2019考研英語(yǔ)二真題閱讀理解text1原文及答案解析

　　2019考研初試英語(yǔ)一考試已經(jīng)結(jié)束，下面是跨考考研英語(yǔ)教研室老師第一時(shí)間為大家整理的2019考研英語(yǔ)二真題閱讀理解text1原文及答案解析，以供參考。

　　Unlike so-called basic emotions such as sadness, fear, and anger, guilt emerges a little later, in conjunction with a child’s growing grasp of social and moral norms. Children aren’t born knowing how to say “I’m sorry”; rather, they learn over time that such statements appease parents and friends—and their own consciences. This is why researchers generally regard so-called moral guilt, in the right amount, to be a good thing: A child who claims responsibility for knocking over a tower and tries to rebuild it is engaging in behavior that’s not only reparative but also prosocial.

　　In the popular imagination, of course, guilt still gets a bad rap. It evokes Freud’s ideas and religious hang-ups. More important, guilt is deeply uncomfortable—it’s the emotional equivalent of wearing a jacket weighted with stones. Who would inflict it upon a child? Yet this understanding is outdated. “There has been a kind of revival or a rethinking about what guilt is and what role guilt can serve,” Vaish says, adding that this revival is part of a larger recognition that emotions aren’t binary—feelings that may be advantageous in one context may be harmful in another. Jealousy and anger, for example, may have evolved to alert us to important inequalities. Too much happiness (think mania) can be destructive.

　　And guilt, by prompting us to think more deeply about our goodness, can encourage humans to atone for errors and fix relationships. Guilt, in other words, can help hold a cooperative species together. It is a kind of social glue.

　　Viewed in this light, guilt is an opportunity. Work by Tina Malti, a psychology professor at the University of Toronto, suggests that guilt may compensate for an emotional deficiency. In a number of studies, Malti and others have shown that guilt and sympathy (and its close cousin empathy) may represent different pathways to cooperation and sharing. Some kids who are low in sympathy may make up for that shortfall by experiencing more guilt, which can rein in their nastier impulses. And vice versa: High sympathy can substitute for low guilt.

　　In a 2014 study, for example, Malti and a colleague looked at 244 children, ages 4, 8, and 12. Using caregiver assessments and the children’s self-observations, they rated each child’s overall sympathy level and his or her tendency to feel negative emotions (like guilt and sadness) after moral transgressions. Then the kids were handed stickers and chocolate coins, and given a chance to share them with an anonymous child. For the low-sympathy kids, how much they shared appeared to turn on how inclined they were to feel guilty. The guilt-prone ones shared more, even though they hadn’t magically become more sympathetic to the other child’s deprivation.

　　“That’s good news,” Malti says. “We can be prosocial because of our empathetic proclivity, or because we caused harm and we feel regret.”

　　21. Researchers think that guilt can be a good thing because it may help__________.

　　A. regulate a child’s basic emotions

　　B. improve a child’s intellectual ability

　　C. intensify a child’s positive feelings

　　D. foster a child’s moral development

　　22. According to Paragraph 2, many people still guilt to be _________.

　　A. deceptive B. addictive C. burdensome D. inexcusable

　　23. Vaish holds that the rethinking about guilt comes from an awareness that________.

　　A. an emotion can play opposing roles

　　B. emotions are socially constructive

　　C. emotional stability can benefit health

　　D. emotions are context -independent

　　24. Malti and others have shown that cooperation and sharing_______.

　　A. may help correct emotional deficiencies

　　B. can bring about emotional satisfaction

　　C. can result from either sympathy or guilt

　　D. may be the outcome of impulsive acts

　　25. The word “transgressions” (line4 para5) is closest in meaning to________.

　　A. wrongdoings

　　B. discussions

　　C. restrictions

　　D. teachings

　　21. 答案【A】foster a child’smoral development

　　解析：本題目為因果關(guān)系題，考察因果關(guān)系對(duì)應(yīng)關(guān)系。根據(jù)題干關(guān)鍵詞guilt can be a good thing定位到第一段最后一句。因果關(guān)系題找到原因定位句，根據(jù)最后一句this is why……可得知應(yīng)該是題點(diǎn)的上一句，即第一段倒數(shù)第二句“Children aren't born knowing

　　how to say “ I am sorry”; rather, they learn over time that such statements appease parents and

