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上海理工大学2004年硕士研究生入学考试试题

考试科目：基础英语

1 Sentence Correction (10%) l. I found the cat sleeping on the stove the dog was eating the morning meal.

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2. James Joyce’s Ulysses, a long and complicated novel and which is on our reading list, has been banned by the school board.

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3. After three hours of practice, a large mug of beer was what the thirsty dancers wanted. _________________________________________________________________

4. An important thing for the student to remember is that when writing a paper, you should not plagiarize.

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5. To get ready for the trip, all the things she needed were put into a suitcase.

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II. Reading Comprehension (16%) Passage A

It is evident that there is a close connection between the capacity to use language and the capacities covered by the verb “to think”. Indeed, some writers have identified thinking with using words: Plato coined the saying, “In thinking the soul is talking to itself”; J. B. Watson reduced thinking to inhibited speech located in the minute movements or tensions of the physiological mechanisms involved in speaking; and although Ryle is careful to point out that there are many senses in which a person is said to think in which words are not in evidence, he has also said that saying something in a specific frame of mind is thinking a thought.

Is thinking reducible to, or dependent upon, language habits? It would seem that many thinking situations are hardly distinguishable from the skilful use of language, although there are some others in which language is not involved. Thought cannot be simply identified with using language. It may be the case, of course, that the non-linguistic skills involved in thought can only be acquired and developed if the learner is able to use and understand language. However, this question is one which we cannot hope to answer in this book. Obviously being able to use language makes for a considerable development in all one’s capacities but how precisely this comes about we cannot say.

At the common-sense level it appears that there is often a distinction between thought and the words we employ to communicate with other people. We often have to struggle hard to find words to capture what our thinking has already grasped, and when we do find words we sometimes feel that they fail to do their job properly. Again when we report or describe our thinking to other people we do not merely report unspoken words and sentences. Such sentences do not always occur in thinking, and when they do they are merged with vague imagery and the hint of unconscious or subliminal activities going on just out of range. Thinking, as it happens, is more like struggling, striving, or searching for something than it is like talking or reading. Words do play their part but they are rarely the only feature of thought. This observation is supported by the experiments of the Wurzburg psychologists reported in Chapter Eight who showed that intelligent