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Psychologist George Spilich and colleagues at Washington College in Chestertown, Maryland, decided to find out whether, as many smokers say, smoking helps them to "think and concentrate". Spilich put young non-smokers, active smokers and smokers deprived (被剥夺) of cigarettes through a series of tests. In the first test, each subject (试验对象) sat before a computer screen and pressed a key as soon as he or she reeognized a target letter among a grouping of 96. In this simple test, smokers, deprived smokers and nonsmokers performed equally well. The next test was more complex, requiring all to scan sequences of 20 identical letters and respond the instant one of the letters transformed into a different one. Non-smokers were faster, but under the stimulation of nicotine (尼古丁), active smokers were faster than deprived smokers. In the third test of short-term memory, non-smokers made the fewest errors, but deprived smokers committed fewer errors than active smokers. The fourth test required people to read a passage, then answer questions about it. Non-smokers remembered 19 percent more of the most important information than active smokers, and deprived smokers bested those who had smoked a cigarette just before testing. Active smokers tended not only to have poorer memories but also had trouble separating important information from insignificant details. "As our tests became more complex," sums up Spilieh, "non-smokers performed better than smokers by wider and wider margins. " He predicts, "smokers might perform adequately at many jobs until they got complicated. A smoking airline pilot could fly adequately if no problems arose, but if something went wrong, smoking might damage his mental eapaeity.\ We can infer from the last paragraph that______.
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Psychologist George Spilich and colleagues at Washington College in Chestertown, Maryland, decided to find out whether, as many smokers say, smoking helps them to "think and concentrate". Spilich put young non-smokers, active smokers and smokers deprived (被剥夺) of cigarettes through a series of tests. In the first test, each subject (试验对象) sat before a computer screen and pressed a key as soon as he or she reeognized a target letter among a grouping of 96. In this simple test, smokers, deprived smokers and nonsmokers performed equally well. The next test was more complex, requiring all to scan sequences of 20 identical letters and respond the instant one of the letters transformed into a different one. Non-smokers were faster, but under the stimulation of nicotine (尼古丁), active smokers were faster than deprived smokers. In the third test of short-term memory, non-smokers made the fewest errors, but deprived smokers committed fewer errors than active smokers. The fourth test required people to read a passage, then answer questions about it. Non-smokers remembered 19 percent more of the most important information than active smokers, and deprived smokers bested those who had smoked a cigarette just before testing. Active smokers tended not only to have poorer memories but also had trouble separating important information from insignificant details. "As our tests became more complex," sums up Spilieh, "non-smokers performed better than smokers by wider and wider margins. " He predicts, "smokers might perform adequately at many jobs until they got complicated. A smoking airline pilot could fly adequately if no problems arose, but if something went wrong, smoking might damage his mental eapaeity.\ The way of research in this passage is______.
Comparisons were drawn between the development of television in the 20th century and the diffusion of printing in the 15th and 16th centuries. Yet much had happened (61) As was discussed before, it was not (62) the 19th century that the newspaper became the dominant pre-electronic (63) , following in the wake of the pamphlet and the book and in the (64) of the periodical. It was during the same time that the communications revolution (65) up, beginning with transport, the railway, and leading (66) through the telegraph, the telephone, radio, and motion pictures (67) the 20th-century world of the motor car and the air plane. Not everyone sees that process in (68) . It is important to do so. It is generally recognized, (69) , that the introduction of the computer in the early 20th century, (70) by the invention of the integrated circuit during the 1960s, radically changed the process, (71) its impact on the media was not immediately (72) . As time went by, computers became smaller and more powerful, and they became "personal" too, as well as (73) , with display becoming sharper and storage (74) increasing. They were thought of, like people, (75) generations, with the distance between generations much smaller. It was within the computer age that the term "information society" began to be widely used to describe the context within which we now live.
There is no denying that students should learn something about how computers work, just as we expect them at least to understand that the internal combustion engine (内燃机) has something to do with burning fuel, expanding gases and pistons (活塞) being driven. For people should have some basic idea of how the things that they use do what they do. Further, students might be helped by a course that considers the computer’s impact on society. But that is not what is meant by computer literacy. For computer literacy is not a form of literacy (读写能力) ; it is a trade skill that should not be taught as a liberal art. Learning how to use a computer and learning how to program one are two distinct activities. A case might be made that the competent citizens of tomorrow should free themselves from their fear of computers. But this is quite different from saying that all ought to know how to program one. Leave that to people who have chosen programming as a career. While programming can be lots of fun, and while our society needs some people who are experts at it, the same is true of auto repair and violin-making. Learning how to use a computer is not that difficult, and it gets easier all the time as programs become more "user-friendly". Let us assume that in the future everyone is going to have to know how to use a computer to be a competent citizen. What does the phrase "learning to use a computer" mean It sounds like "learning to drive a car", that is, it sounds as if there is some set of definite skills that, once acquired, enable one to use a computer. In fact, "learning to use a computer" is much more like "learning to play a game", but learning the rules of one game may not help you play a second game, whose rules may not be the same. There is no such a thing as teaching someone how to use a computer. One can only teach people to use this or that program and generally that is easily accomplished. Learning to use a computer is getting easier all the time because______.
The way people hold to the belief that a fun-filled, painfree life equals happiness actually reduces their chances of ever attaining real happiness. If fun and pleasure are equal to happiness then pain must be equal to unhappiness. But in fact, the opposite is true: more often than not things that lead to happiness involve some pain. As a result, many people avoid the very attempts that are the source of true happiness. They fear the pain inevitably brought by such things as marriage, raising children, professional achievement, religious commitment (承担的义务), self-improvement. Ask a bachelor (单身汉) why he resists marriage even though he finds dating to be less and less satisfying. If he is honest he will tell you that he is afraid of making a commitment. For commitment is in fact quite painful. The single life is filled with fun, adventure, excitement. Marriage has such moments, but they are not its most distinguishing features. Couples with infant children are lucky to get a whole night’s sleep or a three-day vacation. I don’t know any parent who would choose the word fun to describe raising children. But couples who decide not to have children never know the joys of watching a child grow up or of playing with a grandchild. Understanding and accepting that true happiness has nothing to do with fun is one of the most liberating realizations. It liberates time: now we can devote more hours to activities that can genuinely increase our happiness. It liberates money: buying that new car or those fancy clothes that will do nothing to increase our happiness now seems pointless. And it liberates us from envy: we now understand that all those who are always having so much fun actually may not be happy at all. According to the author’s opinion,______.
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