfood.Onlywhenhumanitybegantogetitsfoodina moreproductivewaywastheretimeforotherthings.As educationimprovedhumanity’sproductivitypotentialincreasedaswell.When thecompetitiveenvironmentpushedourancestorstoachievethatpotentialthey couldinturnaffordmoreeducation.Thisincreasinglyhighlevelofeducation isprobablyanecessarybutnotasufficientconditionforthecomplex politicalsystemsrequiredbyadvancedeconomicperformance.Thuspoorcountries mightnotbeabletoescapetheirpovertytrapswithoutpoliticalchangesthat maybepossibleonlywithbroaderformaleducation.Alackofformaleducation howeverdoesn’tconstraintheabilityofthedevelopingworld’sworkforceto substantiallyimproveproductivityfortheforeseeablefuture.Onthecontrary constraintsonimprovingproductivityexplainwhyeducationisn’tdeveloping morequicklytherethanitis.TheauthorholdsinParagraph1thattheimportanceofeducationinpoorcountries______.
Text3 Therelationshipbetweenformal educationandeconomicgrowthinpoorcountriesiswidelymisunderstoodby economistsandpoliticiansalike.Progressinbothareasisundoubtedly necessaryforthesocialpoliticalandintellectualdevelopmentoftheseand allothersocieties;howevertheconventionalviewthateducationshouldbeone oftheveryhighestprioritiesforpromotingrapideconomicdevelopmentinpoor countriesiswrong.Wearefortunatethatitisbecausebuildingnew educationalsystemsthereandputtingenoughpeoplethroughthemtoimprove economicperformancewouldrequiretwoorthreegenerations.Thefindingsofa researchinstitutionhaveconsistentlyshownthatworkersinallcountriescan betrainedonthejobtoachieveradicallyhigherproductivityandasaresult radicallyhigherstandardsofliving.Ironicallythefirst evidenceforthisidesappearedintheUnitedStates.Notlongagowiththe countryenteringarecessionandJapanatitspre-bubblepeaktheU.S. workforcewasderidedaspoorlyeducatedandoneoftheprimarycausesofthe poorU.S.economicperformance.Japanwasandremainsthegloballeaderin automotive-assemblyproductivity.YettheresearchrevealedthattheU.S. factoriesofHondaNissanandToyotaachievedabout95percentofthe productivityoftheirJapanesecounterparts—aresultofthetrainingthatU.S. workersreceivedonthejob.Morerecentlywhileexamining housingconstructiontheresearchersdiscoveredthatilliterate non-English-speakingMexicanworkersinHoustonTexasconsistentlymet best-practicelaborproductivitystandardsdespitethecomplexityofthe buildingindustry’swork.Whatistherealrelationshipbetween educationandeconomicdevelopmentWehavetosuspectthatcontinuingeconomic growthpromotesthedevelopmentofeducationevenwhengovernmentsdon’tforce it.Alterallthat’showeducationgotstarted.Whenourancestorswerehunters andgatherers10000yearsagotheydidn’thavetimetowondermuchabout anythingbesidesfindingfood.Onlywhenhumanitybegantogetitsfoodina moreproductivewaywastheretimeforotherthings.As educationimprovedhumanity’sproductivitypotentialincreasedaswell.When thecompetitiveenvironmentpushedourancestorstoachievethatpotentialthey couldinturnaffordmoreeducation.Thisincreasinglyhighlevelofeducation isprobablyanecessarybutnotasufficientconditionforthecomplex politicalsystemsrequiredbyadvancedeconomicperformance.Thuspoorcountries mightnotbeabletoescapetheirpovertytrapswithoutpoliticalchangesthat maybepossibleonlywithbroaderformaleducation.Alackofformaleducation howeverdoesn’tconstraintheabilityofthedevelopingworld’sworkforceto substantiallyimproveproductivityfortheforeseeablefuture.Onthecontrary constraintsonimprovingproductivityexplainwhyeducationisn’tdeveloping morequicklytherethanitis.Accordingtothelastparagraphdevelopmentoreducation______.
