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 _1_ performance at work and school. Cognitive( 认识派的 ) researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on _2_ and gifts from others. The latter view has gained many supporters, _3_ among educators. But the careful use of small _4_ rewards speaks creativity in grade school children, suggesting that properly presented inducements( 刺激 ) indeed _5_inventiveness, according to a study in the June Journal of Personality and Social Psychology. “If kids know theyre working for a reward and can focus on a relatively _6_ task, they show the most creativity,” says Robert Eisenberger of the University of Delaware in Newark. “But its easy to _7_ 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 our high grades for _8_ achievement ends uPwith uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and _9_ failing grades. In early grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points to ward valued rewards, shows _10_ in raising efforts and creativity, the Delaware psychologist claims. A)mental B)promiseC)killD)avoid E)hope F)especiallyG)aidH)ordinary I)approval J)monetaryK)generallyL)improve M)challengingN)restoreO)excellent Answers: 1. L2. I3. F4. J5. G6. M7. C8. H9. N10. B Reading is thought to be a kind of conversation between the reader and the text. The reader puts questions, as it were, to the text and gets answers. In the light of these he puts _1_ questions, and so on. For most of the time this “conversation” goes on below the level of consciousness. At times, however, we become _2_ of it. This is usually when we are running into difficulties, when mismatch is occurring between _3_ and meaning. When successful matching is being experienced, our question of the text continues at the unconscious level. Different people _4_ with the text differently. Some stay very close to the words on the page, others take off imaginatively from the words, interpreting, criticizing, analyzing and examining. The former represents a kind of comprehension which is _5_ in the text. The latter represents _6_ levels of comprehension. The balance between these is important, especially for advanced readers. There is another conversation which from our point of view is _7_ important, and that is to do not with what is read but with how it is read. We call this a “process” conversation as _8_ to a “content” conversation. It is concerned not with meaning but with the _9_ we employ in reading. If we are an advanced reader our ability to hold a process conversation with a text is usually pretty well _10_. Not so our ability to hold a content conversation. A)opposedB)converseC)equallyD)written E)developed F)strategiesG)comparedH)awake I)higherJ)expectationsK)dealL)absolutely M)awareN)betterO)further Answers: 1. O2. M3. J4. B5. D6. I7. C8. A9. F10. E There is a popular belief among parents that schools are no longer interested inspelling .No school I have taught in has ever _ spelling or considered it unimportantas a basic skill. There are, however , vastly different ideas about how to teach it , or howmuch _ it must be given over general language development and writing ability. Theproblem is , how to encourage a child to express himself freely and _ in writing without holding him back with the complexities of spelling?If spelling become the only focal point of his teachers interest, clearly a _4_child will be likely to “play safe”. He will tend to write only words within his spelling range,choosing to avoid _5_ language. Thats why teachers often _6_ the early use ofdictionaries and pay attention to content rather than technical ability.I was once shocked to read on the bottom of a sensitive piece of writing abouta personal experience ：“ This work is _7_ !There are far too many spelling errors andyour writing is illegible( 难以辨认的 ).” It may have been a sharP_8_ of the pupilstechnical abilities in writing, but it was also a sad reflection on the teacher who had omittedto read the essay, which _9_ some beautiful expressions of the childs deePfeelings.The teacher was not wrong to draw attention to the errors, but if his priorities had centredon the childs ideas, an expression of his disappointment with the presentati