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A person may have a false idea about himself that will stop him from doing good work．
He may have the belief that he is unable to do it．A child may think he is  36  because he doesn’t understand how to make  37  use of his mental gifts．Old people may have a false idea that they are unable to learn things new because of their  38 ．
A person who believes that he is stupid will not make a real  39  because he feels that it would be useless．He won’t go at a job with confidence necessary for  40 ．Besides, he won’t work his hardest way, even though he may think he is doing so． 41 , he is likely to fail, and the failure will  42  his belief in his incompetence（無(wú)能） in turn．
Alfred Alder, a famous doctor, had  43  like this．When he was a small boy, he had a poor 44  in maths．His teacher told his parents he had no ability in maths in order that they would not  45  too much of him．In this way, his teacher and parents  46  the idea．He  47  their false judgment of his ability, feeling that it was useless to  48 ．Then, he was very poor at maths,  49  as they expected．
But one day everything changed．He worked out a problem which  50  of the other students had been able to solve．He  51  in solving the problem which gave him confidence （信心）．Soon he became especially good at  52 ．
Alder now  53  with interest, determination and purpose．He not only proved that he could learn maths well, but luckily he learned it  54 , not too late．From his own experience, we can tell that if a person goes at a job with determination and purpose, he may  55  himself as well as others by his ability．

In a time of low academic achievement by children in the United States，many Americans are turning to Japan，a country of high academic achievement and economic success，for possible answers.However，the answers provided by Japanese preschools are not the ones Americans expected to find.In most Japanese preschools，surprisingly little stress is put on academic instruction.In one investigation(調(diào)查)，300 Japanese and 210 American preschool teachers，child development specialists，and parents were asked about various aspects of early childhood education.Only 2 percent of the Japanese respondents(答問(wèn)卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools.On the contrary，over half the American respondents chose this as one of their top three choices.To prepare children for successful careers in first grade and beyond，Japanese schools do not teach reading，writing，and mathematics，but rather skills such as persistence(毅力)，concentration，and the ability to function as a member of a group.The vast majority of young Japanese children are taught to read at home by their parents.

In the recent comparison of Japanese and American preschool education，91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools.Sixty­two percent of the more individually oriented(強(qiáng)調(diào)個(gè)性發(fā)展的) Americans listed group experience as one of their top three choices.A stress on the importance of the group seen in Japanese early childhood education continues into primary school education.

Like in America，there is diversity(多樣性) in Japanese early childhood education.Some Japanese kindergartens have clear aims，such as early musical training or potential development.In large cities，some kindergartens are attached to universities that have primary and middle schools.Some Japanese parents believe that if their young children attend a university­based program，it will increase the children's chances of eventually being admitted to top­rated schools and universities.Several more progressive programs have introduced free play as a way out for the heavy intellectualizing(智力化) in some Japanese kindergartens.

22．We learn from the first paragraph that many Americans believe ________．

A．Japanese parents pay more attention to preschool education than American parents

B．Japan's economic success is the result of its scientific achievements

C．Japanese preschool education attaches greater importance to academic instruction

D．Japan's higher education is better than theirs

23．In Japan's preschool education，the focus is on ________．

A．preparing children academically

B．developing children's interests in music

C．discovering children's potential

D．shaping children's character

24．Free play has been introduced in some Japanese kindergartens in order to ________．

A．lighten children's study load

B．encourage children's creativity

C．broaden children's views

D．enrich children's knowledge

25．Why do some Japanese parents send their children to university­based kindergartens?

A．They can have no problems in their future studies.

B．They can have clear aims in life.

C．They can succeed in developing in every way.

D．They can have better chances of getting a first­rate education.

In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答問(wèn)卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence(堅(jiān)持不懈), concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.

　　In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (強(qiáng)調(diào)個(gè)性發(fā)展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.

　　Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing（知識(shí)化） in some Japanese kindergartens.

1.We learn from the first paragraph that many Americans believe ________.

　  A．Japanese parents are more involved in preschool education than American parents

　　B．Japan’s economic success is a result of its scientific achievements

　　C．Japanese preschool education emphasizes academic instruction

　　D．Japan’s higher education is superior to theirs

2.Most Americans surveyed believe that preschools should also attach importance to ________.

　　A．problem solving

　　B．group experience

　　C．parental guidance

　　D．individually-oriented development

3.Free play has been introduced in some Japanese kindergartens in order to        .

    A．broaden children’s horizons

    B．encourage children’s creativity

    C．lighten children’s study load

    D．increase children’s knowledge

4.Why do some Japanese parents send their children to university – based kindergartens?

    A．They can do better in their future studies.

    B．They can accumulate more group experience there.

    C．They can be individually – oriented when they grow up.

    D．They can have better chances of getting a first – rate education.

    The brain blood flow studies show that reciting the days of the week and months of the year increases blood flow in appreciate areas, whereas problem solving which demands intense concentration of a reasoning type produces much larger changes in the distribution of blood in the brain.

    Between these basic studies of brain function and real life situations there is still a considerable gap, but reasonable deduction seems possible to try and understand what happens to the brain. Life consists of a series of events which may be related to work or to our so-called leisure time. Work may be relatively automatic—as with typing, for instance. It requires intense concentration and repetition during the learning phase to establish a pattern in the brain. Then the typist's fingers automatically move to hit the appropriate keys as she reads the words on the copy.

    However, when she gets tired she makes mistakes much more frequently. To overcome this she has to raise her level of arousal and concentration but beyond a certain point the automaticity is lost and thinking about hitting the keys leads to more mistakes.

    Other jobs involve intense concentration such as holding bottles of wine up to a strong light and turning them upside down to look for particles of dirt falling down. This sounds quite easy but experience teaches that workers can do this for only about thirty minutes before they start making a mistake. This is partly because the number of occasions with dirt in the bottle is low and the arousal level, therefore, falls. Scientists have shown that devices to raise arousal level will increase the accuracy of looking for relatively rare events. A recent study of the effect of loss of sleep in young doctors showed that in tests involving a challenge to their medical judgment when short of sleep they raised their arousal level and became better at tests of grammatical reasoning as well.

　　  1. Problem solving——according to the brain blood flow studies.

　　　　   A. is based on the ability to recite the time

　　　　   B. causes changes in the distribution of blood in the brain

　　　　   C. increases blood flow in some areas of the brain

　　　　   D. demands intense concentration of blood in certain areas

　　  2. The writer suggests that——.

　　　　    A. the difference between the laboratory studies and real-life situations will be reduced

　　　　    B. the gap between the laboratory studies and real-life situations is too large to fill up

　　　　    C. the gap between the laboratory studies and real-life situations can be closed by proper reasoning

　　　　    D. the results obtained in the laboratory exactly reflects the real-life situations

　　  3. Why does say the examining bottles of wine is a hard work?

　　　　    A. Because it requires high level of automaticity.

　　　　    B. Because the bottles must be held upside down.

　　　　    C. Because it is difficult to see the particles of dirt.

　　　　    D. Because most bottles are all fight.

　　  4. A key factor is the ability to reason in——according to the passage.

　　　　    A. the amount of sleep the subject has had

　　　　    B. the extent to which the subject has been taught to reason

　　　　    C. the subject's knowledge of grammar

　　　　    D. the level of arousal of the subject