Coincidingwiththegroundbreakingtheoryofbiological evolutionproposedbyBritishnaturalistCharlesDarwininthe1860sBritish socialphilosopherHerbertSpencerputforwardhisowntheoryofbiologicaland culturalevolution.Spencerarguedthatallworldlyphenomenaincludinghuman societieschangedovertimeadvancingtowardperfection.41______ AmericansocialscientistLewisHenryMorganintroducedanothertheoryof culturalevolutioninthelate1800s.Morganhelpedfoundmodern anthropology—thescientificstudyofhumansocietiescustomsandbeliefs—thus becomingoneoftheearliestanthropologists.Inhisworkheattemptedtoshow howallaspectsofculturechangedtogetherintheevolutionofsocieties.42 ______Intheearly1900sinNorthAmericaGerman-bornAmerican anthropologistFranzBoasdevelopedanewtheoryofcultureknownashistorical particularism.Historicalparticularismwhichemphasizedtheuniquenessofall culturesgavenewdirectiontoanthropology.43______Boas feltthatthecultureofanysocietymustbeunderstoodastheresultofa uniquehistoryandnotasoneofmanyculturesbelongingtoabroader evolutionarystageortypeofculture.44______Historical particularismbecameadominantapproachtothestudyofcultureinAmerican anthropologylargelythroughtheinfluenceofmanystudentsofBoas.Buta numberofanthropologistsintheearly1900salsorejectedtheparticularist theoryofcultureinfavorofdiffusionism.Someattributedvirtuallyevery importantculturalachievementtotheinventionsofafewespeciallygifted peoplesthataccordingtodiffusioniststhenspreadtoothercultures.45 ______Alsointheearly1900sFrenchsociologistEmile Durkheimdevelopedatheoryofculturethatwouldgreatlyinfluence anthropology.Durkheimproposedthatreligiousbeliefsfunctionedtoreinforce socialsolidarity.Aninterestintherelationshipbetweenthefunctionof societyandculturebecameamajorthemeinEuropeanandespeciallyBritish anthropology.A.Otheranthropologistsbelievedthatculturalinnovations suchasinventionshadasingleoriginandpassedfromsocietytosociety.This theorywasknownasdiffusionism.B.Inordertostudyparticularculturesas completelyaspossiblehebecameskilledinlinguisticsthestudyof languagesandinphysicalanthropologythestudyofhumanbiologyand anatomy.C.Hearguedthathumanevolutionwascharacterizedbyastrugglehe calledthesurvivalofthefittestinwhichweakerracesandsocietiesmust eventuallybereplacedbystrongermoreadvancedracesandsocietiesD. Theyalsofocusedonimportantritualsthatappearedtopreserveapeople’s socialstructuresuchasinitiationceremoniesthatformallysignifychildren’s entranceintoadulthood.E.Thusinhisviewdiverseaspectsofculture suchasthestructureoffamiliesformsofmarriagecategoriesofkinship ownershipofpropertyformsofgovernmenttechnologyandsystemsoffood productionallchangedassocietiesevolved.F.Supportersofthetheory viewedcultureasacollectionofintegratedpartsthatworktogethertokeepa societyfunctioning.G.ForexampleBritishanthropologistsGraftonElliot SmithandW.J.Perryincorrectlysuggestedonthebasisofinadequate informationthatfarmingpotterymakingandmetallurgyalloriginatedin ancientEgyptanddiffusedthroughouttheworld.Infactallofthesecultural developmentsoccurredseparatelyatdifferenttimesinmanypartsofthe world.
Text2 Itisawisefatherthatknowshisown childbuttodayamancanboosthispaternalfatherlywisdom—oratleast confirmthathe’sthekid’sdad.Allheneedstodoisshellout$30for paternitytestingkitPTKathislocaldrugstore—andanother$120togetthe results.Morethan60000peoplehavepurchasedthePTKssince theyfirstbecameavailablewithoutprescriptionslastyearaccordingtoDoug FoggchiefoperatingofficerofIdentigenewhichmakestheover-the-counter kits.MorethantwodozencompaniessellDNAtestsdirectlytothepublic ranginginpricefromafewhundreddollarstomorethan$2500. Amongthemostpopular:paternityandkinshiptestingwhichadopted childrencanusetofindtheirbiologicalrelativesandfamiliescanuseto trackdownkidsputupforadoption.DNAtestingisalsothelatestrageamong passionategenealogists—andsupportsbusinessesthatoffertosearchfora family’sgeographicroots.Mosttestsrequirecollectingcells byswabbingsalivainthemouthandsendingittothecompanyfortesting.All testsrequireapotentialcandidatewithwhomtocompareDNA. Butsomeobserversareskeptical.Thereisakindoffalseprecision beinghawkedbypeopleclaimingtheyaredoingancestrytestingsaysTroy DusteraNewYorkUniversitysociologist.Henotesthateachindividualhas manyancestors—numberinginthehundredsjustafewcenturiesback.Yetmost ancestrytestingonlyconsidersasinglelineageeithertheYchromosome inheritedthroughmeninafather’slineormitochondrialDNAwhichispassed downonlyfrommothers.ThisDNAcanrevealgeneticinformationaboutonlyone ortwoancestorseventhoughforexamplejustthreegenerationsbackpeople alsohavesixothergreat-grandparentsorfourgenerationsback14other great-great-grandparents.Criticsalsoarguethatcommercial genetictestingisonlyasgoodasthereferencecollectionstowhichasample iscompared.Databasesusedbysomecompaniesdon’trelyondatacollected systematicallybutratherlumptogetherinformationfromdifferentresearch projects.ThismeansthataDNAdatabasemayhavealotofdatafromsome regionsandnototherssoaperson’stestresultsmaydifferdependingonthe companythatprocessestheresults.Inadditionthecomputerprogramsacompany usestoestimaterelationshipsmaybepatentedandnotsubjecttopeerreviewor outsideevaluation.PTKisusedto______.
Text2 Itisawisefatherthatknowshisown childbuttodayamancanboosthispaternalfatherlywisdom—oratleast confirmthathe’sthekid’sdad.Allheneedstodoisshellout$30for paternitytestingkitPTKathislocaldrugstore—andanother$120togetthe results.Morethan60000peoplehavepurchasedthePTKssince theyfirstbecameavailablewithoutprescriptionslastyearaccordingtoDoug FoggchiefoperatingofficerofIdentigenewhichmakestheover-the-counter kits.MorethantwodozencompaniessellDNAtestsdirectlytothepublic ranginginpricefromafewhundreddollarstomorethan$2500. Amongthemostpopular:paternityandkinshiptestingwhichadopted childrencanusetofindtheirbiologicalrelativesandfamiliescanuseto trackdownkidsputupforadoption.DNAtestingisalsothelatestrageamong passionategenealogists—andsupportsbusinessesthatoffertosearchfora family’sgeographicroots.Mosttestsrequirecollectingcells byswabbingsalivainthemouthandsendingittothecompanyfortesting.All testsrequireapotentialcandidatewithwhomtocompareDNA. Butsomeobserversareskeptical.Thereisakindoffalseprecision beinghawkedbypeopleclaimingtheyaredoingancestrytestingsaysTroy DusteraNewYorkUniversitysociologist.Henotesthateachindividualhas manyancestors—numberinginthehundredsjustafewcenturiesback.Yetmost ancestrytestingonlyconsidersasinglelineageeithertheYchromosome inheritedthroughmeninafather’slineormitochondrialDNAwhichispassed downonlyfrommothers.ThisDNAcanrevealgeneticinformationaboutonlyone ortwoancestorseventhoughforexamplejustthreegenerationsbackpeople alsohavesixothergreat-grandparentsorfourgenerationsback14other great-great-grandparents.Criticsalsoarguethatcommercial genetictestingisonlyasgoodasthereferencecollectionstowhichasample iscompared.Databasesusedbysomecompaniesdon’trelyondatacollected systematicallybutratherlumptogetherinformationfromdifferentresearch projects.ThismeansthataDNAdatabasemayhavealotofdatafromsome regionsandnototherssoaperson’stestresultsmaydifferdependingonthe companythatprocessestheresults.Inadditionthecomputerprogramsacompany usestoestimaterelationshipsmaybepatentedandnotsubjecttopeerreviewor outsideevaluation.Inthelastparagraphaproblemcommercialgenetictestingfacesis______.
