模擬訓練（三）
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 cannot improve performance ___1___
at work and school. Cognitive resear-chers, who study various
aspects of mental life, maintain that rewards often destroy
creativity by encouraging independence on approval and gifts ___2___
from others.
The later view has gained many supporters, especially ___3___
among educators. But the careful use of small monetary rewards
speak creativity in grade-school children, suggesting that properly ___4___
presented inducements（刺激）indeed aid inventiveness,
according to a study in the June Journal of Personality and Social
Psychology. “ If kids know they are working for a reward and can
focus on a relative challenging task, they show the most creativity.” ___5___
says 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___
“A teacher who continually draws attention to rewards or who
hands out high grades for ordinary achievement ends up uninspired ___8___
students.” Eisenberger holds. As an example of the latter point,
he notes growing efforts at major universities to tighten grading
standards and restor falling grades.
In earlier grades, the use of so-called token economics, in
that students handle challenging problems and receive ___9___
performance-based points toward valued rewards, show promise ___10___
in raising effort and creativity, the Delaware psycholoist claims.
答案及解析:
1. cannot -> can
本句中，who引導非限制性定語從句做插入語，主語為Behaviorists，故謂語argue保持原形。通讀全文可知，本文通過Psychologists的觀點，引出其反對觀點和支持觀點，并對兩種觀點進行討論。由第一段第二句中的謂語argue（“據(jù)理爭辯”），可知Behaviorists在反對Psychologists的觀點；第三句中的謂語maintain（“堅信”），則表明支持Psychologists觀點的是Cognitive researchers。因此，Behaviorists表達的觀點應(yīng)該是rewards can improve performance at work and school，即“獎勵可以促進人們在工作或在學習中的表現(xiàn)”，故將cannot改為can。
2. independence -> dependence
根據(jù)文意，independence on approval and gifts from others（“不依賴于他人的贊許和禮物”）與destroy creativity在語意上矛盾。故將independence改為dependence。
3. later -> latter
later意為“后來的”，latter意為“后者；第二個”。根據(jù)文意應(yīng)該將later改為latter。
4. speak -> speaks
speak的主語為上一行中的名詞短語the careful use，主語應(yīng)在數(shù)上保持一致，故將speak改為speaks；of all monetary rewards是the careful use的后置定語，作修飾成分。
5. relative -> relatively
本行中的challenging意為“具有挑戰(zhàn)性的”，是形容詞，應(yīng)該用副詞來修飾，故將relative改為relatively。
6. through -> by
through和by都可以表示“靠..，通過..”；前者一般接名詞，后者接動名詞。through后接動名詞時，意為“由于…..”，與文意不符。
7. of -> for
此處rewards是anticipation的目標，應(yīng)該用for，而of表示從屬關(guān)系。
8. uninspired前加with
end up在本句中的主語是A teacher，因此使用第三人稱單數(shù)。end up意為“以…告終”，后接動名詞介詞短語，一般不直接加名詞。故應(yīng)該加上with。
9. that -> which
根據(jù)上一行中逗號“，”可確定 in that引導的不是原因狀語從句，所以in…rewards只能是非限制性定語從句，which可單獨引導非限制性定語從句，也可以與介詞搭配使用，that不能引導非限制性定語從句。
10. show -> shows
分析全句結(jié)構(gòu)可知，show是謂語，而主語是the use，of so-called token economics是后置定語，作主語的修飾成分。故將show改為shows。
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 cannot improve performance ___1___
at work and school. Cognitive resear-chers, who study various
aspects of mental life, maintain that rewards often destroy
creativity by encouraging independence on approval and gifts ___2___
from others.
The later view has gained many supporters, especially ___3___
among educators. But the careful use of small monetary rewards
speak creativity in grade-school children, suggesting that properly ___4___
presented inducements（刺激）indeed aid inventiveness,
according to a study in the June Journal of Personality and Social
Psychology. “ If kids know they are working for a reward and can
focus on a relative challenging task, they show the most creativity.” ___5___
says 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___
“A teacher who continually draws attention to rewards or who
hands out high grades for ordinary achievement ends up uninspired ___8___
students.” Eisenberger holds. As an example of the latter point,
he notes growing efforts at major universities to tighten grading
standards and restor falling grades.
In earlier grades, the use of so-called token economics, in
that students handle challenging problems and receive ___9___
performance-based points toward valued rewards, show promise ___10___
in raising effort and creativity, the Delaware psycholoist claims.
答案及解析:
1. cannot -> can
本句中，who引導非限制性定語從句做插入語，主語為Behaviorists，故謂語argue保持原形。通讀全文可知，本文通過Psychologists的觀點，引出其反對觀點和支持觀點，并對兩種觀點進行討論。由第一段第二句中的謂語argue（“據(jù)理爭辯”），可知Behaviorists在反對Psychologists的觀點；第三句中的謂語maintain（“堅信”），則表明支持Psychologists觀點的是Cognitive researchers。因此，Behaviorists表達的觀點應(yīng)該是rewards can improve performance at work and school，即“獎勵可以促進人們在工作或在學習中的表現(xiàn)”，故將cannot改為can。
2. independence -> dependence
根據(jù)文意，independence on approval and gifts from others（“不依賴于他人的贊許和禮物”）與destroy creativity在語意上矛盾。故將independence改為dependence。
3. later -> latter
later意為“后來的”，latter意為“后者；第二個”。根據(jù)文意應(yīng)該將later改為latter。
4. speak -> speaks
speak的主語為上一行中的名詞短語the careful use，主語應(yīng)在數(shù)上保持一致，故將speak改為speaks；of all monetary rewards是the careful use的后置定語，作修飾成分。
5. relative -> relatively
本行中的challenging意為“具有挑戰(zhàn)性的”，是形容詞，應(yīng)該用副詞來修飾，故將relative改為relatively。
6. through -> by
through和by都可以表示“靠..，通過..”；前者一般接名詞，后者接動名詞。through后接動名詞時，意為“由于…..”，與文意不符。
7. of -> for
此處rewards是anticipation的目標，應(yīng)該用for，而of表示從屬關(guān)系。
8. uninspired前加with
end up在本句中的主語是A teacher，因此使用第三人稱單數(shù)。end up意為“以…告終”，后接動名詞介詞短語，一般不直接加名詞。故應(yīng)該加上with。
9. that -> which
根據(jù)上一行中逗號“，”可確定 in that引導的不是原因狀語從句，所以in…rewards只能是非限制性定語從句，which可單獨引導非限制性定語從句，也可以與介詞搭配使用，that不能引導非限制性定語從句。
10. show -> shows
分析全句結(jié)構(gòu)可知，show是謂語，而主語是the use，of so-called token economics是后置定語，作主語的修飾成分。故將show改為shows。