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An Ohio State University study has linked behavior in young children with the type of job their mother has. Mothers with complex occupations that are self-directed and require working with other people tended to have offspring with relatively low levels of behavior problems. The opposite held true when the jobs were routine, closely supervised, and dealt with things, rather than people."A job that challenges and interests a mother and gives her an opportunity to exercise judgment and solve problems clearly has positive consequences for her children’s behavior," indicates associate professor of sociology Elizabeth Menaghan. Occupations with more positive conditions include management, sales, and teaching positions. Jobs that may be related to increased child behavior problems include book-keeping, food service, and assembly line positions.Women who are supervised closely at work and made to follow strict orders may be more likely to use this same style in raising their kids. They may emphasize obedience to parental authority and the potential for physical punishment. "We believe that the choice of such a parenting style may increase the frequency of behavior problems in children." On the other hand, mothers whose jobs are less controlled by supervisors and who must work closely with other people probably rely less on physical punishment, instead encouraging children to think about consequences of their actions and take responsibility for their behavior. Such an approach encourages youngsters to follow parental demands even when they aren’t being supervised because they have accepted parental values as their own. Moreover, mothers whose jobs don’t involve constant supervision "develop problem-solving skills that they can bring to other parts of their life".The research also found that those who have more challenging and interesting jobs provide better home environments for their children. The mothers give their offspring more intellectual stimulation and emotional support, and this, in turn, is linked to fewer behavior problems. It can be inferred from the passage, if a mother works as book-keeper, she will have （） consequences for her children’s behavior.
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The (massive) architecture of the ancient Egyptians (was advanced) than (that of) the Sumerians (苏美尔人) and even surpassed that of (later) societies.（）
As they grow older, most people wonder how increasing age will affect intelligence. Can people in middle age and beyond expect to think as effectively and to solve problems as efficiently as they have in the pastOne of the difficulties in comparing the intellectual functioning of people at different ages is the problem of cohort((具有相同特征的)一群人) effects. Different age groups in the population have experienced different historical events (wars, exposure to television, and so on) as well as changes in the general standard of living. Different scores that people of varying ages achieve on intelligence tests could be partly due to changes in diet, housing, or health care or, even more likely, to the amount and quality of education. Since the beginning of this century, there has been a trend for more people to go to school and to remain in school longer. Because it eliminates these cohort effects, a longevous (长寿的) study may be the best way to look at age-related changes in intellectual functioning.One of the few longevous studies of intellectual functioning is the Seattle Longevous Study, conducted by K. Warner Schaie and his associates. The original subjects, who ranged in age from 18 to 67, have now been tested 4 times over a 21 year period. These results have given a reasonably good picture of longitudinal(纵向的) change in cognitive abilities.The data show that there are only trivial changes in the kinds of abilities measured by intelligence tests before the age of 60, and no reliable decrease can be shown in these abilities before age 74. Although there is some decrease in measured ability in the late 60s and the 70s, it is not until age 81 that the average person falls below the middle range of performance for young adults.The data from the Seattle Longevous Study also suggest that there are very great individual differences in intellectual change throughout adulthood. Between the ages of 74 and 81, less than half the subjects showed any significant change. One important factor is health, especially the presence or absence of coronary(冠状) heart disease. Another is a high socioeconomic status, which is related not only to higher initial levels of functioning but to the maintenance of a higher level throughout life.A flexible life style in middle age, probably associated with a flexible personality style, also tends to predict high performance in old age. While some of these variables may have substantial hereditary (遗传的) elements, changes in environment and education could also be important in maintaining a higher level of functioning for many individuals. Comparing the intellectual functioning of different age groups of people is a tough job because of the changes in （）.
Directions:You will hear three pieces of recorded material. Before listening to each one, you will have time to read the questions related to it. While listening, answer each question by choosing A, B, C or D. After listening, you will have time to check your answers. You will hear each piece once only.Questions 11—13 are based on the passage about ice phrases. You now have 15 seconds to read Questions 11—13. When somebody told you that you will "cut no ice" with him, what did he mean
Mark Twain’s letter about the Statue of Liberty ______.
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