Thereisamarkeddifferencebetweentheeducationwhichevery onegetsfromlivingwithothersandthedeliberateeducatingoftheyoung.In theformercasetheeducationisincidental;itisnaturalandimportantbutit isnottheexpressreasonoftheassociation.46Itmaybesaidthatthe measureoftheworthofanysocialinstitutionisitseffectinenlargingand improvingexperiencebutthiseffectisnotapartofitsoriginalmotive. Religiousassociationsbeganforexampleinthedesiretosecurethefavorof overrulingpowersandtowardoffevilinfluences;familylifeinthedesireto gratifyappetitesandsecurefamilyperpetuity;systematiclaborforthemost partbecauseofenslavementtoothersetc.47Onlygraduallywasthe by-productoftheinstitutionnotedandonlymoregraduallystillwasthis effectconsideredasadirectivefactorintheconductoftheinstitution. Eventodayinourindustriallifeapartfromcertainvaluesofindustriousness andthrifttheintellectualandemotionalreactionoftheformsofhuman associationunderwhichtheworld’sworkiscarriedonreceiveslittleattention ascomparedwithphysicaloutput.Butindealingwiththeyoung thefactofassociationitselfasanimmediatehumanfactgainsinimportance. 48Whileitiseasytoignoreinourcontactwiththemtheeffectofour actsupontheirdispositionitisnotseeasyasindealingwithadults. Theneedoftrainingistooevidentandthepressuretoaccomplishachangein theirattitudeandhabitsistoourgenttoleavetheseconsequenceswhollyout ofaccount.49Sinceourchiefbusinesswiththemistoenablethemto shareinacommonlifewecannothelpconsideringwhetherornotweareforming thepowerswhichwillsecurethisability.Ifhumanityhasmadesomeheadway inrealizingthattheultimatevalueofeveryinstitutionisitsdistinctively humaneffectwemaywellbelievethatthislessonhasbeenlearnedlargely throughdealingswiththeyoung.50Wearethusledto distinguishwithinthebroadeducationalprocesswhichwehavebeensofar consideringamoreformalkindofeducation—thatofdirecttuitionor schooling.Inundevelopedsocialgroupswefindverylittleformalteaching andtraining.Thesegroupsmainlyrelyforinstillingneededdispositionsinto theyounguponthesamesortofassociationwhichkeepsadultsloyaltotheir group.
Directions: Restrictionsontheuseofplasticbagshavenotbeensosuccessfulinsomeregions.Whitepollutionisstillgoingon.Writealettertotheeditorsofyourlocalnewspaperto 1giveyouropinionsbrieflyand 2maketwoorthreesuggestions. Youshouldwriteabout100wordsonANSWERSHEET2. Donotsignyourownnameattheendoftheletter.UseLiMinginstead. Donotwritetheaddress.
Text1 Habitsareafunnything.Wereachfor themmindlesslysettingourbrainsonauto-pilotandrelaxingintothe unconsciouscomfortoffamiliarroutine.Netchoicebuthabitrulesthe unreflectingherdWilliamWordsworthsaidinthe19thcentury.Inthe ever-changing21stcenturyeventhewordhabitcarriesanegative implication.Soitseemsparadoxicaltotalkabouthabitsinthe samecontextascreativityandinnovation.Butbrainresearchershavediscovered thatwhenweconsciouslydevelopnewhabitswecreateparallelpathsandeven entirelynewbraincellsthatcanjumpourtrainsofthoughtontonew innovativetracks.Ratherthandismissingourselvesas unchangeablecreaturesofhabitwecaninsteaddirectourownchangeby consciouslydevelopingnewhabits.Infactthemorenewthingswetry—themore westepoutsideourcomfortzone—themoreinherentlycreativewebecomebothin theworkplaceandinourpersonallives.Butdon’tbothertrying tokilloffoldhabits;oncethoserutsofprocedurearewornintothebrain they’retheretostay.Insteadthenewhabitswedeliberatelypressinto ourselvescreateparallelpathwaysthatcanbypassthoseoldreads. Thefirstthingneededforinnovationisafascinationwithwondersays DawnaMarkovaauthorofTheOpenMind.Butwearetaughtinsteadto’decide’ justasourpresidentcallshimself’theDecider’.Sheaddshoweverthatto decideistokilloffallpossibilitiesbutone.Agoodinnovationalthinkeris alwaysexploringthemanyotherpossibilities.Allofuswork throughproblemsinwaysofwhichwe’reunawareshesays.Researchersinthe late1960adiscoveredthathumansarebornwiththecapacitytoapproach challengesinfourprimaryways:analyticallyprocedurallyrelationallyor collaborativelyandinnovatively.Attheendofadolescencehoweverthebrain shutsdownhalfofthatcapacitypreservingonlythosemodesofthoughtthat haveseemedmostvaluableduringthefirstdecadeorsooflife. Thecurrentemphasisonstandardizedtestinghighlightsanalysisand proceduremeaningthatfewofusinherentlyuseourinnovativeand collaborativemodesofthought.ThisbreaksthemajorruleintheAmerican beliefsystem—thatanyonecandoanythingexplainsM.J.Ryanauthorofthe 2006bookThisYearIWill...andMs.Markova’sbusinesspartner.That’salie thatwehaveperpetuatedanditfosterscommonness.Knowingwhatyou’regoodat anddoingevenmoreofitcreatesexcellence.Thisiswheredevelopingnew habitscomesin.Ryan’scommentssuggestthatthepracticeofstandardizedtesting______.
