2017年雅思閱讀考試模擬題及答案解析
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【Compliance or Noncompliance for Children】
Many Scientists believe that socialization takes a long process, while compliance is the outset of it. Accordingly, compliance for education of children is the priority. Motivationally distinct forms of child compliance, mutually positive affect, and maternal control, observed in 3 control contexts in 103 dyads of mothers and their 26-41-month-old children, were examined as correlates of internalization, assessed using observations of children while alone with prohibited temptations and maternal ratings. One form of compliance (committed compliance), when the child appeared committed wholeheartedly to the maternal agenda and eager to endorse and accept it, was emphasized. Mother-child mutually positive affect was both a predictor and a concomitant of committed compliance. Children who shared positive affect with their mothers showed a high level of committed compliance and were also more internalized. Differences and similarities between children's compliance to requests and prohibitions ("Do" vs. "Don't" demand contexts) were also explored. Maternal "Dos" appeared more challenging to toddlers than the "Don't". Some individual coherence of behavior was also found across both demand contexts. The implications of committed compliance for emerging internalized regulators of conduct are discussed.
A number of parents were not easy to be aware of the compliance, some even overlooked their children's noncompliance. Despite good education, these children did not follow the words from their parents on several occasions, especially boys in certain ages. Fortunately, this rate was acceptable, some parents could be patient with the noncompliance. Someone held that noncompliance is probably not a wrong thing. In order to determine the effects of different parental disciplinary techniques on young children's compliance and noncompliance, mothers were trained to observe emotional incidents involving their own toddler-aged children. Reports of disciplinary encounters were analyzed in terms of the types of discipline used (reasoning, verbal prohibition, physical coercion, love withdrawal, and combinations thereof) and children's responses to that discipline (compliance/ noncompliance and avoidance). The relation between compliance/ noncompliance and type of misdeed (harm to persons, harm to property, and lapses of self-control) was also analyzed. Results indicated that love withdrawal combined with other techniques was most effective in securing children's compliance and that its effectiveness was not a function of the type of technique with which it was combined. Avoidant responses and affective reunification with the parent were more likely to follow love withdrawal than any other technique. Physical coercion was somewhat less effective than love withdrawal, while reasoning and verbal prohibition were not at all effective except when both were combined with physical coercion.
"Noncompliant Children sometimes prefer to say no directly as they were younger, they are easy to deal with the relationship with contemporaries when they are growing up. During the period that children is getting elder, who may learn to use more advanced approaches for their noncompliance. They are more skillful to negotiate or give reasons for refusal rather than show their opposite idea to parents directly," Said Henry Porter, scholar working in Psychology Institute of UK. He indicated that noncompliance means growth in some way, may have benefit for children. Many Experts held different viewpoints in recent years, they tried drilling compliance into children. His collaborator Wallace Freisen believed that Organizing child's daily activities so that they occur in the same order each day as much as possible. This first strategy for defiant children is ultimately the most important. Developing a routine helps a child to know what to expect and increases the chances that he or she will comply with things such as chores, homework, and hygiene requests. When undesirable activities occur in the same order at optimal times during the day, they become habits that are not questioned, but done without thought. Chances are that you have developed some type of routine for yourself in terms of showering, cleaning your house, or doing other types of work. You have an idea in your mind when you will do these things on a regular basis and this helps you to know what to expect. In fact, you have probably already been using most of these compliance strategies for yourself without realizing it. For children, without setting these expectations on a daily basis by making them part of a regular routine, they can become very upset. Just like adults, children think about what they plan to do that day and expect to be able to do what they want. So, when you come along and ask them to do something they weren't already planning to do that day, this can result in automatic refusals and other undesirable defiant behavior. However, by using this compliance strategy with defiant children, these activities are done almost every day in the same general order and the child expects to already do them.
Doctor Steven Walson addressed that organizing fun activities to occur after frequently refused activities. This strategy also works as a positive reinforcer when the child complies with your requests. By arranging your day so that things often refused occur right before highly preferred activities, you are able to eliminate defiant behavior and motivate your child's behavior of doing the undesirable activity. This is not to be presented in a way that the preferred activity is only allowed if a defiant child does the non-preferred activity. However, you can word your request in a way so that your child assumes that you have to do the non-preferred activity before moving on to the next preferred activity. For example, you do not want to say something such as, "If you clean your room we can play a game." Instead word your request like this, "As soon as you are done cleaning your room we will be able to play that really fun game you wanted to play."
