2016年8月21日托福閱讀真題答案第一篇

　　題材劃分：歷史類

　　主要內(nèi)容：

　　新西蘭殖民者的農(nóng)業(yè)發(fā)展歷史。新西蘭土地貧瘠，耕作季節(jié)短，所以很難自給自足。后來(lái)引進(jìn)了農(nóng)作物玉米，還通過(guò)類似于把死魚埋在土里存儲(chǔ)的方式終于養(yǎng)活了自己。當(dāng)時(shí)存在一個(gè)問(wèn)題，經(jīng)營(yíng)農(nóng)場(chǎng)也是家族事業(yè)，所以每個(gè)人都是強(qiáng)制性的上陣。隨著時(shí)代發(fā)展，農(nóng)業(yè)工具也有了進(jìn)步，比如美式斧頭改進(jìn)于英式斧頭。類似的農(nóng)業(yè)工具還可以根據(jù)使用者的具體和特定情況進(jìn)行改進(jìn)。

　　相關(guān)背景資料：

　　Agriculture in New Zealand is the largest sector of the tradable economy, contributing about two-thirds of exported goods. The government offered a number of subsidies during the 1970s to assist farmers after the United Kingdom joined the European Economic Community and by the early 1980s government support provided some farmers with 40 percent of their income. In 1984 the Labour government ended all farm subsidies, and by 1990 the agricultural industry became the most deregulated sector in New Zealand. To stay competitive in the heavily subsidised European and US markets New Zealand farmers had to increase the efficiency of their operations. Animal farming is pasture based, cows and sheep are rarely housed or fed large quantities of grain, with most farmers using grass based supplements such as hay and silage during feed shortages. Pigs are usually kept indoors, either in gestation crates, farrowing crates, fattening pens, or group housing.

　　Both the original Māori people and the European colonists made huge changes to New Zealand over a relatively short time. Māori burned forest to flush out game and to encourage the growth of bracken fern, which was used as a food source, and practised agriculture using plants they brought from tropical Polynesia. The Europeans logged and burned off a third of the forest cover to convert land to pastoral farming.

　　2016年8月21日托福閱讀真題答案第二篇

　　題材劃分：社會(huì)學(xué)類

　　主要內(nèi)容：

　　社會(huì)學(xué)中的一個(gè)現(xiàn)象：關(guān)于判斷的偏見(jiàn)attribution bias (歸因偏差). 當(dāng)一個(gè)人看到另一個(gè)人舉止行為很粗魯?shù)臅r(shí)候就會(huì)覺(jué)得這個(gè)人本身就是一個(gè)很粗魯?shù)娜耍�而不是設(shè)身處地地考慮當(dāng)時(shí)這個(gè)人所在的環(huán)境和周圍人的影響，這樣判斷就會(huì)對(duì)這個(gè)人含有一定的偏見(jiàn)，當(dāng)我們判斷一個(gè)人的行為的時(shí)候應(yīng)該綜合考慮這個(gè)人的個(gè)性、品德、環(huán)境以及其他周邊環(huán)境的因素，但是這只是一個(gè)美好的設(shè)想，大多數(shù)人都會(huì)有先入為主的行為模式，因?yàn)槠渌�的�?nèi)容分析起來(lái)很麻煩，而且很耗費(fèi)時(shí)間，當(dāng)然生活中一些場(chǎng)景并沒(méi)有那么復(fù)雜，比如你遇到一群人，他們很開(kāi)心快樂(lè)，而且他們是剛從電影院出來(lái)的，這樣你就很容易判斷得出他們剛剛看到電影很幽默。

　　類似閱讀文章：Aggression (OG Reading 5)

　　相關(guān)背景資料：

　　In psychology, an attribution bias or attributional bias is a cognitive bias that refers to the systematic errors made when people evaluate or try to find reasons for their own and others' behaviors. People constantly make attributions regarding the cause of their own and others' behaviors; however, attributions do not always accurately mirror reality. Rather than operating as objective perceivers, people are prone to perceptual errors that lead to biased interpretations of their social world.

　　Attribution biases were first discussed in the 1950s and 60s by psychologists such as Fritz Heider, who studied attribution theory. Other psychologists, such as Harold Kelley and Ed Jones expanded Heider's early work by identifying conditions under which people are more or less likely to make different types of attributions.