如图6连续函数y=fx在区间[-3-2][23]上的图形分别是直径为1的上下半圆周在区间[-20][02]上图形分别是直径为2的上下半圆周设则下列结论正确的是
Coincidingwiththegroundbreakingtheoryofbiological evolutionproposedbyBritishnaturalistCharlesDarwininthe1860sBritish socialphilosopherHerbertSpencerputforwardhisowntheoryofbiologicaland culturalevolution.Spencerarguedthatallworldlyphenomenaincludinghuman societieschangedovertimeadvancingtowardperfection.41______ AmericansocialscientistLewisHenryMorganintroducedanothertheoryof culturalevolutioninthelate1800s.Morganhelpedfoundmodern anthropology—thescientificstudyofhumansocietiescustomsandbeliefs—thus becomingoneoftheearliestanthropologists.Inhisworkheattemptedtoshow howallaspectsofculturechangedtogetherintheevolutionofsocieties.42 ______Intheearly1900sinNorthAmericaGerman-bornAmerican anthropologistFranzBoasdevelopedanewtheoryofcultureknownashistorical particularism.Historicalparticularismwhichemphasizedtheuniquenessofall culturesgavenewdirectiontoanthropology.43______Boas feltthatthecultureofanysocietymustbeunderstoodastheresultofa uniquehistoryandnotasoneofmanyculturesbelongingtoabroader evolutionarystageortypeofculture.44______Historical particularismbecameadominantapproachtothestudyofcultureinAmerican anthropologylargelythroughtheinfluenceofmanystudentsofBoas.Buta numberofanthropologistsintheearly1900salsorejectedtheparticularist theoryofcultureinfavorofdiffusionism.Someattributedvirtuallyevery importantculturalachievementtotheinventionsofafewespeciallygifted peoplesthataccordingtodiffusioniststhenspreadtoothercultures.45 ______Alsointheearly1900sFrenchsociologistEmile Durkheimdevelopedatheoryofculturethatwouldgreatlyinfluence anthropology.Durkheimproposedthatreligiousbeliefsfunctionedtoreinforce socialsolidarity.Aninterestintherelationshipbetweenthefunctionof societyandculturebecameamajorthemeinEuropeanandespeciallyBritish anthropology.A.Otheranthropologistsbelievedthatculturalinnovations suchasinventionshadasingleoriginandpassedfromsocietytosociety.This theorywasknownasdiffusionism.B.Inordertostudyparticularculturesas completelyaspossiblehebecameskilledinlinguisticsthestudyof languagesandinphysicalanthropologythestudyofhumanbiologyand anatomy.C.Hearguedthathumanevolutionwascharacterizedbyastrugglehe calledthesurvivalofthefittestinwhichweakerracesandsocietiesmust eventuallybereplacedbystrongermoreadvancedracesandsocietiesD. Theyalsofocusedonimportantritualsthatappearedtopreserveapeople’s socialstructuresuchasinitiationceremoniesthatformallysignifychildren’s entranceintoadulthood.E.Thusinhisviewdiverseaspectsofculture suchasthestructureoffamiliesformsofmarriagecategoriesofkinship ownershipofpropertyformsofgovernmenttechnologyandsystemsoffood productionallchangedassocietiesevolved.F.Supportersofthetheory viewedcultureasacollectionofintegratedpartsthatworktogethertokeepa societyfunctioning.G.ForexampleBritishanthropologistsGraftonElliot SmithandW.J.Perryincorrectlysuggestedonthebasisofinadequate informationthatfarmingpotterymakingandmetallurgyalloriginatedin ancientEgyptanddiffusedthroughouttheworld.Infactallofthesecultural developmentsoccurredseparatelyatdifferenttimesinmanypartsofthe world.
Researchonanimalintelligencealways makesuswonderjusthowsmarthumansare.1thefruit-fly experimentsdescribedbyCarlZimmerintheScienceTimes.Fruitflieswhowere taughttobesmarterthantheaveragefruitfly2tolive shorterlives.Thissuggeststhat3bulbsburnlongerthat thereisan4innotbeingtoobright. Intelligenceit5isahigh-pricedoption.It takesmoreupkeepburnsmorefuelandisslow6the startinglinebecauseitdependsonlearning—an7 process—insteadofinstinct.Plentyofotherspeciesareableto learnandoneofthethingsthey’veapparentlylearnediswhento8 .Isthereanadaptivevalueto9 intelligenceThat’sthequestionbehindthisnewresearch.Insteadof castingawistfulglance10atallthespecieswe’veleft inthedustI.Q.-wiseitimplicitlyaskswhatthereal11 ofourownintelligencemightbe.Thisis12the mindofeveryanimalwe’veevermet.Researchonanimal intelligencealsomakesuswonderwhatexperimentsanimalswould13 onhumansiftheyhadthechance.Everycatwithanowner 14isrunningasmall-scalestudyinoperant conditioning.Webelievethat15animalsranthelabsthey wouldtestusto16thelimitsofourpatienceour faithfulnessourmemoryforlocations.Theywouldtrytodecidewhat intelligenceinhumansisreally17notmerelyhowmuch ofitthereis.18theywouldhopetostudyan 19question:Arehumansactuallyawareoftheworldtheylive in20theresultsare inconclusive.