Psychologist Paul Edith insisted praise is the best way to make children to comply with. This is probably a common term you are used to hearing by now. If you praise your child's behavior, he or she will be more likely to do that behavior. So, it is essential to use praise when working with defiant children. It also provides your child with positive attention. However, it is important to know how to praise children in a way that encourages future automatic reinforcement for your child when doing a similar behavior.
Question 27-31
Choose the correct letter, A, B, C, or D.
Write your answers in boxes 27-31 on your answer sheet.
27 The children, especially boys received good education may
A always comply with their parents' words
B be good at math
C have a high score at school
D disobey their parents’ order sometimes
28 Face to their children's compliance and noncompliance, parents
A must be aware of the compliance
B ask for help from their teachers
C some of them may ignore their noncompliance
D pretend not to see
29 According to Henry Porter, noncompliance for children
A are entirely harmful
B may have positive effects
C needs medicine assistance
D should be treated by expert doctor
30 When children are growing up, they
A always try to directly say no
B are more skillful to negotiate
C learn to cheat instead of noncompliance
D tend to keep silent
31 Which is the possible reaction the passage mentioned for elder children and younger ones if they don't want to comply with the order
A elder children prefer to refuse directly
B elder ones refuse to answer
C younger children may reject directly
D younger ones may save any words
Look at the following people and list of statements below.
Match each person with the correct statement.
Write the correct letter A-G in boxes 32-35 on your answer
32 Henry Porter
33 Wallace Freisen
34 Steven Walson
35 Paul Edith
List of statements
A children of all ages will indirectly show noncompliance
B elder children tend to negotiate rather than show noncompliance
C converse behavior means noncompliance
D organizing fun activities to occur after frequently refused activities
E organizing child's daily activities in the same order as much as possible
F use praise in order to make children compliant
G take the children to school at an early age
Question 36-40
Do the following statements agree with the information given in Reading Passage?
In boxes 36-40 on your answer sheet, write
