2017年3月份GMAT阅读机经（一）.

　　1 大脑

　　V1 from kuaikaoshile

　　第一段：说人的大脑有个什么snopia不确定这个词，第二句是 medulur? memory basis 来说明这个功能。

　　第二段：说大脑不止有这个工鞥，还可以blabla，第二段最后再肯定一下。

　　有主旨题;还有一个让说modular memory basis 的作用是什么;还有一个是说作者说的大脑的作用 和什么情况类似， 我选的： 一个杂乱的仓库变成了一个办公室，不知道对不对

　　V2 by 洛洛洛洛

　　讲大脑的，和机经里的貌似不一样 有说到手臂啊肩膀啊 还提到视力啊什么的，已经模糊了.

　　V3 by rednight88

　　讲大脑的，但是说什么记不太清了囧，好像有说到什么训练大脑，之前控制某个部分的脑组织经过训练也可以控制其他部分。。。大概，好像是说了原本控制肩膀的部分经过训练也能控制手了，这篇文章里有道题是类比的

　　V4 by mochii

　　s的单词是synapses. (The actual figuresvary greatly, depending on the local neuroanatomy.) The brain&aposs network of neurons forms a massively parallel information processing system.

　　第一段: s的单词: synapses. 最后一句话的单词是: process information. modular memory basis被highlight了, 出题问了它出现在文中的作用是什么?

　　第二段: 对brain process information的过程进行了学术性的描写. 说了cortex之类的东西.

　　第三段就是举例说明了. 就是说brain的function从原本我们认为的perform one function变成了can perform different tasks at the same time.反正原则就是: 单一性变成了多元化, 内部联系紧密的这么一个感觉.

　　第三段的这里出了那个JJ里面的模拟题: 作者文章中的一个example类似下面的哪个选项?

　　选项有: college students move into a new apartment building; an old street became a new street. a messy storage room became an office. tourists go visit a museum. 还有一个不记得了.

　　V5 by alexl39(750 V40)

　　说大脑就是adulthood也能改变功能，第二段第三段具体说这个事，文章第三段有一句话，说大脑能怎么怎么样不仅是在外界刺激，也可以人为故意的(考点!把人为有目的的这个词组重新改写了)貌似狗狗上有。有一题问文章最support哪个选项?我选的是Ordinarily，有个有某功能的大脑部分是不能干另外一件事情的。(因为一般要经过训练或者怎么的)

　　V6 by gaohuiwy(700)

　　说大脑功能的，说成年人的大脑可以啥啥。。3段不是本月寂静第一篇

　　有一个sy开头的单词 还有个neuroplastic...没记全，感觉很像塑料。。

　　第二段说了大脑的缺陷可以弥补。大脑可以remapping，比如大脑的某一部分本来是用来干嘛的，经过training以后，这部分可以用来控制右手

　　第三段有说很多例子表明人在成年以后也可以通过后天努力(fort)改变大脑功能。。。这句话有一题，问的是以下哪个选项在文章中有evidence支持(大概是这个意思)

　　V7by jadeyang(710 V37)

　　第一段说的是大脑的某块区域，不是s。

　　第二段说到这个区域功能beyond什么什么(我觉得是传统功能)。控制可以从肘elbow(悔不背单词，这词我刚查的)到右手控制，从对外界刺激到什么(哎，什么和什么嘛)(有题就我选了那个什么不是很容易被感受刺激的)

　　第三段说，这个区域不仅仅对外界刺激反应，对mental影响也有反应。(有题我就选到这个选项，选项有个关键词internal刺激。)

　　V8 by zebracxy(730 V38)

　　有类比题，我选的是new tenant move to apartment

　　V9 by linmeimei(590 V20)

　　其中大脑后面的几个版本比较可信,主要是讲成年以后,大脑还是可以改变一些机能的.

