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adj. 相當大的，可觀的，重要的
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Passage Four
Questions 66 to 70 are based on the following passage.
Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can improve performance at work and school. Cognitive (認知學派的) researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on approval and gifts from others.
The latter view has gained many supporters, especially among educators. But the careful use of small monetary (金錢的) rewards sparks creativity in grade-school children, suggesting that properly presented inducements (刺激) indeed aid inventiveness, according to a study in the June Journal of Personality and Social Psychology.
“If kids know they’re working for a reward and can focus on a relatively challenging task, they show the most creativity,” says Robert Eisenberger of the University of Delaware in Newark. “But it’s easy to kill creativity by giving rewards for poor performance or creating too much anticipation for rewards.”
A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and restore failing grades.
In earlier grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims.
66. Psychologists are divided with regard to their attitudes toward ________.
A) the choice between spiritual encouragement and monetary rewards
B) the amount of monetary rewards for student’ creativity
C) the study of relationship between actions and their consequences
D) the effects of external rewards on students’ performance（D）
67. What is the response of many educators to external rewards for their students?
A) They have no doubts about them.
B) They have doubts about them.
C) They approve of them.
D) They avoid talking about them.（B）
68. Which of the following can best raise students’ creativity according to Robert Eisenberger?
A) Assigning them tasks they have not dealt with before.
B) Assigning them tasks which require inventiveness.
C) Giving them rewards they really deserve.
D) Giving them rewards they anticipate.（C）
69. It can be inferred from the passage that major universities are trying to tighten their grading standards because they believe ________.
A) rewarding poor performance may kill the creativity of students
B) punishment is more effective than rewarding
C) failing uninspired students helps improve their overall academic standards
D) discouraging the students’ anticipation for easy rewards is a matter of urgency（A）
70. The phrase “token economies” (Line 1, Para. 5) probably refers to ________.
A) ways to develop economy
B) systems of rewarding students
C) approaches to solving problems
D) methods of improving performance（D）
| 重點單詞 | 查看全部解釋 | |||
| considerable | [kən'sidərəbl] |
想一想再看 |
聯想記憶 | |
| communicate | [kə'mju:nikeit] |
想一想再看 v. 交流，傳達，溝通 |
聯想記憶 | |
| encourage | [in'kʌridʒ] |
想一想再看 vt. 鼓勵，促進，支持 |
聯想記憶 | |
| obvious | ['ɔbviəs] |
想一想再看 adj. 明顯的，顯然的 |
聯想記憶 | |
| imitation | [.imi'teiʃən] |
想一想再看 n. 模仿，效法 |
||
| genuine | ['dʒenjuin] |
想一想再看 adj. 真正的，真實的，真誠的 |
聯想記憶 | |
| marvelous | ['mɑ:viləs] |
想一想再看 adj. 令人驚異的，了不起的，不平常的 |
||
| identification | [ai.dentifi'keiʃən] |
想一想再看 n. 身份的證明，視為同一，證明同一，確認 |
聯想記憶 | |
| pedestrian | [pi'destriən] |
想一想再看 adj. 徒步的，缺乏想像的 |
聯想記憶 | |
| property | ['prɔpəti] |
想一想再看 n. 財產，所有物，性質，地產，道具 |
聯想記憶 |
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