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A、soon after they learn to talk B、by looking at the clock C、when they begin to be mathematically mature D、after they reach secon
A、soon after they learn to talk B、by looking at the clock C、when they begin to be mathematically mature D、after they reach secon
admin
2011-01-08
27
问题
People appear to be born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impressive accuracy—one plate, one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of noting that they have placed five knives, spoons, and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second-grade mathematics class without any serious problems of intellectual adjustment.
Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped—or, as the case might be encountered—concepts that adults take for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from a short stout glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers—the idea of a oneness, a twoness, a threeness that applies to any class of objects and is a prerequisite for doing anything more mathematically demanding than setting a table—is itself far from innate
选项
A、soon after they learn to talk
B、by looking at the clock
C、when they begin to be mathematically mature
D、after they reach second grade in school
答案
A
解析
正确判断主题和支持性细节之间的关系,本文中develop so early是主题,其后具体提及的时间段是支持性细节。
转载请注明原文地址:https://kaotiyun.com/show/ox0O777K
本试题收录于:
CATTI二级口译综合能力题库翻译专业资格(CATTI)分类
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