強(qiáng)化階段全真?？颊n時(shí)閱讀卷練習(xí)

Youshouldspendabout20minutesonReadingPassage11Questions1-READINGPASSAGEYoushouldspendabout20minutesonReadingPassage11Questions1-READINGPASSAGEJohnson'shadbeenconcernaboutthestateoftheEnglishlanguage.TherewasstandardwayofspeakingorwritingandnoagreementastothebestofbringingsomeordertothechaosofEnglishspelling.DrprovidedtheTherehad,ofcourse,beendictionariesinthepast,thefirstofbeingalittlebookofsome120pages,compiledbyacertainRobertpublishedin1604underthetitleATableAlphabeticall'ofhardtheseventeenthcentury,Cawdray'stendedtoconcentrateonwords;onefunctionofthedictionarywastoenableitsstudenttoanimpressionoffineBeyondthepracticalneedtomakeorderoutofchaos,therisedictionariesisassociatedwiththeriseoftheEnglishmiddleclass,wereanxioustodefineandcircumscribethevariousworldstowereanxioustodefineandcircumscribethevariousworldstolexicalaswellassocialandcommercial.Itishighlyappropriateasfamousinhisowntimeasinours,shouldhavepublishedhisattheverybeginningoftheheydayofthemiddleJohnsonwasapoetandcriticwhoraisedcommonsensetotheheightsthelateseventeenthandearlyeighteenthcenturieswaspractical.Upuntilhistime,thetaskofproducingadictionaryonalargescalehadseemedimpossiblewithouttheestablishmentofacademytomakedecisionsaboutrightandwrongusage.Johnsonhedidnotneedanacademytosettleargumentsaboutlanguage;hewriteadictionaryhimself;andhewoulddoitsingle-handed.atabreakfastheldattheGoldenAnchorInnnearHolbornBaron181764.Hewastobepaid￡1,575ininstalments,andfromthishetooktorent17GoughSquare,inwhichhesetuphis'dictionaryJamesBoswell,hisbiographer,describedthegarretwhereJohnsonas'fitteduplikeacountinghouse'withalongdeskrunningdownmiddleatwhichthecopyingclerkswouldworkstandingJohnsonhimselfwasstationedonaricketychairatan'oldJohnsonhimselfwasstationedonaricketychairatan'oldcrazytable'surroundedbyachaosofborrowedbooks.Hewasalsohelpedbyassistants,twoofwhomdiedwhilsttheDictionarywasstillTheworkwasimmense;fillingabouteightylargenotebooks(andalibrarytohand),Johnsonwrotethedefinitionsofover40,000andillustratedtheirmanymeaningswithsome114,000quotationsfromEnglishwritingoneverysubject,fromtheElizabethanstohistime.Hedidnotexpecttoachievecompleteoriginality.Workingtodeadline,hehadtodrawonthebestofallpreviousdictionaries,tomakehisworkoneofheroicsynthesis.Infact,itwasverymuchUnlikehispredecessors,JohnsontreatedEnglishverypractically,aslivinglanguage,withmanydifferentshadesofmeaning.HeadopteddefinitionsontheprincipleofEnglishcommonlaw-accordingtoaAftermanyvicissitudestheDictionarywasfinallypublishedon151775.ItwasinstantlyrecognisedasalandmarkthroughoutEurope.verynoblework,'wrotetheleadingItalianlexicographer,'willbeperpetualmonumentofFametotheAuthor,anHonourtohisowninparticular,andageneralBenefittotherepublicofLettersEurope.'ThefactthatJohnsonhadtakenontheAcademiesEurope.'ThefactthatJohnsonhadtakenontheAcademiesofEuropematchedthem(everyoneknewthatfortyFrenchacademicshadtakenyearstoproducethefirstFrenchnationaldictionary)wascauseforEnglishJohnsonhadworkedfornineyears,'withlittleassistanceoftheandwithoutanypatronageofthegreat;notinthesoftobscuritiesretirement,orundertheshelterofacademicbowers,butinconvenienceanddistraction,insicknessandinsorrow'.Forallfaultsandeccentricitieshistwo-volumeworkisamasterpieceandlandmarkinhisownwords,'settingtheorthography,displayinganalogy,regulatingthestructures,andascertainingtheofEnglishwords'.ItisthecornerstoneofStandardEnglish,achievementwhich,inJamesBoswell'swords,'conferredstabilityonlanguageofhisTheDictionary,togetherwithhisotherwriting,madeJohnsonfamoussowellesteemedthathisfriendswereabletoprevailuponKingⅢtoofferhimapension.Fromthenon,hewastobecometheJohnsonChooseTHREElettersA-Writeyouranswersinboxes1-3onyouranswerNBYouranswersmaybegiveninanyofthefollowingstatementsaretrueofJohnson's[A]Itavoidedallscholarly[B]ItwastheWriteyouranswersinboxes1-3onyouranswerNBYouranswersmaybegiveninanyofthefollowingstatementsaretrueofJohnson's[A]Itavoidedallscholarly[B]ItwastheonlyEnglishdictionaryingeneralusefor200ItwasfamousbecauseofthelargenumberofpeopleItfocusedmainlyonlanguagefromcontemporaryTherewasatimelimitforitsItignoredworkdonebypreviousdictionaryIttookintoaccountsubtletiesofHItsdefinitionswerefamousfortheirABCDEFGH2Questions4-READINGPASSAGEJohnson'shadbeenconcernaboutthestateoftheEnglishlanguage.TherewasstandardwayofspeakingorwritingandnoagreementastothebestofbringingsomeordertothechaosofEnglishspelling.DrprovidedtheTherehad,ofcourse,beendictionariesinthepast,thefirstTherehad,ofcourse,beendictionariesinthepast,thefirstofbeingalittlebookofsome120pages,compiledbyacertainRobertpublishedin1604underthetitleATableAlphabeticall'ofhardtheseventeenthcentury,Cawdray'stendedtoconcentrateonwords;onefunctionofthedictionarywastoenableitsstudenttoanimpressionoffineBeyondthepracticalneedtomakeorderoutofchaos,therisedictionariesisassociatedwiththeriseoftheEnglishmiddleclass,wereanxioustodefineandcircumscribethevariousworldstolexicalaswellassocialandcommercial.Itishighlyappropriateasfamousinhisowntimeasinours,shouldhavepublishedhisattheverybeginningoftheheydayofthemiddleJohnsonwasapoetandcriticwhoraisedcommonsensetotheheightsthelateseventeenthandearlyeighteenthcenturieswaspractical.Upuntilhistime,thetaskofproducingadictionaryonalargescalehadseemedimpossiblewithouttheestablishmentofacademytomakedecisionsaboutrightandwrongusage.Johnsonhedidnotneedanacademytosettleargumentsaboutlanguage;hewriteadictionaryhimself;andhewoulddoitsingle-handed.writeadictionaryhimself;andhewoulddoitsingle-handed.atabreakfastheldattheGoldenAnchorInnnearHolbornBaron181764.Hewastobepaid￡1,575ininstalments,andfromthishetooktorent17GoughSquare,inwhichhesetuphis'dictionaryJamesBoswell,hisbiographer,describedthegarretwhereJohnsonas'fitteduplikeacountinghouse'withalongdeskrunningdownmiddleatwhichthecopyingclerkswouldworkstandingJohnsonhimselfwasstationedonaricketychairatan'oldcrazytable'surroundedbyachaosofborrowedbooks.Hewasalsohelpedbyassistants,twoofwhomdiedwhilsttheDictionarywasstillTheworkwasimmense;fillingabouteightylargenotebooks(andalibrarytohand),Johnsonwrotethedefinitionsofover40,000andillustratedtheirmanymeaningswithsome114,000quotationsfromEnglishwritingoneverysubject,fromtheElizabethanstohistime.Hedidnotexpecttoachievecompleteoriginality.Workingtodeadline,hehadtodrawonthebestofallpreviousdictionaries,tomakehisworkoneofheroicsynthesis.Infact,itwasverymuchUnlikehispredecessors,JohnsontreatedEnglishverypractically,aslivinglanguage,withmanydifferentshadesofmeaning.HeadopteddefinitionsontheprincipleofEnglishcommonlaw-accordingtodefinitionsontheprincipleofEnglishcommonlaw-accordingtoaAftermanyvicissitudestheDictionarywasfinallypublishedon151775.ItwasinstantlyrecognisedasalandmarkthroughoutEurope.verynoblework,'wrotetheleadingItalianlexicographer,'willbeperpetualmonumentofFametotheAuthor,anHonourtohisowninparticular,andageneralBenefittotherepublicofLettersEurope.'ThefactthatJohnsonhadtakenontheAcademiesofEuropematchedthem(everyoneknewthatfortyFrenchacademicshadtakenyearstoproducethefirstFrenchnationaldictionary)wascauseforEnglishJohnsonhadworkedfornineyears,'withlittleassistanceoftheandwithoutanypatronageofthegreat;notinthesoftobscuritiesretirement,orundertheshelterofacademicbowers,butinconvenienceanddistraction,insicknessandinsorrow'.Forallfaultsandeccentricitieshistwo-volumeworkisamasterpieceandlandmarkinhisownwords,'settingtheorthography,displayinganalogy,regulatingthestructures,andascertainingtheofEnglishwords'.ItisthecornerstoneofStandardEnglish,achievementwhich,inJamesBoswell'swords,'conferredstabilityonlanguageofhisTheDictionary,togetherwithachievementwhich,inJamesBoswell'swords,'conferredstabilityonlanguageofhisTheDictionary,togetherwithhisotherwriting,madeJohnsonfamoussowellesteemedthathisfriendswereabletoprevailuponKingⅢtoofferhimapension.Fromthenon,hewastobecometheJohnsonCompletetheChooseNOMORETHANTWOWORDSfromthepassageforeachWriteyouranswersinboxes4-7onyouranswerIn1764DrJohnsonacceptedthecontracttoproduceadictionary.rentedagarret,hetookonanumberof(1),whostoodatalongdesk.Johnsondidnothaveaavailabletohim,butproduceddefinitionsofinexcessof40,000wordswrittendownin80notebooks.Onpublication,theDictionarywasimmediatelyhailedinEuropeancountriesasalandmark.Accordingtohisbiographer,Boswell,Johnson'sprincipalachievementwastobring6tothelanguage.Asarewardforhishardwork,hewasgrantedaby填寫答案：Questions8-READINGPASSAGEJohnson'sForthecenturybeforeJohnson'sDictionarywaspublishedintherehad填寫答案：Questions8-READINGPASSAGEJohnson'sForthecenturybeforeJohnson'sDictionarywaspublishedintherehadbeenconcernaboutthestateoftheEnglishTherewasnostandardwayofspeakingorwritingandnoastothebestwayofbringingsomeordertothechaosofspelling.DrJohnsonprovidedtheTherehad,ofcourse,beendictionariesinthepast,theofthesebeingalittlebookofsome120pages,compiledbycertainRobertpublishedin1604underthetitleAAlphabeticallusuallEnglishwordes'.LikethedictionariesafteritduringtheseventeenthCawdray'stoon'scholarly'words;functionofthedictionarywasenableitsstudenttoanimpressionoffineBeyondthepracticalneedtoorderoutofchaos,theofdictionariesisassociatedwiththeriseoftheEnglishclass,whowereanxioustodefineandcircumscribetheworldstoconquer-lexicalaswellassocialclass,whowereanxioustodefineandcircumscribetheworldstoconquer-lexicalaswellassocialandhighlyappropriatethatDrSamuelJohnson,theveryeighteenth-centuryliteraryman,famousinhisownours,shouldhavepublishedDictionaryatthebeginningoftheheydayofwasapoetandwhoraisedcommonsensetoofgenius.Histotheproblemsthathadthroughoutthelateseventeenthandearlycenturieswasintenselypractical.Upuntilhistime,theofproducingadictionaryonsuchalargescalehadimpossiblewithouttheestablishmentofanacademytodecisionsaboutrightandwrongusage.Johnsondecidedhedidneedanacademytosettleargumentsaboutlanguage;hewouldadictionaryhimself;andhewoulddoitsingle-handed.signedthecontractfortheDictionarywiththebooksellerDosleyatabreakfastheldattheGoldenAnchorInnnearBaron18June1764.Hewastobepaid￡1,575ininstalments,fromthishetookmoneytorent17GoughSquare,inwhichheuphis'dictionaryJamesBoswell,hisbiographer,describedthegarretwhereworkedasJamesBoswell,hisbiographer,describedthegarretwhereworkedas'fitteduplikeacountinghouse'withalongrunningdownthemiddleatwhichthecopyingclerkswouldstandingJohnsonhimselfwasstationedonaricketychairatan'olddealtable'surroundedbyachaosofborrowedbooks.Hewashelpedbysixassistants,twoofwhomdiedwhilstthewasstillinTheworkwasimmense;fillingabouteightylargenotebookswithoutalibrarytohand),Johnsonwrotethedefinitionsof40,000words,andillustratedtheirmanymeaningswith114,000quotationsdrawnfromEnglishwritingoneveryfromtheElizabethanstohisowntime.Hedidnotexpecttocompleteoriginality.Workingtoadeadline,hehadtodrawthebestofallpreviousdictionaries,andtomakehisworkofheroicsynthesis.Infact,itwasverymuchmore.Unlikepredecessors,JohnsontreatedEnglishverypractically,aslivinglanguage,withmanydifferentshadesofmeaning.HehisdefinitionsontheprincipleofEnglishcommonlaw-toprecedent.Afteritspublication,hisDictionarywasseriouslyrivalledforoveraAftermanyvicissitudestheDictionarywasfinallypublished15AprilAftermanyvicissitudestheDictionarywasfinallypublished15April1775.ItwasinstantlyrecognisedasathroughoutEurope.'Thisverynoblework,'wrotetheItalianlexicographer,'willbeaperpetualmonumentofFametheAuthor,anHonourtohisownCountryinparticular,andgeneralBenefittotherepublicofLettersthroughoutThefactthatJohnsonhadtakenontheAcademiesofEuropematchedthem(everyoneknewthatfortyFrenchacademicshadfortyyearstoproducethefirstFrenchnationaldictionary)causeformuchEnglishJohnsonhadworkedfornineyears,'withlittleassistanceoflearned,andwithoutanypatronageofthegreat;notintheobscuritiesofretirement,orundertheshelterofacademicbutamidstinconvenienceanddistraction,insicknessandsorrow'.Forallitsfaultsandeccentricitieshistwo-volumeisamasterpieceandalandmarkinhisownwords,'settingorthography,displayingtheanalogy,regulatingtheandascertainingthesignificationsofEnglishwords'.ItiscornerstoneofStandardEnglish,anachievementwhich,inBoswell'swords,'conferredstabilityonthelanguageofTheDictionary,togetherwithhisotherwriting,madefamousandsowellesteemedthathisfriendswereTheDictionary,togetherwithhisotherwriting,madefamousandsowellesteemedthathisfriendswereabletouponKingGeorgeⅢtoofferhimapension.Fromthenon,hetobecometheJohnsonofDothefollowingstatementsagreetheinformationgivenReadingPassage38ThegrowingimportanceofthemiddleclassesledtoanincreasedforTRUEifthestatementagreeswiththeFALSEifstatementcontradictstheNOTGIVENthereisnoinformationonABC49Johnsonbecomemorewellknownsincehis[A]TRUEifthestatementagreeswiththe[B]FALSEifstatementcontradictsthe[C]NOTGIVENthereisnoinformationonABC5JohnsonhadbeenplanningtowriteadictionaryforseveralTRUEifthestatement[B]FALSEifstatementcontradictsthe[C]NOTGIVENthereisnoinformationonABC5JohnsonhadbeenplanningtowriteadictionaryforseveralTRUEifthestatementagreeswiththeFALSEifstatementcontradictstheNOTGIVENthereisnoinformationonABC611JohnsonsetupanacademytohelpwiththewritingofhisTRUEifthestatementagreeswiththeFALSEifstatementcontradictstheNOTGIVENthereisnoinformationonABC712receivedpaymentforhisDictionaryonitsTRUEifthestatementagreeswiththeFALSEifstatementcontradictstheNOTGIVENthereisnoinformationonABC813NotalloftheassistantssurvivedtoseethepublicationTRUEifthestatementagreeswiththeFALSEifstatementcontradictsthe813NotalloftheassistantssurvivedtoseethepublicationTRUEifthestatementagreeswiththeFALSEifstatementcontradictstheNOTGIVENthereisnoinformationonABCYoushouldspendabout20minutesonReadingPassage9Questions14-READINGPASSAGENatureorAAfewyearsago,inoneofthemostandexperimentsinbehaviouralpsychology,StanleyMilgramofYaletested40subjectsfromallwalksoflifefortheirwillingnesstofeelapersonaldistastefortheactionstheywerecalledupontoSpecifically,Milgramtoldeachvolunteer'teacher-subject'thatexperimentwasinthenoblecauseofeducation,andwasdesignedtowhetherornotpunishingpupilsfortheirmistakeswouldhaveawhetherornotpunishingpupilsfortheirmistakeswouldhaveaeffectonthepupils'abilitytoBMilgram'sexperimentalset-upinvolvedplacingtheteacher-beforeapanelofthirtyswitcheswithlabelsrangingfrom'15voltselectricity(slightshock)'to'450volts(danger-severeshock)'stepsof15voltseach.Theteacher-subjectwastoldthatwheneverpupilgavethewronganswertoaquestion,ashockwastobebeginningatthelowestlevelandincreasinginseveritywithsuccessivewronganswer.Thesupposed'pupil'wasinrealityanhiredbyMilgramtosimulatereceivingtheshocksbyemittingaandexpletivesdenouncingboththeexperimentandtheMilgramtoldtheteacher-subjecttoignorethereactionsofthegoverningtheexperimentalsituationoftheCAstheexperimentunfolded,thepupilwoulddeliberatelygivetheanswerstoquestionsposedbytheteacher,therebybringingonManyoftheteacher-subjectsbalkedatadministeringthehigherofpunishment,andturnedtoMilgramwithquestioninglookscomplaintsaboutcontinuingtheexperiment.Inthesesituations,calmlyexplainedthattheteacher-subjectwastoignorethepupil'scalmlyexplainedthattheteacher-subjectwastoignorethepupil'sformercyandcarryonwiththeexperiment.Ifthesubjectwasreluctanttoproceed,Milgramsaidthatitwasimportantforthesakeargumentwas,'Youhavenootherchoice.Youmustgoon.'Whatwastryingtodiscoverwasthenumberofteacher-subjectswhowouldwillingtoadministerthehighestlevelsofshock,eveninthefacestrongpersonalandmoralrevulsionagainsttherulesandconditionstheDPriortocarryingouttheexperiment,Milgramexplainedhisideatogroupof39psychiatristsandaskedthemtopredicttheaverageofpeopleinanordinarypopulationwhowouldbewillingtothehighestshocklevelof450volts.Theoverwhelmingconsensuswasvirtuallyalltheteacher-subjectswouldrefusetoobeytheThepsychiatristsfeltthat'mostsubjectswouldnotgobeyond150andtheyfurtheranticipatedthatonlyfourpercentwouldgouptovolts.Furthermore,theythoughtthatonlyalunaticfringeofaboutin1,000wouldgivethehighestshockof450EWhatweretheactualresults?Well,over60percentofteacher-subjectscontinuedtoobeyMilgramuptothe450-voltlimit!repetitionsoftheexperimentinothercountries,thepercentageobedientteacher-subjectswasevenhigher,reaching85percentinobedientteacher-subjectswasevenhigher,reaching85percentincountry.Howcanwepossiblyaccountforthisvastdiscrepancystudyandwhatpressured,flustered,butcooperative'teachers'dointhelaboratoryofrealFOne'sfirstinclinationmightbetoarguethattheremustbesomeofbuilt-inanimalaggressioninstinctthatwasactivatedbyexperiment,andthatMilgram'steacher-subjectswerejustfollowinggeneticneedtodischargethispent-upprimalurgeontothepupiladministeringtheelectricalshock.Amodernhard-coremightevengosofarastoclaimthatthisaggressiveinstinctasanadvantageoustrait,havingbeenofsurvivalvaluetoourintheirstruggleagainstthehardshipsoflifeontheplainsandincaves,ultimatelyfindingitswayintoourgeneticmake-upasaofourancientanimalGAnalternativetothisnotionofgeneticprogrammingistoseeteacher-subjects'actionsasaresultofthesocialenvironmentwhichtheexperimentwascarriedout.AsMilgramhimselfpointed'MostsubjectsintheexperimentseetheirbehaviourinalargerThepsychologicallaboratoryhasastrongclaimtolegitimacyandmeaningwhenplacedinthisHThus,inthisexplanationthesubjectmergeshisuniquepersonalitypersonalandmoralcodewiththatoflargerinstitutionalsurrenderingindividualpropertieslikeloyalty,self-sacrificedisciplinetotheserviceofmalevolentsystemsofIHerewehavetworadicallydifferentexplanationsforwhysoteacher-subjectswerewillingtoforgotheirsenseofresponsibilityforthesakeofaninstitutionalauthorityfigure.problemforbiologists,psychologistsandanthropologistsistosortwhichofthesetwopolarexplanationsismoreplausible.This,inistheproblemofmodernsociobiology-todiscoverthedegreetohard-wiredgeneticprogrammingdictates,oratleaststronglybiases,behaviour.Putanotherway,sociobiologyisconcernedwiththebiologicalbasisofallReadingPassage2hasnineparagraphs,A-WhichparagraphcontainsthefollowingWritethecorrectletterA-Iinboxes14-19onyouranswer14abiologicalexplanationoftheteacher-subjects'15theexplanationMilgramgavetheteacher-foridentityoftheexpectedstatisticalgeneralofsociobiologicalwayWritethecorrectletterA-Iinboxes14-19onyouranswer14abiologicalexplanationoftheteacher-subjects'15theexplanationMilgramgavetheteacher-foridentityoftheexpectedstatisticalgeneralofsociobiologicalwaypersuadedtheteacher-填寫答案：Questions20-READINGPASSAGENatureorAAfewyearsago,inoneofthemostfascinatingandexperimentsinbehaviouralpsychology,StanleyMilgramofUniversitytested40subjectsfromallwalksoflifeforwillingnesstoobeyinstructionsgivenbya'leader'insituationinwhichthesubjectsmightfeelapersonalwillingnesstoobeyinstructionsgivenbya'leader'insituationinwhichthesubjectsmightfeelapersonalfortheactionstheywerecalledupontoperform.Milgramtoldeachvolunteer'teacher-subject'thatthewasinthenoblecauseofeducation,andwasdesignedtowhetherornotpunishingpupilsfortheirmistakeswouldhavepositiveeffectonthepupils'abilitytoBset-teacher-subjectapanelofthirtyswitcheswithrangingfrom'15ofelectricity(slightshock)'tovolts(danger-shock)'instepsof15voltseach.teacher-subjectwastoldthatwheneverthepupilgavetheanswertoaquestion,ashockwastobeadministered,atthelowestlevelandincreasinginwithsuccessivewronganswer.Thesupposed'pupil'wasrealityactorhiredbyMilgramtosimulatereceivingshocksemittingaspectrumofgroans,screamsandwrithingstogetheranassortmentofstatementsandexpletivesdenouncingbothexperimentandtheexperimenter.Milgramtheteacher-toignorethereactionsofthepupil,andadministerlevelofshockwascalledfor,asperrulegoverningexperimentalsituationoftheCAstheexperimentunfolded,thepupilwoulddeliberatelythewronganswerstoCAstheexperimentunfolded,thepupilwoulddeliberatelythewronganswerstoquestionsposedbytheteacher,bringingonvariouselectricalpunishments,evenuptothelevelof300voltsandbeyond.Manyoftheteacher-subjectsatadministeringthehigherlevelsofpunishment,andturnedMilgramwithquestioninglooksand/orcomplaintsabouttheexperiment.Inthesesituations,Milgramcalmlythattheteacher-subjectwastoignorethepupil'scriesforandcarryonwiththeexperiment.Ifthesubjectwasreluctanttoproceed,Milgramsaidthatitwasimportantforsakeoftheexperimentthattheprocedurebefollowedthroughtheend.Hisfinalargumentwas,'Youhavenootherchoice.mustgoon.'WhatMilgramwastryingtodiscoverwastheofteacher-subjectswhowouldbewillingtoadministerthelevelsofshock,eveninthefaceofstrongpersonalandrevulsionagainsttherulesandconditionsoftheDPriortocarryingouttheexperiment,Milgramexplainedhistoagroupof39psychiatristsandaskedthemtopredictaveragepercentageofpeopleinanordinarypopulationwhobewillingtoadministerthehighestshocklevelof450consensusallteacher-subjectswouldrefusetoobeytheexperimenter.psychiatristsfeltthat'mostsubjectswouldnotgobeyondvolts'andtheyfurtheranticipatedpsychiatristsfeltthat'mostsubjectswouldnotgobeyondvolts'andtheyfurtheranticipatedthatonlyfourpercentgoupto300volts.Furthermore,theythoughtthatonlyafringeofaboutonein1,000wouldgivethehighestshockofEWhatweretheactualresults?Well,over60percentofteacher-subjectscontinuedtoobeyMilgramuptothe450-limit!Inrepetitionsoftheexperimentinothercountries,percentageofobedientteacher-subjectswasevenhigher,85percentinonecountry.Howcanwepossiblyaccountforvastdiscrepancybetweenwhatcalm,rational,peoplepredictinthecomfortoftheirstudyandwhatflustered,dolaboratoryrealFOne'sinclinationmightbetoarguethattheremustsomesortbuilt-inanimalaggressioninstinctthatactivatedbytheexperiment,andthatMilgram'steacher-werejustfollowingageneticneedtodischargethispent-primalurgeontothepupilbyadministeringtheelectricalAmodernhard-coresociobiologistmightevengosofarastothatthisaggressiveinstinctevolvedasanadvantageoushavingbeenofsurvivalvaluetoourancestorsintheiragainsttheoflifeontheplainsandintheultimatelyfindinghavingbeenofsurvivalvaluetoourancestorsintheiragainsttheoflifeontheplainsandintheultimatelyfindingwayintoourgeneticmake-upasaofourancientGAnalternativetothisnotionofgeneticprogrammingistoteacher-subjects'asresultenvironmentunderwhichtheexperimentwascarriedout.Ashimselfpointedout,'Mostsubjectsintheexperimentseebehaviourinalargercontextthatisbenevolentandusefulsocietythepursuitofscientifictruth.Thehasastrongclaimtolegitimacyandevokestrustinthosewhoperformthere.Anactionsuchasavictim,whichisolationappearsevil,acquiresadifferentwheninthisHThus,inthesubjectmergeshispersonalityandpersonalmoralcodewiththatofinstitutionalstructures,surrenderinglikeloyalty,self-sacrificeanddisciplinetomalevolentsystemsofIHerewehavetworadicallydifferentformanyteacher-subjectswerewillingtoforgotheirpersonalauthorityfigure.TheproblemforpsychologistsanthropologistsistosortoutwhichthesetwoexplanationsismoreThis,inessence,personalauthorityfigure.TheproblemforpsychologistsanthropologistsistosortoutwhichthesetwoexplanationsismoreThis,inessence,istheofmodernsociobiology-discoverthedegreetohard-wiredgeneticdictates