高考英语模拟试题阅读理解精选编讲第173篇——秒词邦微信小程序

During the rosy years of elementary school（小学）, I enjoyed sharing my dolls and jokes, which allowed me to keep my high social status. I was the queen of the playground. Then came my tweens and teens, and mean girls and cool kids. They rose in the ranks not by being friendly but by smoking cigarettes, breaking rules and playing jokes on others, among whom I soon found myself.

Popularity is a well-explored subject in social psychology. Mitch Prinstein, a professor of clinical psychology sorts the popular into two categories: the likable and the status seekers. The likables’ plays-well-with-others qualities strengthen schoolyard friendships, jump-start interpersonal skills and, when tapped early, are employed ever after in life and work. Then there’s the kind of popularity that appears in adolescence: status born of power and even dishonorable behavior.

Enviable as the cool kids may have seemed, Dr. Prinstein’s studies show unpleasant consequences. Those who were highest in status in high school, as well as those least liked in elementary school, are ＂most likely to engage（从事）in dangerous and risky behavior.＂

In one study, Dr. Prinstein examined the two types of popularity in 235 adolescents, scoring the least liked, the most liked and the highest in status based on student surveys（调查研究）. ＂We found that the least well-liked teens had become more aggressive over time toward their classmates. But so had those who were high in status. It clearly showed that while likability can lead to healthy adjustment, high status has just the opposite effect on us."

Dr. Prinstein has also found that the qualities that made the neighbors want you on a play date-sharing, kindness, openness — carry over to later years and make you better able to relate and connect with others.

In analyzing his and other research，Dr. Prinstein came to another conclusion: Not only is likability related to positive life outcomes, but it is also responsible for those outcomes, too. "Being liked creates opportunities for learning and for new kinds of life experiences that help somebody gain an advantage, ＂ he said.

在美好的小学时光里，我喜欢分享我的洋娃娃和笑话，这让我保持了很高的社会地位。我是操场上的女王。然后是我的青少年，坏女孩和酷孩子。他们靠的不是友好，而是抽烟、破坏规矩、和别人开玩笑，我很快就发现自己也在他们中间。

在社会心理学中，受欢迎程度是一个被广泛探讨的主题。临床心理学教授米奇·普林斯坦(Mitch Prinstein)将受欢迎的人分为两类:讨人喜欢的人和追求地位的人。这些可爱的人与他人相处融洽的品质可以加强校园友谊，快速启动人际交往能力，如果及早培养，将在以后的生活和工作中发挥作用。还有一种流行是在青春期出现的:由权力甚至不光彩的行为产生的地位。

尽管这些酷孩子看起来令人羡慕，但普林斯坦博士的研究显示了令人不快的后果。那些在高中地位最高的人，以及那些在小学最不受欢迎的人，“最有可能从事危险和冒险的行为。”

在一项研究中，普林斯坦博士对235名青少年进行了两种类型的受欢迎程度的调查，根据学生调查对受欢迎程度分为最不受欢迎、最受欢迎和地位最高的三类。“我们发现，随着时间的推移，最不受欢迎的青少年对同学变得更有攻击性。但那些地位高的人也是如此。研究清楚地表明，虽然受人喜爱可以带来健康的调整，但高地位对我们的影响却恰恰相反。”

普林斯坦博士还发现，那些让邻居希望你参加游戏约会的品质——分享、善良、坦率——会在以后的岁月里延续下去，让你更能与他人建立联系和联系。

在分析他的研究和其他研究时。普林斯坦得出了另一个结论:受欢迎程度不仅与积极的生活结果有关，而且对这些结果也负有责任。他说:“被喜欢创造了学习的机会，也创造了新的生活体验，这有助于人们获得优势。”

句子成分分析：

[During the rosy years (of elementary school(学))], I enjoyed sharing my dolls and jokes, (which allowed me to keep 

my high social status).

句子语法结构详解：

* enjoyed 为谓语，采用一般过去时。
* sharing 为动名词，作宾语。
* which 为关系代词，引导非限制性定语从句。
* allowed 为谓语，采用一般过去时。
* to keep 为不定式，作宾语补足语(或称复合宾语)。
* I 为人称代词主格。me 为人称代词宾格。my 为形容词型物主代词。the 为定冠词。

句子相关词汇解释：

Vocabulary:

句子成分分析：

[Then] came my tweens and teens, || and mean girls and cool kids.

句子语法结构详解：

(came 为 come 的过去式。)

* then 引导倒装句。
* came 为谓语，采用一般过去时。
* 第2个 and 为并列连词，连接并列句。
* kids 为谓语，采用一般现在时。动词采用第三人称单数形式。
* my 为形容词型物主代词。

句子相关词汇解释：

Vocabulary:

句子成分分析：

MitchPrinstein, <a professor(of clinical psychology)>sorts the popular into two categories: the likable and the status seekers.

句子语法结构详解：

* sorts 为谓语，采用一般现在时。动词采用第三人称单数形式。
* popular 为形容词名词化
* the 为定冠词。a 为不定冠词。

句子相关词汇解释：

Vocabulary:

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