Learning disabilities are very common. They affect perhaps 10 percent of all children. Four times as many boys as girls have learning disabilities.

Since about 1970，new research has helped brain scientists understand these problems better.Scientists now know there are many different kinds of learning disabilities and that they are causedby many different things. There is no longer any question that all learning disabilities result from

differences in the way the brain is organized.

You cannot look at a child and tell if he or she has a learning disability. There is no outward sign of the disorder. So some researchers began looking at the brain itself to learn what might be wrong.

In one study，researchers examined the brain of a learning-disabled person，who had diedin an accident. They found two unusual things. One involved cells in the left side of the brain，which control language. These cells normally are white. In the learning-disabled person，however，these cells were gray. The researchers also found that many of the nerve cells werenot in a line the way they should have been. The nerve cells were mixed together.

The study was carried out under the guidance of Norman Geschwind，an early expert onlearning disabilities. Doctor Geschwind proposed that learning disabilities resulted mainly from problems in the left side of the brain. He believed this side of the brain failed to develop normally. Probably，he said，nerve cells there did not connect as they should. So the brain was like an electrical device in which the wires were crossed.

Other researchers did not examine brain tissue. Instead，they measured the brain’s electrical activity and made a map of the electrical signals.Frank Duffy experimented with this technique at Children’s Hospital Medical Center in Boston. Doctor Duffy found large differences in the brain activity of normal children and those with reading problems. The differences appeared throughout the brain. Doctor Duffysaid his research is evidence that reading disabilities involve damage to a wide area of the brain，not just the left side.

1. Scientists found that the brain cells of a learning-disabled person differ from those of a normal person in .

A. structure and function B. color and function

C. size and arrangement D. color and arrangement

2. Which of the following is NOT mentioned in the passage?

A. Learning disabilities may result from the unknown area of the brain.

B. Learning disabilities may result from damage to a wide area of the brain.

C. Learning disabilities may result from abnormal organization of brain cells.

D. Learning disabilities may result from problems in the left side of the brain.

3. All of the following statements are true EXCEPT that .

A. many factors account for learning disorder

B. a learning-disabled person shows no outward signs

C. reading disabilities are a common problem that affects 10 percent of the population

D. the brain activity of learning-disabled children is different fromthat of normal children

4. Doctor Duffy believed that .

A. he found the exact cause of learning disabilities

B. the problem of learning disabilities was not limited to the left side of the brain

C. the problem of learning disabilities resulted from the left side of the brain

D. the problem of learning disabilities did not lie in the left side of the brain

5. According to the passage we can conclude that further researches should bemade .

A. to investigate possible influences on brain development and organization

B. to study how children learn to read and write，and use numbers

C. to help learning-disabled children to develop their intelligence

D. to explore how the left side of the brain functions in language learning

答案解析：

1. 【正確答案】D

【考點(diǎn)類型】細(xì)節(jié)判斷

【解析過(guò)程】科學(xué)家們發(fā)現(xiàn)，沒有學(xué)習(xí)能力的人的大腦細(xì)胞和一個(gè)正常人的大腦細(xì)胞的不同在于

A. 結(jié)構(gòu)和功能 B. 顏色和功能 C. 大小排序 D. 顏色和排序

線索1：文章的第3段提到“These cells normally are white. In the learning-disabled person，however，these cells were gray.”

線索2：文章的第3段提到“The researchers also found that many of the nerve cells were not in a line the way they should have been. The nerve cells were mixed together.”

通過(guò)線索1和線索2的理解，我們可以判斷正確答案應(yīng)該是選項(xiàng)D.

2. 【正確答案】A

【考點(diǎn)類型】細(xì)節(jié)判斷

【解析過(guò)程】下面哪句話是文章沒有提到的?

A. 無(wú)學(xué)習(xí)能力可能是由于大腦不被人認(rèn)知的部位造成的。

B. 無(wú)學(xué)習(xí)能力可能是由于大腦許多部位受到傷害造成的。

C. 無(wú)學(xué)習(xí)能力可能是由于腦細(xì)胞的不正常組織造成的。

D. 無(wú)學(xué)習(xí)能力可能是由于大腦左側(cè)的問(wèn)題。

線索1：文章的第7段提到“that reading disabilities involve damage to a wide area of the brain，not just the left side.”表明B在原文中明確提到。

線索2：文章的第3段提到“... nerve cells were mixed together.”表明選項(xiàng)C在文章中出現(xiàn)。

線索3：文章的第5段提到“Doctor Geschwind proposed that learning disabilities resulted mainly from problems in the left side of the brain.”表明選項(xiàng)D在原文中明確提到。

只有選項(xiàng)A在原文中沒有提到。

3. 【正確答案】C

【考點(diǎn)類型】細(xì)節(jié)排除

【解析過(guò)程】下面哪句是不正確的?

A. 許多因素導(dǎo)致了無(wú)學(xué)習(xí)能力。

B. 一個(gè)沒有學(xué)習(xí)能力的人不會(huì)向外展示信號(hào)。

C. 無(wú)學(xué)習(xí)能力是一個(gè)常見的問(wèn)題，影響全部人口的10%。

D. 沒有學(xué)習(xí)能力的孩子大腦的活動(dòng)和正常孩子的大腦活動(dòng)不同。

線索：文章的第1段提到“They affect perhaps 10 percent of all children.”很清楚是占據(jù)了所有孩子的10%，所以選項(xiàng)C是錯(cuò)誤答案。A選項(xiàng)在原文的第2段“...and that they are caused by many different things.”明確提到。B選項(xiàng)在原文第3段“There is no outward sign of the disorder.”明確提到。D選項(xiàng)在原文第4段“They found two unusual things...”明確提到。

4. 【正確答案】B

【考點(diǎn)類型】細(xì)節(jié)判斷

【解析過(guò)程】達(dá)菲醫(yī)生認(rèn)為：

A. 他發(fā)現(xiàn)了無(wú)學(xué)習(xí)能力的確切原因

B. 無(wú)學(xué)習(xí)能力的問(wèn)題并不僅僅限于大腦的左側(cè)

C. 無(wú)學(xué)習(xí)能力的問(wèn)題來(lái)自于大腦的左側(cè)

D. 無(wú)學(xué)習(xí)能力的問(wèn)題不位于大腦的左側(cè)

線索：文章的最后一段提到“Doctor Duffy said his research is evidence that reading disabilities involve damage to a wide area of the brain，not just the left side.”表明選項(xiàng)B是正確答案。選項(xiàng)C在文章中第4段提到了，但不是達(dá)菲說(shuō)的。

5. 【正確答案】A

【考點(diǎn)類型】細(xì)節(jié)判斷

【解析過(guò)程】根據(jù)文章，我們可以得出結(jié)論：進(jìn)一步的研究將應(yīng)該

A. 調(diào)查可能影響大腦發(fā)展和組織的因素

B. 去研究孩子們是如何學(xué)習(xí)讀書和習(xí)字，并且使用數(shù)字

C. 幫助無(wú)學(xué)習(xí)能力的孩子發(fā)展他們的智力

D. 去探索大腦的左半部分在語(yǔ)言學(xué)習(xí)時(shí)發(fā)揮的功能

編輯推薦：

2015年工程碩士（GCT）考試報(bào)考指南

2015工程碩士（GCT）邏輯考試模擬試題

（責(zé)任編輯：lqh）

共2頁(yè),當(dāng)前第1頁(yè)  第一頁(yè)  前一頁(yè)  下一頁(yè)