当x→0+时与等价的无穷小量是
Researchonanimalintelligencealways makesuswonderjusthowsmarthumansare.1thefruit-fly experimentsdescribedbyCarlZimmerintheScienceTimes.Fruitflieswhowere taughttobesmarterthantheaveragefruitfly2tolive shorterlives.Thissuggeststhat3bulbsburnlongerthat thereisan4innotbeingtoobright. Intelligenceit5isahigh-pricedoption.It takesmoreupkeepburnsmorefuelandisslow6the startinglinebecauseitdependsonlearning—an7 process—insteadofinstinct.Plentyofotherspeciesareableto learnandoneofthethingsthey’veapparentlylearnediswhento8 .Isthereanadaptivevalueto9 intelligenceThat’sthequestionbehindthisnewresearch.Insteadof castingawistfulglance10atallthespecieswe’veleft inthedustI.Q.-wiseitimplicitlyaskswhatthereal11 ofourownintelligencemightbe.Thisis12the mindofeveryanimalwe’veevermet.Researchonanimal intelligencealsomakesuswonderwhatexperimentsanimalswould13 onhumansiftheyhadthechance.Everycatwithanowner 14isrunningasmall-scalestudyinoperant conditioning.Webelievethat15animalsranthelabsthey wouldtestusto16thelimitsofourpatienceour faithfulnessourmemoryforlocations.Theywouldtrytodecidewhat intelligenceinhumansisreally17notmerelyhowmuch ofitthereis.18theywouldhopetostudyan 19question:Arehumansactuallyawareoftheworldtheylive in20theresultsare inconclusive.
Text3 Therelationshipbetweenformal educationandeconomicgrowthinpoorcountriesiswidelymisunderstoodby economistsandpoliticiansalike.Progressinbothareasisundoubtedly necessaryforthesocialpoliticalandintellectualdevelopmentoftheseand allothersocieties;howevertheconventionalviewthateducationshouldbeone oftheveryhighestprioritiesforpromotingrapideconomicdevelopmentinpoor countriesiswrong.Wearefortunatethatitisbecausebuildingnew educationalsystemsthereandputtingenoughpeoplethroughthemtoimprove economicperformancewouldrequiretwoorthreegenerations.Thefindingsofa researchinstitutionhaveconsistentlyshownthatworkersinallcountriescan betrainedonthejobtoachieveradicallyhigherproductivityandasaresult radicallyhigherstandardsofliving.Ironicallythefirst evidenceforthisidesappearedintheUnitedStates.Notlongagowiththe countryenteringarecessionandJapanatitspre-bubblepeaktheU.S. workforcewasderidedaspoorlyeducatedandoneoftheprimarycausesofthe poorU.S.economicperformance.Japanwasandremainsthegloballeaderin automotive-assemblyproductivity.YettheresearchrevealedthattheU.S. factoriesofHondaNissanandToyotaachievedabout95percentofthe productivityoftheirJapanesecounterparts—aresultofthetrainingthatU.S. workersreceivedonthejob.Morerecentlywhileexamining housingconstructiontheresearchersdiscoveredthatilliterate non-English-speakingMexicanworkersinHoustonTexasconsistentlymet best-practicelaborproductivitystandardsdespitethecomplexityofthe buildingindustry’swork.Whatistherealrelationshipbetween educationandeconomicdevelopmentWehavetosuspectthatcontinuingeconomic growthpromotesthedevelopmentofeducationevenwhengovernmentsdon’tforce it.Alterallthat’showeducationgotstarted.Whenourancestorswerehunters andgatherers10000yearsagotheydidn’thavetimetowondermuchabout anythingbesidesfindingfood.Onlywhenhumanitybegantogetitsfoodina moreproductivewaywastheretimeforotherthings.As educationimprovedhumanity’sproductivitypotentialincreasedaswell.When thecompetitiveenvironmentpushedourancestorstoachievethatpotentialthey couldinturnaffordmoreeducation.Thisincreasinglyhighlevelofeducation isprobablyanecessarybutnotasufficientconditionforthecomplex politicalsystemsrequiredbyadvancedeconomicperformance.Thuspoorcountries mightnotbeabletoescapetheirpovertytrapswithoutpoliticalchangesthat maybepossibleonlywithbroaderformaleducation.Alackofformaleducation howeverdoesn’tconstraintheabilityofthedevelopingworld’sworkforceto substantiallyimproveproductivityfortheforeseeablefuture.Onthecontrary constraintsonimprovingproductivityexplainwhyeducationisn’tdeveloping morequicklytherethanitis.AmajordifferencebetweentheJapaneseandU.Sworkforcesisthat______.