,oratleastbiases,interactionofanimalsandhumanstheofallChoosethecorrectletter,A,B,CorWriteyouranswersinboxes20-22onanswerTheteacher-subjectsweretoldthattheyweretestinga450-shockwashelpstheweretheyweresuitedtoABCDTheteacher-wereinstructedstopwhenpupilaskedthemdenouncepupilswhomadereducetheshocklevelafteracorrectgivepunishmentaccordingABCDTheteacher-wereinstructedstopwhenpupilaskedthemdenouncepupilswhomadereducetheshocklevelafteracorrectgivepunishmentaccordingtoaABCDexperimenttookplacethe[A]believedthatashockof150voltswastoo[B]failedtoagreeonhowtheteacher-subjectswouldrespond[C]underestimatedtheteacher-subjects'willingnesstocomplyexperimental[D]thoughtthatmanyoftheteacher-subjectswouldadministeraof450ABCDQuestions23-READINGPASSAGENatureorAAfewyearsago,inoneofthemostfascinatingandexperimentsinbehaviouralpsychology,StanleyMilgramAAfewyearsago,inoneofthemostfascinatingandexperimentsinbehaviouralpsychology,StanleyMilgramofUniversitytested40subjectsfromalloflifeforwillingnesstoobeyinstructionsgivena'leader'insituationinwhichthesubjectsmightfeelpersonalfortheactionstheywerecalledupontoperform.Milgramtoldeachvolunteer'teacher-subject'thatthewasinthenoblecauseofeducation,andwasdesignedtowhetherornotpunishingpupilsfortheirmistakeswouldhavepositiveeffectonthepupils'abilitytoBset-teacher-subjectapanelofthirtyswitcheswithrangingfrom'15ofelectricity(slightshock)'tovolts(danger-shock)'instepsof15voltseach.teacher-subjectwastoldthatwheneverthepupilgavetheanswertoaquestion,ashockwastobeadministered,atthelowestlevelandincreasinginwithsuccessivewronganswer.Thesupposed'pupil'wasrealityactorhiredbyMilgramtosimulatereceivingshocksemittingaspectrumofgroans,screamsandwrithingstogetheranassortmentofstatementsandexpletivesdenouncingbothexperimentandtheexperimenter.Milgramtoldtheteacher-toignorethereactionsofthepupil,andtoadministertoignorethereactionsofthepupil,andtoadministerlevelofshockwascalledfor,aspertherulegoverningexperimentalsituationoftheCAstheexperimentunfolded,thepupilwoulddeliberatelythewronganswerstoquestionsposedbytheteacher,bringingonvariouselectricalpunishments,evenuptothelevelof300voltsandbeyond.Manyoftheteacher-subjectsatadministeringthehigherlevelsofpunishment,andturnedMilgramwithquestioninglooksand/orcomplaintsabouttheexperiment.Inthesesituations,Milgramcalmlythattheteacher-subjectwastoignorethepupil'scriesforandcarryonwiththeexperiment.Ifthesubjectwasreluctanttoproceed,Milgramsaidthatitwasimportantforsakeoftheexperimentthattheprocedurebefollowedthroughtheend.Hisfinalargumentwas,'Youhavenootherchoice.mustgoon.'WhatMilgramwastryingtodiscoverwastheofteacher-subjectswhowouldbewillingtoadministerthelevelsofshock,eveninthefaceofstrongpersonalandrevulsionagainsttherulesandconditionsoftheDPriortocarryingouttheexperiment,Milgramexplainedhistoagroupof39psychiatristsandaskedthemtopredictaveragepercentageofpeopleinanordinarypopulationwhobewillingtoadministerthehighestshocklevelofaveragepercentageofpeopleinanordinarypopulationwhobewillingtoadministerthehighestshocklevelof450consensusteacher-subjectswouldrefusetoobeythepsychiatristsfeltthat'mostsubjectswouldnotgovolts'andtheyfurtheranticipatedthatonlyfourpercentgoupto300volts.Furthermore,theythoughtthatonlyafringeofabo