27. Papousek noticed in his studie that a baby 。

　　A. would make learned responses when it saw the milk

　　B. would carry out learned movements when it had enough to drink

　　C. would continue the simple movements without being given milk

　　D. would turn its head to right or left when it had enough to drink 【】

　　28. In Papousek �� s experiment babies make learned movements of the head in order to 。

　　A. have the lights turned on　　B. please their parents

　　C. be rewarded with milk　　　D. be praised 【】

　　29. The babies would “ smile and bubble ” at the lights because 。

　　A. the lights were directly related to some basic “ drives ”

　　B. the sight of the lights was interesting

　　C. they need not turn back to watch the lights

　　D. they succeeded in “switching on” the lights 【】

　　30. According to Papousek, the pleasure babies get in achieving something is a reflection of 。

　　A. a basic human desire to understand and control the world

　　B. the satisfaction of certain physiological needs

　　C. their strong desire to solve complex problems

　　D. a fundamental human urge to display their learned skills 【】

　　Passage Three

　　Questions 31 to 35 are based on the following passage。

　　Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can improve performance at work and school. Cognitive (認知學派的) researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on approval and gifts from others。

　　The latter view has gained many supporters, especially among educators. But the careful use of small monetary (金錢的) rewards sparks creativity in grade �� school children, suggesting that properly presented inducements (刺激) indeed aid inventiveness, according to a study in the June Journal of Personality and Social Psychology。

　　“If kids know they �� re working for a reward and can focus on a relatively challenging task, they show the most creativity, ” says Robert Eisenberger of the University of Delaware in Neward. “ But it �� s easy to kill creativity by giving rewards for poor performance or creating too much anticipation for rewards. ”

　　A teacher who continually draws attention to rewards or who hands out high grades for ordinary achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and restore failing grades。

　　In earlier grades, the use of so — called token economies, in which students handle challenging problems and receive — based points toward valued rewards, shows promise in raising effort and creativity, the Delaware psychologist claims。

　　31. Psychologists are divided with regard to their attitudes toward 。

　　A. the choice between spiritual encouragement and monetary rewards

　　B. the amount of monetary rewards for student �� creativity

　　C. the study of relationship between actions and their consequences

　　D. the effects of external rewards on students �� performance 【】