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PART V READING COMPREHENSION [35 MIN]
SECTION A MULTIPLE-CHOICE QUESTIONS
In this section there are several passages followed by ten multiple-choice questions. For each question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.
PASSAGE ONE
Inundated by more information than we can possibly hold in our heads, we're increasingly handing off the job of remembering to search engines and smart phones. Google is even reportedly working on eyeglasses that could one day recognize faces and supply details about whoever you're looking at But new research shows that outsourcing our memory — and expecting that information will be continually and instantaneously available — is changing our cognitive habits.
Research conducted by Betsy Sparrow, an assistant professor of psychology at Columbia University，has identified three new realities about how we process information in the Internet age. First, her experiments showed that when we don't know the answer to a question, we now think about where we can find the nearest Web connection instead of the subject of the question itself. A second revelation is that when we expect to be able to find information again later on, we don't remember it as well as when we think it might become unavailable. And then there is the researchers' final observation: the expectation that we'll be able to locate information down the line leads us to form a memory not of the fact itself but of where we'll be able to find it.
But this handoff comes with a downside. Skills like critical thinking and analysis must develop in the context of facts: we need something to think and reason about, after all. And these facts can't be Googled as we go; they need to be stored in the original hard drive, our long-term memory. Especially in the case of children, “factual knowledge must precede skill”，says Daniel Willingham, a professor of psychology，at the University of Virginia — meaning that the days of drilling the multiplication table and memorizing the names of the Presidents aren't over quite yet Adults, too, need to recruit a supply of stored knowledge in order to situate and evaluate new information they encounter. You can't Google context.
41. Google's eyeglasses are supposed to ____.
A. improve our memory
B. function like memory
C. help us see faces better
D. work like smart phones
42. Which of the following statements about Sparrow's research is CORRECT?
A. We remember people and things as much as before.
B. We remember more Internet connections than before.
C. We pay equal attention to location and content of information.
D. We tend to remember location rather than the core of facts.
43. What is the implied message of the author?
A. Web connections aid our memory.
B. People differ in what to remember.
C. People need to exercise their memory.
D. People keep memory on smart phones.
PASSAGE TWO
I was a second-year medical student at the university, and was on my second day of rounds at a nearby hospital. My university's philosophy was to get students seeing patients early in their education. Nice idea, but it overlooked one detail: second-year students know next to nothing about medicine.
Assigned to my team that day was an attending - a senior faculty member who was there mostly to make patients feel they weren't in the hands of amateurs. Many attendings were researchers who didn't have much recent hospital experience. Mine was actually an arthritis specialist. Also along was a resident (the real boss, with a staggering mastery of medicine, at least to a rookie like myself). In addition there were two interns(住院实习医生). These guys were just as green as I was，but in a scarier way: they had recently graduated from the medical school, so they were technically MDs.
I began the day at 6:30 am. An intern and I did a quick check of our eight patients; later, we were to present our findings to the resident and then to the attending. I had three patients and the intern had the other five - piece of cake.
But when I arrived in the room of 71-year-old Mr. Adams，he was sitting up in bed, sweating heavily and panting (喘气). He'd just had a hip operation and looked terrible. I listened to his lungs with my stethoscope, but they sounded clear. Next I checked the log of his vital signs and saw that his respiration and heart rate had been climbing, but his temperature was steady. It didn't seem like heart failure, nor did it appear to be pneumonia. So I asked Mr. Adams what he thought was going on.
"It's really hot in here, Doc," he replied.
So I attributed his condition to the stuffy room and told him the rest of the team would return in a few hours. He smiled and feebly waved goodbye.
At 8:40 am., during our team meeting, "Code Blue Room 307!" blared from the loudspeaker. I froze.
That was Mr. Adams's room.
When we arrived, he was motionless.
The autopsy (尸体解剖) later found Mr. Adams had suffered a massive pulmonary embolism (肺部栓塞). A blood clot had formed in his leg, worked its way to his lungs, and cut his breathing capacity in half. His symptoms had been textbook: heavy perspiration and shortness of breath despite clear lungs. The only thing was: I hadn't read that chapter in the textbook yet. And I was too scared, insecure, and proud to ask a real doctor for help.
This mistake has haunted me for nearly 30 years, but what's particularly frustrating is that the same medical education system persists. Who knows how many people have died or suffered harm at the hands of students as naive as I, and how many more will?
44. We learn that the author's team members had __D__.
A. some professional deficiency
B. much practical experience
C. adequate knowledge
D. long been working there
45. “His symptoms had been textbook” means that his symptoms were _D___.
A. part of the textbook
B. explained in the textbook
C. no longer in the textbook
D. recently included in the textbook
46. At the end of the passage, the author expresses __B__ about the medical education system.
A. optimism
B. hesitation
C. support
D. concern