YES if the statement is true
NO if the statement is false
NOT GIVEN if the information is not given in the passage
36 Socialization takes a long process, while compliance is the prior research subject.
37 Parents' cognition and attitude to their children's compliance or noncompliance are varied.
38 Younger children choose to be noncompliant because it may be simple to get along with the peers in the same age.
39 Experts never tried drilling compliance into children.
40 Psychologist Paul Edith negated the importance that knowing how to praise children in a encouraged way.
篇章結(jié)構(gòu)
兒童的聽(tīng)從與不聽(tīng)從
體裁：論說(shuō)文
結(jié)構(gòu)：(一句話(huà)概括每段大意)
A段：對(duì)于孩子聽(tīng)從和不聽(tīng)從行為的探討
B段：家長(zhǎng)在孩子聽(tīng)從和不聽(tīng)從行為中扮演的角色
C段：英國(guó)心理學(xué)家對(duì)不聽(tīng)從行為表示理解以及反對(duì)者的觀點(diǎn)
D段：反對(duì)者認(rèn)為孩子應(yīng)該聽(tīng)從的理由
E段：反對(duì)者給出如何讓孩子聽(tīng)從的意見(jiàn)
F段：新的學(xué)者提出鼓勵(lì)在聽(tīng)從與不聽(tīng)從行為中的作用。
試題分析：
Question 27-40
題目類(lèi)型：
單選題 (5題) 答案： D C B B C
List of Statement人名配對(duì) (4題) 答案：B E D F
T/F/NG (5題)答案：NG Y Y N N
參考譯文：
許多科學(xué)家認(rèn)為社會(huì)化是一個(gè)長(zhǎng)期的過(guò)程，而聽(tīng)從正是其開(kāi)端。相應(yīng)地，對(duì)于孩子的聽(tīng)從觀念的教育就成為優(yōu)先考慮的問(wèn)題，通過(guò)對(duì)3個(gè)控制組中103對(duì)母親和她們26至于4個(gè)月的孩子的觀察，激發(fā)性的兒童聽(tīng)從模式和來(lái)自母親的控制有相互的正面影響，而這個(gè)結(jié)果作為孩子內(nèi)在化的相關(guān)性研究，是通過(guò)給與實(shí)驗(yàn)組的孩子禁止性的誘惑和母親對(duì)孩子干預(yù)的評(píng)級(jí)來(lái)評(píng)定的，聽(tīng)從的模式之一(忠誠(chéng)性聽(tīng)從)是指孩子全身心地聽(tīng)從母親的日程安排，并且很愿意去贊同和接受這種安排，母子之間這種正面的相互影響既是一種預(yù)示，也是忠城性聽(tīng)從隨之而來(lái)的一種結(jié)果。能和母親分享這種良好的正面影響的孩子表現(xiàn)出很高水平的忠誠(chéng)性聽(tīng)從，同時(shí)也更加愿意把想法藏在心底。孩子對(duì)于要求的聽(tīng)從和禁止(“做”與“不做”的要求指示)的差異性和相似性也同時(shí)被探究出來(lái)。對(duì)于蹣跚學(xué)步的孩子來(lái)說(shuō)，母親對(duì)孩子的“做”的要求指示與“不做”的要求指示相比來(lái)說(shuō)更有挑戰(zhàn)性，而跨越這兩種要求指示的一些個(gè)別的行為連貫性也被揭示。而忠誠(chéng)性遵從作為日益顯露的孩子行為的內(nèi)在化的調(diào)節(jié)指標(biāo)成為人們討論的對(duì)象。
對(duì)于很多家長(zhǎng)來(lái)說(shuō)，讓他們意識(shí)到聽(tīng)從這件事并不容易，一些家長(zhǎng)甚至忽視孩子的不聽(tīng)從。即使對(duì)于一些接受了良好教育的孩子，他們?cè)诤芏嗲闆r下也不聽(tīng)父母的話(huà)，尤其是到了一定年紀(jì)的男孩子。幸運(yùn)的是，這種情況的比率還是在可接受范圍內(nèi)的，一些家長(zhǎng)對(duì)于孩子的這種不聽(tīng)從還是表現(xiàn)出了耐心。有些人認(rèn)為，孩子不聽(tīng)從大概也不是一件錯(cuò)的事情。為了確定不同的家長(zhǎng)訓(xùn)誡方式對(duì)小孩子聽(tīng)從與不聽(tīng)從的影響，母親往往需要訓(xùn)練有素，能夠觀察到她們蹣跚學(xué)步的孩子感情變化的細(xì)節(jié)。專(zhuān)家從使用的訓(xùn)誡方式的類(lèi)型(包括講道理，口頭禁止，身體的壓制，對(duì)孩子的關(guān)愛(ài)取消和以上幾種方式的組合)以及孩子對(duì)這些訓(xùn)誡方式的反應(yīng)(聽(tīng)從或是不聽(tīng)從還是回避)來(lái)分析這些有關(guān)訓(xùn)誡方式的報(bào)告。專(zhuān)家還分析了聽(tīng) 從與不聽(tīng)從和不端行為的類(lèi)別(包括對(duì)別人的傷害，對(duì)財(cái)務(wù)的損壞以及自我控制的失誤)之間的關(guān)系。結(jié)果顯示，對(duì)孩子的關(guān)愛(ài)取消輔以其他的一些訓(xùn)誡方式在保證孩子聽(tīng)從父母意見(jiàn)方面是最有效的，結(jié)果還表明這種有效性并不是與關(guān)愛(ài)取消的訓(xùn)誡方式組合的其它方式的功能。和其它訓(xùn)誡方式相比，當(dāng)父母對(duì)孩子取消關(guān)愛(ài)，孩子往往會(huì)對(duì)父母的命令產(chǎn)生回避性的反應(yīng)，并表現(xiàn)出對(duì)父母的情感回歸，和關(guān)愛(ài)取消的訓(xùn)誡方式相比，對(duì)孩子身體的壓制沒(méi)有那么有效，與此同時(shí)，講道理和口頭禁止也一點(diǎn)不起作用， 除非它們兩個(gè)和身體壓制這種方式相結(jié)合。
英國(guó)心理學(xué)研究所的學(xué)者Henry Porter曾說(shuō)道：“不聽(tīng)話(huà)的孩子在他們還小的時(shí)候有時(shí)喜歡直接說(shuō)“不”，在成長(zhǎng)的過(guò)程中，他們?nèi)菀滋幚砗屯g人的關(guān)系問(wèn)題。而當(dāng)他們?cè)匍L(zhǎng)大些，他們學(xué)會(huì)用更高級(jí)的方式來(lái)表現(xiàn)他們的不聽(tīng)從。他們會(huì)更善于用和父母協(xié)商和向他們講出拒絕的理由的方式，而不是直接向他們的父母表達(dá)反對(duì)的觀點(diǎn)�！彼赋�， 孩子不聽(tīng)話(huà)某種程度上來(lái)講意味著他們?cè)诔砷L(zhǎng)，這對(duì)他們也許有利。近些年來(lái)，許多專(zhuān)家對(duì)此持不同的觀點(diǎn)。他們?cè)噲D訓(xùn)練孩子變得聽(tīng)話(huà)。Henry Porter的合作者Wallace Freisen認(rèn)為，應(yīng)該訓(xùn)練孩子的日常活動(dòng)，讓他們每天盡可能地有序地完成這些活動(dòng)。 這是對(duì)反抗的孩子最最重要的優(yōu)先策略。培養(yǎng)孩子的日常規(guī)范能夠幫助他知道接下來(lái)要做什么，也能夠加大他或她遵從對(duì)于像日常雜務(wù)，家庭作業(yè)還有衛(wèi)生這些要求的機(jī)會(huì)。當(dāng)一些他們討厭的事情按著同樣的順序在一天中最理想的時(shí)間發(fā)生，它們就會(huì)成為一種不會(huì)被質(zhì)疑的習(xí)慣，并且會(huì)不假思索的完成，極有可能你就會(huì)給自己養(yǎng)成一個(gè)固定的習(xí)慣，比如在洗澡，打掃房間或是做其它一些工作。當(dāng)你養(yǎng)成習(xí)慣，在做這些事情的時(shí)候，你腦子里就知道該怎么做以及接下來(lái)會(huì)怎樣。事實(shí)上，你很可能在沒(méi)有意識(shí)的情況下采用了這種聽(tīng)從策略。對(duì)于孩子來(lái)說(shuō)，不通過(guò)把這些變成一個(gè)他們每天生活的慣例，他們很容易就會(huì)很不安。就像大人一樣，孩子打算好自己那天要做什么，也知道能得到自己期望的結(jié)果。因此，當(dāng)你走過(guò)來(lái)讓他們?nèi)プ瞿翘鞗](méi)有計(jì)劃做的事情的時(shí)候，他們很容易就會(huì)自動(dòng)拒絕或表現(xiàn)出其它反抗的行為。然而，對(duì)于一些反抗的孩子采用這種聽(tīng)從的策略，當(dāng)這些事情在他們生活中幾乎都會(huì)按同樣的順序出現(xiàn)的'時(shí)候，每天幾乎都會(huì)被完成而且孩子很期待去完成它們。
Seven Walson博士強(qiáng)調(diào)，在一些容易被孩子頻繁拒絕的事情后面安棑一些有趣的事是很有必要的。這個(gè)方法在孩子很聽(tīng)從你的要求的情況下依然奏效。通過(guò)安排好時(shí)間，在孩子很想做的事情前面讓他做他經(jīng)常拒絕做的事情，會(huì)消除孩子的反抗行為并且會(huì)激發(fā)孩子愿意去做他本來(lái)討厭的事情。這并不是說(shuō)只有反抗的孩子做了不想做的事才可以做他想做的事。然而你可以通過(guò)口頭表達(dá)出讓你的孩子知道他必須先做自己不想做的事情，才能繼續(xù)接下來(lái)做他想做的事情。比方說(shuō)，不要說(shuō)類(lèi)似這樣的話(huà)“如果你打掃了房間，你就可以玩會(huì)游戲”，而要把它變成這樣說(shuō)“你一打掃完房間就可以玩那個(gè)你特別想玩的很有意思的游戲了”。
心理學(xué)家Paul Edith堅(jiān)持認(rèn)為，表?yè)P(yáng)是讓孩子聽(tīng)從的最佳方式。這可能是你目前為止聽(tīng)過(guò)的最熟悉不過(guò)的普通方式。如果你表?yè)P(yáng)了你孩子的某個(gè)行為，他/她很可能會(huì)重復(fù)那個(gè)行為。因此，在對(duì)付不聽(tīng)話(huà)的孩子的時(shí)候，表?yè)P(yáng)他們是很有必要的。表?yè)P(yáng)也會(huì)讓你的孩子有一個(gè)正面的注意意識(shí)。但是把握好怎樣表?yè)P(yáng)孩子好讓他們做類(lèi)似的事情的時(shí)候能夠自發(fā)地去做是至關(guān)重要的。