　　friends--and their own consciences.”，這句的意思是孩子不是生來就知道如何說“對(duì)不起”，而是隨著時(shí)間而學(xué)習(xí)到的，這種說法可以安慰一下他的父母朋友，以及他們自己的道德心(良心)。但是這句話實(shí)際是個(gè)例子，所以我們可以進(jìn)一步往前看一句，就是第一段第一句的后半句主句，“guilt emerges a little later, in conjunction with a child’s growing grasp of social and moral norms.內(nèi)疚出現(xiàn)的稍晚一點(diǎn)，伴隨著孩子對(duì)于社會(huì)和道德準(zhǔn)則的理解的逐漸增多”這句就可以得出答案A，foster a child’s moral development培養(yǎng)了孩子的道德發(fā)展是a child’s

　　growing grasp of social and moral norms這句的同義改寫。干擾項(xiàng)B的regulate a child's basic

　　emotions原文提及到基本情感，但并未提及regulate管理，干擾項(xiàng) C.

　　improve a child's intellectual ability 和D. intensity a child’s positive feelings都為提及。

　　22. 答案【D】burdensome

　　解析：本題目為具體細(xì)節(jié)題。根據(jù)題干中的many people still consider guilt to be 定位到原文第二段的第一和第二句，原文的in the popular imagination 與題干中的many people still consider是同義轉(zhuǎn)化，緊接著第二句繼續(xù)說it is deeply uncomfortable-it’s emotional equivalent of wearing a jacket

　　weighted with stones,意思是內(nèi)疚感是讓人感到非常不舒服的，它是穿著石頭那么重的夾克在情感上的對(duì)等物，意思就是內(nèi)疚感讓人感到很沉重，有負(fù)擔(dān)，而正確答案D的burdensome正是是原文內(nèi)容的同義替換。A是不可原諒的， B是欺騙，C是上癮的，都不符合文意。

　　23. 答案【B】 an emotion can play opposing roles

　　解析：本題目為細(xì)節(jié)題，考察具體細(xì)節(jié)。根據(jù)題干關(guān)鍵詞Vaish hold that rethinking about guilt 定位到第二段第四句。她補(bǔ)充道，在某種情況下可能有利的得情緒在另一種情況下是有害的，后面具體例子，嫉妒和憤怒可能演變成提醒我們注意重要的不平等。正確答案B的emotion是原文feelings的同義替換，can play opposing roles是原文的advantageous in one context may be harmful in another 的同義轉(zhuǎn)化。干擾項(xiàng)A的context-independent獨(dú)立于環(huán)境和原文提及不同的環(huán)境情緒的作用不同相反，屬于正反混淆;選項(xiàng)C的socially constructive 原文并未提及，屬于無(wú)中生有;選項(xiàng)D的emotional stability can benefit health情緒穩(wěn)定能夠有益健康， 并未提及，是常識(shí)性干擾

　　24. 答案【C】 can result from either sympathy or guilt

　　解析：本題目為細(xì)節(jié)題，考察具體細(xì)節(jié)。根據(jù)題干關(guān)鍵詞Malti and others have shown that cooperation and sharing 定位到第四段第三句。馬爾蒂和其他人已經(jīng)表明，內(nèi)疚和同情可能代表合作和分享的不同途徑。正確答案C的 sympathy 和guilt是文中的原詞， result from是原文represent的同義替換，干擾項(xiàng)A可能幫助糾正情緒缺陷，原文是compensate for an emotional deficiency彌補(bǔ)感情上的缺陷，并且原文主語(yǔ)只有內(nèi)疚感并沒有同情，屬于偷換概念。屬于正反混淆;選項(xiàng)B can bring about emotional satisfaction可以帶來情緒的滿足感，

　　原文并未提及，屬于無(wú)中生有;選項(xiàng)D的 may be the outcome of impulsive acts可能是沖動(dòng)行為的結(jié)果，原文是內(nèi)疚會(huì)抑制他們更壞的沖動(dòng)，屬于偷換概念。

　　25. 答案【A】 wrongdoings

　　解析：本題目為猜詞題，考察上下文內(nèi)容。根據(jù)題干信息定位到第五段第四句。his or her tendency to feel negative emotions (like guilt and sadness) after moral transgressions. 在道德什么之后感到負(fù)面情緒，肯定是道德負(fù)面的狀態(tài)下才會(huì)有負(fù)面情緒，正確答案A的 wrongdoings是錯(cuò)誤，不道德行為。干擾項(xiàng)B discussions討論，和原文意思不符，道德討論不成立，C選項(xiàng) restrictions道德限制，不成立。選項(xiàng)D的 teachings教誨;學(xué)說;

　　(本文為跨考教育教研室老師解析，轉(zhuǎn)載請(qǐng)注明出處。)