Text4 Themostthoroughlystudied intellectualsinthehistoryoftheNewWorldaretheministersandpolitical leadersofseventeenth-centuryNewEngland.Accordingtothestandardhistoryof AmericanphilosophynowhereelseincolonialAmericawassomuchimportance attachedtointellectualpursuits.AccordingtomanybooksandarticlesNew England’sleadersestablishedthebasicthemesandpreoccupationsofan unfoldingdominantPuritantraditioninAmericanintellectuallife. TotakethisapproachtotheNewEnglandersnormallymeanstostartwith thePuritans’theologicalinnovationsandtheirdistinctiveideasaboutthe church—importantsubjectsthatwemaynotneglect.Butinkeepingwithour examinationofsouthernintellectuallifewemayconsidertheoriginalPuritans ascarriersofEuropeancultureadjustingtoNewWorldcircumstances.TheNew Englandcolonieswerethescenesofimportantepisodesinthepursuitofwidely understoodidealsofcivilityandvirtuosity.Theearlysettlers ofMassachusettsBayincludedmenofimpressiveeducationandinfluencein England.BesidestheninetyorsolearnedministerswhocametoMassachusetts churchesinthedecadeafter1629therewerepoliticalleaderslikeJohn WinthropaneducatedgentlemanlawyerandofficialoftheCrownbeforehe journeyedtoBoston.Thesemenwroteandpublishedextensivelyreachingboth NewWorldandOldWorldaudiencesandgivingNewEnglandanatmosphereof intellectualearnestness.Weshouldnotforgethoweverthat mostNewEnglanderswerelesswelleducated.Whilefewcraftsmenorfarmers letalonedependentsandservantsleftliterarycompositionstobeanalyzedit isobviousthattheirviewswerelessfullyintellectualized.Theirthinking oftenhadatraditionalsuperstitiousquality.AtailornamedJohnDanewho emigratedinthelate1630sleftanaccountofhisreasonsforleavingEngland thatisfilledwithsigns.Sexualconfusioneconomicfrustrationsand religioushope—allcametogetherinadecisivemomentwhenheopenedtheBible toldbasfatherthatthefirstlinehesawwouldsettlehisfateandreadthe magicalwords:ComeoutfromamongthemtouchnouncleanthingandIwillbe yourGodandyoushallbemypeople.OnewonderswhatDanethoughtofthe carefulsermonsexplainingtheBiblethatheheardinPuritan churches.Meanwhilemanysettlershadslighterreligious commitmentsthanDane’sasoneclergymanlearnedinconfrontingfolkalongthe coastwhomockedthattheyhadnotcometotheNewWorldfurreligion.Ourmain endwastocatchfish.Itissuggestedinparagraph2thatNewEnglanders______.
Researchonanimalintelligencealways makesuswonderjusthowsmarthumansare.1thefruit-fly experimentsdescribedbyCarlZimmerintheScienceTimes.Fruitflieswhowere taughttobesmarterthantheaveragefruitfly2tolive shorterlives.Thissuggeststhat3bulbsburnlongerthat thereisan4innotbeingtoobright. Intelligenceit5isahigh-pricedoption.It takesmoreupkeepburnsmorefuelandisslow6the startinglinebecauseitdependsonlearning—an7 process—insteadofinstinct.Plentyofotherspeciesareableto learnandoneofthethingsthey’veapparentlylearnediswhento8 .Isthereanadaptivevalueto9 intelligenceThat’sthequestionbehindthisnewresearch.Insteadof castingawistfulglance10atallthespecieswe’veleft inthedustI.Q.-wiseitimplicitlyaskswhatthereal11 ofourownintelligencemightbe.Thisis12the mindofeveryanimalwe’veevermet.Researchonanimal intelligencealsomakesuswonderwhatexperimentsanimalswould13 onhumansiftheyhadthechance.Everycatwithanowner 14isrunningasmall-scalestudyinoperant conditioning.Webelievethat15animalsranthelabsthey wouldtestusto16thelimitsofourpatienceour faithfulnessourmemoryforlocations.Theywouldtrytodecidewhat intelligenceinhumansisreally17notmerelyhowmuch ofitthereis.18theywouldhopetostudyan 19question:Arehumansactuallyawareoftheworldtheylive in20theresultsare inconclusive.
Text1 Habitsareafunnything.Wereachfor themmindlesslysettingourbrainsonauto-pilotandrelaxingintothe unconsciouscomfortoffamiliarroutine.Netchoicebuthabitrulesthe unreflectingherdWilliamWordsworthsaidinthe19thcentury.Inthe ever-changing21stcenturyeventhewordhabitcarriesanegative implication.Soitseemsparadoxicaltotalkabouthabitsinthe samecontextascreativityandinnovation.Butbrainresearchershavediscovered thatwhenweconsciouslydevelopnewhabitswecreateparallelpathsandeven entirelynewbraincellsthatcanjumpourtrainsofthoughtontonew innovativetracks.Ratherthandismissingourselvesas unchangeablecreaturesofhabitwecaninsteaddirectourownchangeby consciouslydevelopingnewhabits.Infactthemorenewthingswetry—themore westepoutsideourcomfortzone—themoreinherentlycreativewebecomebothin theworkplaceandinourpersonallives.Butdon’tbothertrying tokilloffoldhabits;oncethoserutsofprocedurearewornintothebrain they’retheretostay.Insteadthenewhabitswedeliberatelypressinto ourselvescreateparallelpathwaysthatcanbypassthoseoldreads. Thefirstthingneededforinnovationisafascinationwithwondersays DawnaMarkovaauthorofTheOpenMind.Butwearetaughtinsteadto’decide’ justasourpresidentcallshimself’theDecider’.Sheaddshoweverthatto decideistokilloffallpossibilitiesbutone.Agoodinnovationalthinkeris alwaysexploringthemanyotherpossibilities.Allofuswork throughproblemsinwaysofwhichwe’reunawareshesays.Researchersinthe late1960adiscoveredthathumansarebornwiththecapacitytoapproach challengesinfourprimaryways:analyticallyprocedurallyrelationallyor collaborativelyandinnovatively.Attheendofadolescencehoweverthebrain shutsdownhalfofthatcapacitypreservingonlythosemodesofthoughtthat haveseemedmostvaluableduringthefirstdecadeorsooflife. Thecurrentemphasisonstandardizedtestinghighlightsanalysisand proceduremeaningthatfewofusinherentlyuseourinnovativeand collaborativemodesofthought.ThisbreaksthemajorruleintheAmerican beliefsystem—thatanyonecandoanythingexplainsM.J.Ryanauthorofthe 2006bookThisYearIWill...andMs.Markova’sbusinesspartner.That’salie thatwehaveperpetuatedanditfosterscommonness.Knowingwhatyou’regoodat anddoingevenmoreofitcreatesexcellence.Thisiswheredevelopingnew habitscomesin.InWordsworth’sviewhabitsischaracterizedbybeing______.