　　Attribution biases are present in everyday life, and therefore are an important and relevant topic to study. For example, when a driver cuts us off, we are more likely to attribute blame to the reckless driver (e.g., "What a jerk!"), rather than situational circumstances (e.g., "Maybe they were in a rush and didn’t notice me"). Additionally, there are many different types of attribution biases, such as the ultimate attribution error, fundamental attribution error, actor-observer bias, and hostile attribution bias. Each of these biases describes a specific tendency that people exhibit when reasoning about the cause of different behaviors.

　　As early researchers explored the way people make causal attributions, they also recognized that attributions do not necessarily reflect reality and can be colored by a person's own perspective. Certain conditions can prompt people to exhibit attribution biases, or draw inaccurate conclusions about the cause of a given behavior or outcome. In his work on attribution theory, Fritz Heider noted that in ambiguous situations, people make attributions based on their own wants and desires, which are therefore often skewed. He also explained that this tendency was rooted in a need to maintain a positive self-concept, later termed the self-serving bias.

　　2016年8月21日托福閱讀真題答案第三篇

　　題材劃分：歷史類

　　主要內(nèi)容：

　　歐洲印刷術(shù)的發(fā)展對(duì)歐洲歷史發(fā)展的影響。印刷術(shù)的發(fā)展對(duì)歐洲發(fā)展起到了關(guān)鍵作用。在這之前已經(jīng)有了一些促進(jìn)發(fā)展的條件，比如紙張，紙張已經(jīng)從中國(guó)傳過(guò)去了，由于輕薄而且方便制作，紙張快速代替了羊皮紙;但紙張也有不足之處，它不能被長(zhǎng)久保存，而且由于歐洲人習(xí)慣于用羽毛筆寫字，寫在紙上很容易散開(kāi)。為了解決這個(gè)問(wèn)題，歐洲人在紙上加了一些東西來(lái)改良。歐洲的印刷術(shù)和亞洲的活字印刷術(shù)不太一樣，主要是因?yàn)榧垙埖膮^(qū)別。印刷術(shù)的廣泛使用對(duì)社會(huì)影響很大，它滿足了人們對(duì)書的極大需求量，使得貧民也能接觸到文學(xué)，不只是貴族和僧侶。原來(lái)紙張上的文字都是拉丁文，但是拉丁文只適用于理論和宗教知識(shí)，后來(lái)就有很多人用方言來(lái)寫，語(yǔ)言更加生活化更平實(shí)，很多文豪也開(kāi)始用其它語(yǔ)言寫，比如意大利文。

　　相關(guān)背景資料：

　　Printing is a process for reproducing text and images using a master form or template. Block printing first came to Europe as a method for printing on cloth, where it was common by 1300. Images printed on cloth for religious purposes could be quite large and elaborate. When paper became relatively easily available, around 1400, the medium transferred very quickly to small woodcut religious images and playing cards printed on paper.

　　Print gave a broader range of readers access to knowledge and enabled later generations to build directly on the intellectual achievements of earlier ones without the changes arising within verbal traditions. Print, according to Acton in his lecture On the Study of History (1895), gave "assurance that the work of theRenaissance would last, that what was written would be accessible to all, that such an occultation of knowledge and ideas as had depressed the Middle Ages would never recur, that not an idea would be lost".

　　Print was instrumental in changing the nature of reading within society.

　　Elizabeth Eisenstein identifies two long-term effects of the invention of printing. She claims that print created a sustained and uniform reference for knowledge as well as allowing for comparison between incompatible views. Asa Briggs and Peter Burke identify five kinds of reading that developed in relation to the introduction of print:

　　(1) Critical reading: due to the fact that texts finally became accessible to the general population, critical reading emerged because people were given the option to form their own opinions on texts.

　　(2) Dangerous Reading: reading was seen as a dangerous pursuit because it was considered rebellious and unsociable especially in the case of women, because reading could stir up dangerous emotions such as love and that if women could read, they could read love notes.

　　(3) Creative reading: printing allowed people to read texts and interpret them creatively, often in very different ways than the author intended.

　　(4) Extensive Reading: print allowed for a wide range of texts to become available, thus, previous methods of intensive reading of texts from start to finish, began to change and with texts being readily available, people began reading on particular topics or chapters, allowing for much more extensive reading on a wider range of topics.

　　(5) Private reading: became linked to the rise of individualism because before print, reading was often a group event, where one person would read to a group of people and with print, literacy rose as did availability of texts, thus reading became a solitary pursuit.

　　The invention of printing also changed the occupational structure of European cities. Printers emerged as a new group of artisans for whom literacy was essential, although the much more labour-intensive occupation of the scribe naturally declined. Proof-correcting arose as a new occupation, while a rise in the amount ofbooksellers and librarians naturally followed the explosion in the numbers of books.