高考英语模拟试题阅读理解精选编讲第049篇——秒词邦背单词app

In the past many studies placed too much emphasis on how animals are trained to learn. But recently more and more studies have focused on how animals equip themselves to learn

One study started with a school field trip to a pine forest where many pine cones were discovered, stripped(剥壳) to the central core. So the investigation was directed at finding ou what was eating the pine seeds and how they managed to get them out of the cones. The culprit(犯罪者)proved to be the black rat, and the technique was to bite each cone from base to top, following the growth pattern of the cone.

Urban black rats were found to lack the skill. However, babies of urban mothers cross-fostered by stripper mothers acquired the skill, whereas babies of stripper mothers fostered by an urban mother could not. Clearly the skill had to be learned from the mother. In the case of ‘rats, the youngsters take cones away from the mother when she is still eating them, allowing them to acquire the stripping skill.

Another study, Bird Behaviour, provides a different view of the adaptiveness of social learning. It concerns the seed caching(hiding) behaviour of Clark’s Nutcracker and the Mexican Jay. The former is specialists, caching about 30,000 seeds in scattered locations that it will recover over the months of winter; the Mexican Jay will also cache food but is much less dependent on this than the Nutcracker. The two species also differ in their social structure: the Nutcracker prefers living alone while, the Jay, in social groups.

The experiment is to discover if a bird can remember where it hid a seed but also if it can remember where it saw another bird hide a seed. The design is funny with a cacher bird hiding food in a room, while watched by a caged observer bird. Two days later, cachers and observers are tested for their discovery rate against estimated random performance(预估随机表现) Both cachers performed above chance. More surprisingly, jay observers were as successful as jay cachers, whereas nutcracker observers didi no better than chance. It seems that, whereas the Nutcracker is highly skilled at remembering where it hid its own seeds, the social living Mexican Jay is more adept at remembering and so making use of, the caches of others.

过去，许多研究过于强调如何训练动物学习。但最近越来越多的研究集中在动物如何让自己学会

一项研究始于学校对一片松林的实地考察，在那里发现了许多被剥去的松果(剥壳) 到中心核心。因此，调查的目的是找出是什么在吃松籽，以及他们是如何将它们从松果中取出的。罪魁祸首(犯罪者)事实证明是黑老鼠，其技术是按照锥体的生长模式，从底部到顶部咬每个锥体。

城市黑鼠被发现缺乏这种技能。然而，由脱衣舞娘交叉寄养的城市母亲的婴儿获得了这项技能，而由城市母亲寄养的脱衣舞娘的婴儿则不能。显然，这项技能必须向母亲学习。在老鼠的情况下，当母亲还在吃甜筒时，年轻人会把它们从母亲身上拿走，让它们学会剥离甜筒的技能。

另一项研究《鸟类行为》对社会学习的适应性提出了不同的看法。它涉及克拉克的胡桃夹子和墨西哥周的种子缓存（隐藏）行为。前者是专家，在分散的地方储存大约30000颗种子，这些种子将在冬季几个月内恢复；墨西哥周也会缓存食物，但与胡桃夹子相比，他对食物的依赖要小得多。这两个物种在社会结构上也有所不同：胡桃夹子更喜欢独自生活，而周则属于社会群体。

这个实验是为了发现一只鸟是否记得它把种子藏在哪里，以及它是否记得它看到另一只鸟把种子藏到哪里。这个设计很有趣，一只纪念鸟把食物藏在房间里，同时被一只关在笼子里的观鸟观察。两天后，根据估计的随机性能测试缓存和观察者的发现率(预估随机表现) 两位声望都超过了机会。更令人惊讶的是，周的观察者和周的纪念者一样成功，而胡桃夹子观察者的表现并不比偶然好。似乎，尽管胡桃夹子非常善于记住自己的种子藏在哪里，但社交生活的墨西哥周更善于记住并利用他人的种子。

句子成分分析：

[However], babies (of urban mothers cross-fostered) [by stripper mothers] acquired the skill, || whereas babies

 (of stripper mothers fostered [by an urban mother]) could not.

句子语法结构详解：

* acquired 为谓语，采用一般过去时。
* whereas 引导状语从句。句子有省略。
* fostered 为过去分词，作后置定语。
* can 为情态动词。the 为定冠词。an 为不定冠词。

句子相关词汇解释：

Vocabulary:

句子成分分析：

[Clearly] the skill had to be learned from the mother.
[In the case (of 'rats)], the youngsters take cones away [from the mother] || when she is [still] eating them, allowing them to acquire the stripping skill.

句子语法结构详解：

* learned 为谓语，采用被动语态。
* take 为谓语，采用一般现在时。
* away 为副词作宾语补足语(即构成复合宾语)。
* when 为连词，引导时间状语从句。
* eating 为谓语，采用现在进行时。
* allowing 为现在分词，作状语。
* to acquire 为不定式，作宾语补足语(或称复合宾语)。
* stripping 为动名词，与 skill 构成合成名词。
* had to 为情态动词。she 为人称代词主格。them 为人称代词宾格。be, is 为助动词。the 为定冠词。

句子相关词汇解释：

Phrase:

Vocabulary:

句子成分分析：

The experiment is to discover | if a bird can remember | where it hid a seed but also | if it can remember | where it saw another bird hide a seed.

句子语法结构详解：

(hid 为 hide 的过去式。saw 为 see 的过去式。)

* is 为系动词作谓语，采用一般现在时。
* to discover 为不定式，作表语。
* 第1个 if 为连词，引导宾语从句。
* 第1个 remember 为谓语。
* 第1个 where 为连接副词，引导宾语从句。
* hid 为谓语，采用一般过去时。
* 第2个 if 为连词，引导宾语从句。
* 第2个 remember 为谓语。
* 第2个 where 为连接副词，引导宾语从句。
* saw 为谓语，采用一般过去时。
* hide 为不带 to 的不定式，作宾语补足语(或称复合宾语)。
* can 为情态动词。the 为定冠词。a 为不定冠词。

句子相关词汇解释：

Vocabulary:

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