Coincidingwiththegroundbreakingtheoryofbiological evolutionproposedbyBritishnaturalistCharlesDarwininthe1860sBritish socialphilosopherHerbertSpencerputforwardhisowntheoryofbiologicaland culturalevolution.Spencerarguedthatallworldlyphenomenaincludinghuman societieschangedovertimeadvancingtowardperfection.41______ AmericansocialscientistLewisHenryMorganintroducedanothertheoryof culturalevolutioninthelate1800s.Morganhelpedfoundmodern anthropology—thescientificstudyofhumansocietiescustomsandbeliefs—thus becomingoneoftheearliestanthropologists.Inhisworkheattemptedtoshow howallaspectsofculturechangedtogetherintheevolutionofsocieties.42 ______Intheearly1900sinNorthAmericaGerman-bornAmerican anthropologistFranzBoasdevelopedanewtheoryofcultureknownashistorical particularism.Historicalparticularismwhichemphasizedtheuniquenessofall culturesgavenewdirectiontoanthropology.43______Boas feltthatthecultureofanysocietymustbeunderstoodastheresultofa uniquehistoryandnotasoneofmanyculturesbelongingtoabroader evolutionarystageortypeofculture.44______Historical particularismbecameadominantapproachtothestudyofcultureinAmerican anthropologylargelythroughtheinfluenceofmanystudentsofBoas.Buta numberofanthropologistsintheearly1900salsorejectedtheparticularist theoryofcultureinfavorofdiffusionism.Someattributedvirtuallyevery importantculturalachievementtotheinventionsofafewespeciallygifted peoplesthataccordingtodiffusioniststhenspreadtoothercultures.45 ______Alsointheearly1900sFrenchsociologistEmile Durkheimdevelopedatheoryofculturethatwouldgreatlyinfluence anthropology.Durkheimproposedthatreligiousbeliefsfunctionedtoreinforce socialsolidarity.Aninterestintherelationshipbetweenthefunctionof societyandculturebecameamajorthemeinEuropeanandespeciallyBritish anthropology.A.Otheranthropologistsbelievedthatculturalinnovations suchasinventionshadasingleoriginandpassedfromsocietytosociety.This theorywasknownasdiffusionism.B.Inordertostudyparticularculturesas completelyaspossiblehebecameskilledinlinguisticsthestudyof languagesandinphysicalanthropologythestudyofhumanbiologyand anatomy.C.Hearguedthathumanevolutionwascharacterizedbyastrugglehe calledthesurvivalofthefittestinwhichweakerracesandsocietiesmust eventuallybereplacedbystrongermoreadvancedracesandsocietiesD. Theyalsofocusedonimportantritualsthatappearedtopreserveapeople’s socialstructuresuchasinitiationceremoniesthatformallysignifychildren’s entranceintoadulthood.E.Thusinhisviewdiverseaspectsofculture suchasthestructureoffamiliesformsofmarriagecategoriesofkinship ownershipofpropertyformsofgovernmenttechnologyandsystemsoffood productionallchangedassocietiesevolved.F.Supportersofthetheory viewedcultureasacollectionofintegratedpartsthatworktogethertokeepa societyfunctioning.G.ForexampleBritishanthropologistsGraftonElliot SmithandW.J.Perryincorrectlysuggestedonthebasisofinadequate informationthatfarmingpotterymakingandmetallurgyalloriginatedin ancientEgyptanddiffusedthroughouttheworld.Infactallofthesecultural developmentsoccurredseparatelyatdifferenttimesinmanypartsofthe world.
Researchonanimalintelligencealways makesuswonderjusthowsmarthumansare.1thefruit-fly experimentsdescribedbyCarlZimmerintheScienceTimes.Fruitflieswhowere taughttobesmarterthantheaveragefruitfly2tolive shorterlives.Thissuggeststhat3bulbsburnlongerthat thereisan4innotbeingtoobright. Intelligenceit5isahigh-pricedoption.It takesmoreupkeepburnsmorefuelandisslow6the startinglinebecauseitdependsonlearning—an7 process—insteadofinstinct.Plentyofotherspeciesareableto learnandoneofthethingsthey’veapparentlylearnediswhento8 .Isthereanadaptivevalueto9 intelligenceThat’sthequestionbehindthisnewresearch.Insteadof castingawistfulglance10atallthespecieswe’veleft inthedustI.Q.-wiseitimplicitlyaskswhatthereal11 ofourownintelligencemightbe.Thisis12the mindofeveryanimalwe’veevermet.Researchonanimal intelligencealsomakesuswonderwhatexperimentsanimalswould13 onhumansiftheyhadthechance.Everycatwithanowner 14isrunningasmall-scalestudyinoperant conditioning.Webelievethat15animalsranthelabsthey wouldtestusto16thelimitsofourpatienceour faithfulnessourmemoryforlocations.Theywouldtrytodecidewhat intelligenceinhumansisreally17notmerelyhowmuch ofitthereis.18theywouldhopetostudyan 19question:Arehumansactuallyawareoftheworldtheylive in20theresultsare inconclusive.
