這樣看來(lái)，可以確定排除的選項(xiàng)是C和D，而A提到的記憶力與第二個(gè)實(shí)驗(yàn)的關(guān)系比較大，很有可能是迷惑選項(xiàng)，這樣最好是選擇B。(C)

　　34. In the experiment described in Paragraph 3, the video-watchers experienced a downturn in the antibody because ________.

　　A) the video was not enjoyable at all

　　B) the outcome was beyond their control

　　C) they knew little about surgical procedures

　　D) they felt no pressure while watching the video(B)

　　題目問(wèn)在第三段所描述的實(shí)驗(yàn)中，觀看視頻的人經(jīng)歷了抗體的減少，原因是什么。

　　文章第三段提到阿姆斯特丹的這所研究中心進(jìn)行了一項(xiàng)研究，研究分為兩組(two stressful experiences)，不過(guò)文中只描述了其中觀看視頻的一組，另一組的具體情形沒(méi)有描述。而從全段來(lái)看，這缺失的一組對(duì)本題的回答是有幫助的。因此，可以猜測(cè)這里在排版時(shí)很可能又漏掉了一些內(nèi)容。另外，對(duì)第一組實(shí)驗(yàn)的描述也存在問(wèn)題。In the first, a timed task that required memorizing a list followed by a short test, subjects through a gory video on surgical procedures，分析這個(gè)句子可知它沒(méi)有謂語(yǔ)，可以把a(bǔ) timed task看作是主語(yǔ)，that required memorizing a list是主語(yǔ)的定語(yǔ)從句。而followed by a short test是個(gè)省略了which的定語(yǔ)從句(which was followed by a short test)，所以follow不是謂語(yǔ)。對(duì)follow不是謂語(yǔ)的判斷源于by這個(gè)詞，既然有by，就表示followed是被動(dòng)語(yǔ)態(tài)，那么一定要接在was后面，但這里was省略了，可以就此判斷這是個(gè)定語(yǔ)從句。這樣的話，前半句沒(méi)有出現(xiàn)謂語(yǔ)，那么后半句呢?后半句中沒(méi)有一個(gè)動(dòng)詞，所以根本不可能存在謂語(yǔ);subject可以作為動(dòng)詞使用，表示“隸屬于”，但文章使用的過(guò)去時(shí)態(tài)，subjects是一般現(xiàn)在時(shí)，不符合語(yǔ)法，所以subject不是動(dòng)詞。

　　這樣只能認(rèn)為這又是一個(gè)錯(cuò)句。如此多的錯(cuò)誤出現(xiàn)在關(guān)鍵部位，文章的理解尚成問(wèn)題，也就談不上正確回答問(wèn)題了。

　　A，因?yàn)橐曨l一點(diǎn)也不好看。

　　B，這一結(jié)果是他們無(wú)法控制的。

　　C，他們對(duì)外科手術(shù)過(guò)程知之甚少。

　　D，觀看視頻時(shí)他們感覺(jué)不到壓力。

　　35. Dr. Bruce McEwen of Rockefeller University believes that ________.

　　A) a person’s memory is determined by the level of hormones in his body

　　B) stress hormones have lasting positive effects on the brain

　　C) short bursts of stress hormones enhance memory function

　　D) a person’s memory improves with continued experience of stress

　　題目問(wèn)Bruce McEwen醫(yī)生認(rèn)為什么。

　　可以看出本題考查的是對(duì)最后兩小段的理解。這兩段不難理解，其核心意思是短期壓力對(duì)人有益，長(zhǎng)期壓力對(duì)人無(wú)益。

　　A， 人的記憶力是被身體里的荷爾蒙水平?jīng)Q定的。根據(jù)文意，荷爾蒙對(duì)人的記憶力產(chǎn)生了一定影響，但稱其“決定”了記憶力水平就太夸張了。

　　B， 壓力荷爾蒙對(duì)大腦有持續(xù)的積極影響。文中談到長(zhǎng)期的壓力荷爾蒙對(duì)人有害(Sustained stress is not good for you)，與本選項(xiàng)正好相反。

　　C，壓力荷爾蒙的短期爆發(fā)會(huì)加強(qiáng)記憶功能。In short bursts these hormones have a positive effect, including improved memory function，這一句與C的說(shuō)法完全一致。

　　D， 隨著人不斷感受到壓力，人的記憶力也隨之改善。continued experience of stress可以理解為長(zhǎng)期的壓力，而根據(jù)文意，這種壓力對(duì)人體是有害的。

　　C的說(shuō)法正確。

　　Passage Four

　　Questions 36 to 40 are based on the following passage.

　　If you want to teach your children how to say sorry, you must be good at saying it yourself, especially to your own children. But how you say it can be quite tricky.

　　If you say to your children “I’m sorry I got angry with you, but ...” what follows that “but” can render the apology ineffective: “I had a bad day” or “your noise was giving me a headache” leaves the person who has been injured feeling that he should be apologizing for his bad behavior in expecting an apology.

　　Another method by which people appear to apologize without actually doing so is to say “I’m sorry you’re upset”; this suggests that you are somehow at fault for allowing yourself to get upset by what the other person has done.