　　注：尽管V6的作者说其遇到的关于大脑功能的阅读不是本月寂静第一篇，但与之前的5个版本比较后，个人感觉是同一篇，暂归为一篇。

　　2 Quaker学校女学生影响婚姻[附GWD原文原题]

　　V1 from chihhsin7337

　　阅读有一题 pp还是gwd的

　　讲QUAKER学校女学生影响婚姻的看法

　　3题，题目都是一样

　　附GWD原题[已确认]

　　In her account of unmarried women’s experiences in colonial Philadelphia, Wulf argues that educated young women, particularly Quakers, engaged in resistance to patriarchal marriage by exchanging poetry critical of marriage, copying verse into their commonplace books. Wulf suggests that this critique circulated beyond the daughters of the Quaker elite and middle class, whose commonplace books she mines, proposing that Quaker schools brought it to many poor female students of diverse backgrounds.

　　Here Wulf probably overstates Quaker schools’ impact. At least three years’ study would be necessary to achieve the literacy competence necessary to grapple with the material she analyzes. In 1765, the year Wulf uses to demonstrate the diversity of Philadelphia’s Quaker schools, 128 students enrolled in these schools. Rining Wulf’s numbers by the information she provides on religious affiliation, gender, and length of study, it appears that only about 17 poor non-Quaker girls were educated in Philadelphia’s Quaker schools for three years or longer. While Wulf is correct that a critique of patriarchal marriage circulated broadly, Quaker schools probably cannot be credited with instilling these ideas in the lower classes. Popular literary satires on marriage had already landed on fertile ground in a multiethnic population that embodied a wide range of marital belis and practices. These ethnic- and class-based traditions themselves challenged the legitimacy of patriarchal marriage.

　　Q15: The primary purpose of the passage is to

　　A. argue against one aspect of Wulf’s account of how ideas critical of marriage were disseminated among young women in colonial Philadelphia

　　B. discuss Wulf’s interpretation of the significance for educated young women in colonial Philadelphia of the poetry they copied into their commonplace books

　　C. counter Wulf’s assertions about the impact of the multiethnic character of colonial Philadelphia’s population on the prevalent views about marriage

　　D. present data to undermine Wulf’s assessment of the diversity of the student body in Quaker schools in colonial Philadelphia

　　E. challenge Wulf’s conclusion that a critique of marriage was prevalent among young women of all social classes in colonial Philadelphia

　　Q16: According to the passage, which of the following was true of attitudes toward marriage in colonial Philadelphia?

　　A. Exemplars of a critique of marriage could be found in various literary forms, but they did not impact public attitudes except among educated young women.

　　B. The diversity of the student body in the Quaker schools meant that attitudes toward marriage were more disparate there than elsewhere in Philadelphia society.

　　C. Although critical attitudes toward marriage were widespread, Quaker schools’ influence in disseminating these attitudes was limited.

　　D. Criticisms of marriage in colonial Philadelphia were directed at only certain limited aspects of patriarchal marriage.

　　E. The influence of the wide range of marital belis and practices present in Philadelphia’s multiethnic population can be detected in the poetry that educated young women copied in their commonplace books.

　　Q17: The author of the passage implies which of the following about the poetry mentioned in the first paragraph?

　　A. Wulf exaggerates the degree to which young women from an elite background regarded the poetry as providing a critique of marriage.

　　B. The circulation of the poetry was confined to young Quaker women.

　　C. Young women copied the poetry into their commonplace books because they interpreted it as providing a desirable model of unmarried life.

　　D. The poetry’s capacity to influence popular attitudes was restricted by the degree of literacy necessary to comprehend it.

　　E. The poetry celebrated marital belis and practices that were in opposition to patriarchal marriage.

　　Q18:Which of the following, if true, would most seriously undermine the author’s basis for saying that Wulf overstates Quaker schools’ impact (lines 17-18)?

　　A. The information that Wulf herself provided on religious affiliation and gender of students is in fact accurate.

　　B. Most poor, non-Quaker students enrolled in Quaker schools had completed one or two years’ formal or informal schooling bore enrolling.

　　C. Not all of the young women whose commonplace books contained copies of poetry critical of marriage were Quakers.

　　D. The poetry featured in young women’s commonplace books frequently included allusions that were unlikely to be accessible to someone with only three years’ study in school.

　　E. In 1765 an unusually large proportion of the Quaker schools’ student body consisted of poor girls from non-Quaker backgrounds.