C
Working with a group of baboons (狒狒) in the Namibian desert，Dr.Alecia Carter of the Department of Zoology，Cambridge University set baboons learning tasks involving a novel food and a familiar food，hidden in a box.Some baboons were given the chance to watch another baboon who already knew how to solve the task，while others had to learn for themselves.To work out how brave or anxious the baboons were，Dr.Carter presented them either with a novel food or a threat in the form of a model of a poisonous snake.
She found that personality had a major impact on learning.The braver baboons learnt，but the shy ones did not learn the task although they watched the baboon perform the task of finding the novel food just as long as the brave ones did.In effect，despite being made aware of what to do，they were still too shy to do what the experienced baboon did.
The same held true for anxious baboons compared with calm ones.The anxious individuals learnt the task by observing others while those who were relaxed did not，even though they spent more time watching.
This mismatch between collecting social information and using it shows that personality plays a key role in social learning in animals，something that has previously been ignored in studies on how animals learn to do things.The findings are significant because they suggest that animals may perform poorly in cognitive (認(rèn)知的) tasks not because they aren't clever enough to solve them，but because they are too shy or nervous to use the social information.
The findings may impact how we understand the formation of culture in societies through social learning.If some individuals are unable to get information from others because they don't associate with the knowledgeable individuals，or they are too shy to use the information once they have it，information may not travel between all group members，preventing the formation of a culture based on social learning.
9.What is the first paragraph mainly about?
A.The design of Dr.Carter's research.
B.The results of Dr.Carter's research.
C.The purpose of Dr.Carter's research.
D.The significance of Dr.Carter's research.
10.According to the research，which baboons are more likely to complete a new learning task?
A.Those that have more experience.
B.Those that can avoid potential risks.
C.Those that like to work independently.
D.Those that feel anxious about learning.
11.Which best illustrates the “mismatch” mentioned in Paragraph 4?
A.Some baboons are intelligent but slow in learning.
B.Some baboons are shy but active in social activities.
C.Some baboons observe others but don't follow them.
D.Some baboons perform new tasks but don't concentrate.
12.Dr.Carter's findings indicate that our culture might be formed through ________.
A.storing information
B.learning from each other
C.understanding different people
D.travelling between social groups
答案：
【語(yǔ)篇解讀】 本文是一篇科普說(shuō)明文。劍橋大學(xué)的一些研究人員通過(guò)對(duì)狒狒的研究發(fā)現(xiàn)，影響狒狒學(xué)習(xí)成效的因素不是它們的智力，而是其性格以及對(duì)學(xué)習(xí)的渴望程度。這一研究結(jié)果也適用于人類(lèi)社會(huì)：如果我們不善于與他人溝通或太膽怯而不能利用所得到的信息，那么會(huì)阻礙以社會(huì)學(xué)習(xí)為基礎(chǔ)的文化的形成。
9.A 解析：推理判斷題。第一段描述了研究人員如何開(kāi)展這一研究的具體細(xì)節(jié)：把新奇的食物和熟悉的食物藏在一個(gè)盒子里，有些狒狒有機(jī)會(huì)觀(guān)看另外一只狒狒是如何完成任務(wù)的，而另外一些狒狒則不得不自學(xué)完成任務(wù)，因此選A項(xiàng)“卡特博士研究的設(shè)計(jì)”，而非研究的“結(jié)果”“目的”或“重要性”。
10.D 解析：細(xì)節(jié)理解題。由文章第二段中The braver baboons learnt，but the shy ones did not learn...及第三段中The anxious individuals learnt...while those who were relaxed did not...這些對(duì)實(shí)驗(yàn)的描述可知D項(xiàng)“那些渴望學(xué)習(xí)的狒狒”符合題意。
11.C 解析：推理判斷題。該詞所在上文，即第二、三段提到在觀(guān)察了別的狒狒之后，勇敢的、渴望學(xué)習(xí)的狒狒學(xué)到本領(lǐng)，而害羞的狒狒學(xué)了卻不像別的狒狒那樣去做;再根據(jù)between collecting social information and using it可知與“收集”和“使用”對(duì)應(yīng)的是“觀(guān)察別人但不跟著做”，即C項(xiàng)。
12.B 解析：細(xì)節(jié)理解題。最后一段首句The findings may impact how we understand the formation of culture in societies through social learning.意為“研究結(jié)果可能會(huì)影響我們?nèi)绾卫斫馍鐣?huì)文化的形成，該文化的形成是通過(guò)社會(huì)學(xué)習(xí)獲得的”。換言之，作者認(rèn)為我們的文化是通過(guò)social learning而形成的，與B項(xiàng)“互相學(xué)習(xí)”相呼應(yīng)，而非“儲(chǔ)存信息”“理解不同的人”或“在社會(huì)群體間傳播”。
