“If they know they're working for a reward and can focus on a relatively challenging task, they show the most creativity,” says Robert Esenberger of the University of Delaware in Newark. “But it's easy to kill creativity by giving rewards for poor performance or creating too much anticipation for rewards.”

　　A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Esenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and restore falling grades.

　　In earlier grades, the use of so-called token economics, in which students handle challenging problems and receive performance-based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims.

　　1. Psychologists are divided with regard to their attitudes toward ____.

　　A) the choice between spiritual encouragement and monetary rewards

　　B) the appropriate amount of external rewards

　　C) the study of relationship between actions and

　　D) the effects of external rewards on students' performance

　　2. What is the view held by many educators concerning external rewards for students?

　　A) They approve of external rewards.

　　B) They don't think external rewards.

　　C) They have doubts about external rewards.

　　D) They believe external rewards can motivate small children, but not college students.

　　3. According to the result of the study mentioned in the passage, what should educators do to stimulate motivation and creativity?

　　A) Give rewards for performances which deserve them.

　　B) Always promise rewards.

　　C) Assign tasks which are not very challenging.

　　D) Be more lenient to students when mistakes are made.

　　4. It can be inferred from the passage that major universities are trying to tighten their grading standards because they believe ____.

　　A) rewarding poor performance may kill the creativity of students’

　　B) punishment is more effective than rewarding

　　C) failing uninspired students helps improve their overall academic standards

　　D) discouraging the students anticipation for easy rewards is matter of urgency

　　5.Which of the following facts about “token economics” is not correct?

　　A) Students are assigned challenging tasks.

　　B) Rewards are given for good performances.

　　C) Students are evaluated according to the effort they put into the task.

　　D) With token economics, students’ creativity can be enhanced.

　　答案與解析：

　　1. D

　　心理學(xué)家認(rèn)為外界的獎(jiǎng)勵(lì)對(duì)學(xué)生會(huì)有不同的影響。事實(shí)辨析題。根據(jù)文章第一句話“Psychologists take opposing views of how external re wards, from warm praise to old cash, affect motivation and creativity”可知，心理學(xué)家的分歧在于來(lái)自外界的獎(jiǎng)勵(lì)對(duì)學(xué)生的積極性和創(chuàng)造性究竟有什么影響，故選項(xiàng)D正確.

　　2. C

　　許多教育家對(duì)外界的獎(jiǎng)勵(lì)持懷疑態(tài)度。

　　文章第二段第一句話提到，后一種觀點(diǎn)得到了許多教育工作者的支持，從第一段中可知，后一種觀點(diǎn)是：獎(jiǎng)勵(lì)會(huì)促使學(xué)生對(duì)別人的贊許和饋贈(zèng)產(chǎn)生依賴心理，因此獎(jiǎng)勵(lì)會(huì)破壞創(chuàng)造精神。由此可知，他們對(duì)獎(jiǎng)勵(lì)的正面作用持懷疑態(tài)度。故選項(xiàng)C正確。

　　3. A

　　根據(jù)文中的研究結(jié)果表明，教育家通過(guò)給予學(xué)生應(yīng)得的獎(jiǎng)勵(lì)來(lái)提高他們的積極性和創(chuàng)造性。文章第三段指出，給予學(xué)生恰當(dāng)?shù)莫?jiǎng)勵(lì)，可使他們發(fā)揮更大的創(chuàng)造性，但如果對(duì)糟糕的表現(xiàn)也給予獎(jiǎng)勵(lì)，或讓學(xué)生對(duì)獎(jiǎng)勵(lì)有太多的期許，反而會(huì)扼殺創(chuàng)造性。故選項(xiàng)A正確。

　　4. B

　　從文中可以得知，一些重點(diǎn)大學(xué)試圖加強(qiáng)等級(jí)標(biāo)準(zhǔn)，因?yàn)樗麄兿嘈艖土P比獎(jiǎng)勵(lì)更有效。事實(shí)辨析題。從文中第四段可知，許多大學(xué)之所以嚴(yán)格考試的評(píng)分標(biāo)準(zhǔn)，是因?yàn)?ldquo;A teacher ... who hands out high grades for ordinary achievement ends up with uninspired students”。選項(xiàng)B 與此意相同。

　　5. C

　　根據(jù)學(xué)生的表現(xiàn)對(duì)他們作出評(píng)價(jià)。事實(shí)辨析題。根據(jù)最后一段的意思，在這種獎(jiǎng)勵(lì)制度下，要根據(jù)學(xué)生的表現(xiàn)對(duì)他們做出評(píng)價(jià)，而不僅僅是他們花費(fèi)了多少精力來(lái)完成任務(wù)，故選項(xiàng)C正確。