Thereisamarkeddifferencebetweentheeducationwhichevery onegetsfromlivingwithothersandthedeliberateeducatingoftheyoung.In theformercasetheeducationisincidental;itisnaturalandimportantbutit isnottheexpressreasonoftheassociation.46Itmaybesaidthatthe measureoftheworthofanysocialinstitutionisitseffectinenlargingand improvingexperiencebutthiseffectisnotapartofitsoriginalmotive. Religiousassociationsbeganforexampleinthedesiretosecurethefavorof overrulingpowersandtowardoffevilinfluences;familylifeinthedesireto gratifyappetitesandsecurefamilyperpetuity;systematiclaborforthemost partbecauseofenslavementtoothersetc.47Onlygraduallywasthe by-productoftheinstitutionnotedandonlymoregraduallystillwasthis effectconsideredasadirectivefactorintheconductoftheinstitution. Eventodayinourindustriallifeapartfromcertainvaluesofindustriousness andthrifttheintellectualandemotionalreactionoftheformsofhuman associationunderwhichtheworld’sworkiscarriedonreceiveslittleattention ascomparedwithphysicaloutput.Butindealingwiththeyoung thefactofassociationitselfasanimmediatehumanfactgainsinimportance. 48Whileitiseasytoignoreinourcontactwiththemtheeffectofour actsupontheirdispositionitisnotseeasyasindealingwithadults. Theneedoftrainingistooevidentandthepressuretoaccomplishachangein theirattitudeandhabitsistoourgenttoleavetheseconsequenceswhollyout ofaccount.49Sinceourchiefbusinesswiththemistoenablethemto shareinacommonlifewecannothelpconsideringwhetherornotweareforming thepowerswhichwillsecurethisability.Ifhumanityhasmadesomeheadway inrealizingthattheultimatevalueofeveryinstitutionisitsdistinctively humaneffectwemaywellbelievethatthislessonhasbeenlearnedlargely throughdealingswiththeyoung.50Wearethusledto distinguishwithinthebroadeducationalprocesswhichwehavebeensofar consideringamoreformalkindofeducation—thatofdirecttuitionor schooling.Inundevelopedsocialgroupswefindverylittleformalteaching andtraining.Thesegroupsmainlyrelyforinstillingneededdispositionsinto theyounguponthesamesortofassociationwhichkeepsadultsloyaltotheir group.
Text1 Habitsareafunnything.Wereachfor themmindlesslysettingourbrainsonauto-pilotandrelaxingintothe unconsciouscomfortoffamiliarroutine.Netchoicebuthabitrulesthe unreflectingherdWilliamWordsworthsaidinthe19thcentury.Inthe ever-changing21stcenturyeventhewordhabitcarriesanegative implication.Soitseemsparadoxicaltotalkabouthabitsinthe samecontextascreativityandinnovation.Butbrainresearchershavediscovered thatwhenweconsciouslydevelopnewhabitswecreateparallelpathsandeven entirelynewbraincellsthatcanjumpourtrainsofthoughtontonew innovativetracks.Ratherthandismissingourselvesas unchangeablecreaturesofhabitwecaninsteaddirectourownchangeby consciouslydevelopingnewhabits.Infactthemorenewthingswetry—themore westepoutsideourcomfortzone—themoreinherentlycreativewebecomebothin theworkplaceandinourpersonallives.Butdon’tbothertrying tokilloffoldhabits;oncethoserutsofprocedurearewornintothebrain they’retheretostay.Insteadthenewhabitswedeliberatelypressinto ourselvescreateparallelpathwaysthatcanbypassthoseoldreads. Thefirstthingneededforinnovationisafascinationwithwondersays DawnaMarkovaauthorofTheOpenMind.Butwearetaughtinsteadto’decide’ justasourpresidentcallshimself’theDecider’.Sheaddshoweverthatto decideistokilloffallpossibilitiesbutone.Agoodinnovationalthinkeris alwaysexploringthemanyotherpossibilities.Allofuswork throughproblemsinwaysofwhichwe’reunawareshesays.Researchersinthe late1960adiscoveredthathumansarebornwiththecapacitytoapproach challengesinfourprimaryways:analyticallyprocedurallyrelationallyor collaborativelyandinnovatively.Attheendofadolescencehoweverthebrain shutsdownhalfofthatcapacitypreservingonlythosemodesofthoughtthat haveseemedmostvaluableduringthefirstdecadeorsooflife. Thecurrentemphasisonstandardizedtestinghighlightsanalysisand proceduremeaningthatfewofusinherentlyuseourinnovativeand collaborativemodesofthought.ThisbreaksthemajorruleintheAmerican beliefsystem—thatanyonecandoanythingexplainsM.J.Ryanauthorofthe 2006bookThisYearIWill...andMs.Markova’sbusinesspartner.That’salie thatwehaveperpetuatedanditfosterscommonness.Knowingwhatyou’regoodat anddoingevenmoreofitcreatesexcellence.Thisiswheredevelopingnew habitscomesin.ThewordrutsLine1Paragraph4isclosestinmeaningto______.
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