题型：选词填空（语篇） 题类：常考题 难易度：普通
上海市嘉定区2019届高三上学期英语期末考试试卷
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A. combining B. analyzed C. concerned D. tremendously E. effective F. applied G. actually H. common I. limited J. assessing K. test |
Getting help with parenting makes a difference -- at any age
New Oxford University study finds that parenting interventions(育儿干预)for helping children with behavior problems are just as effective in school age, as in younger children.
There is a dominant view among scientists and policy-makers. They believes, for the greatest effect, interventions need to be early in life, when children's brain function and behavior are thought to be more flexible. However, according to the new research, it's time to stop focusing on when we intervene with parenting, and just continue helping children in need of all ages.
Just published in Child Development, the study is one of the first to this age assumption. Parenting interventions are a common and effective tool for reducing child behavior problems, but studies of age effects have produced different results until now.
A team led by Professor Frances Fardner data from over 15,000 families from all over the world, and found no evidence that earlier is better. Older children benefited just as much as younger ones from parenting interventions for reducing behavior problems. There was no evidence that earlier interventions are more powerful. This was based on data from more than 150 different experiments.
What's more, their economic analysis found that interventions with older children were more likely to be cost-effective.
Professor Gardner commented: “When there is about behavioral difficulties in younger children, our findings should never be used as a reason to delay intervention, otherwise, children and families will suffer for longer.” She continued, “As for parenting interventions for reducing behavior problems in childhood, we should stick to the principle, 'it's never too early, never too late', rather than 'earlier is better'.”
The study draws the conclusion that it makes sense to invest in parenting interventions for children at all ages with behavioral difficulties, because they are no more likely to be in younger than older children, at least in the pre-adolescents.
Of course, there's more work to be done. The experiments conducted were to pre-adolescents, to shorter-term effects, and parent-reported assessment of child outcomes. Future studies are needed that focus on adolescents, longer-term outcomes, and using multiple sources for child behavior problems.
A. restore B. recall C. processing D. previously E. necessary F. locating G. instead H. fascinating I. elsewhere J. composition |
As infants, we can recognize our mothers within hours of birth. In fact, we can recognize the {#blank#}1{#/blank#} of our mother's face well before we can recognize her body shape. It's {#blank#}2{#/blank#} how the brain can carry out such a function at such a young age, especially since we don't learn to walk and talk until we are over a year old. By the time we are adults, we have the ability to distinguish around 100,000 faces. How can we remember so many faces when many of us find it difficult to {#blank#}3{#/blank#} such a simple thing as a phone number? The exact process is not yet fully understood, but research around the world has begun to define the specific areas of the brain and processes {#blank#}4{#/blank#} for facial recognition.
Researchers at the Massachusetts Institute of Technology believe that they have succeeded in {#blank#}5{#/blank#} a specific area of the brain called the fusiform face area (FFA), which is used only for facial recognition. This means that recognition of familiar objects such as our clothes or cars, is from {#blank#}6{#/blank#} in the brain. Researchers also have found that the brain needs to see the whole face for recognition to take place. It had been {#blank#}7{#/blank#} thought that we only needed to see certain facial features. Meanwhile, research at University College London has found that facial recognition is not a single process, but {#blank#}8{#/blank#} involves three steps. The first step appears to be an analysis of the physical features of a person's face, which is similar to how we scan the bar codes of our groceries. In the next step, the brain decides whether the face we are looking at is already known or unknown to us. And finally, the brain furnishes the information we have collected about the person whose face we are looking at. This complex {#blank#}9{#/blank#}is done in a split second so that we can behave quickly when reacting to certain situations.
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