26. INFANTILE AMNESIA(TPO6)
5. 答案就是对段落最后一句的阐释,注意选项1的排除非常有难度,注意区分:brain’s level of physiological maturation和frontal lobes of brain
6. 定位:Through hearing stories with a clear beginning,middle, and ending children may learn to extract the gist of events in ways that they will be able to describe many years later. 其中beginning,middle和ending为structure的体现,本体再次说明选项需要恰当infer(判断),而不是原文的简单改写,注意和GRE阅读选项设置的区别:iBT的选项较GRE而言更加粗糙,但iBT中错误的选项往往更加粗糙,可以理解为近似的正确,当然这种“近似”只是体现在对原文精确改写相比较的过程中,但可以肯定的是,正确的选项所表达的意思一定是原文的意思,不会出现偏差
7. 此题很阴暗,考察了选项的偏意,fundamentally含有“重要”的意思,注意不但要注意题目的偏意,还要注意选项的偏意
9. 对答案表示怀疑:knowledge structures不是用来说明和可以help older children去encode吗,文章也没提到两个process的similarity啊,虽然上一段说了incompatibility,而且说了mismatch,但题目说得是partly,应该是fully吧,此外,选项2又如何排除
27. MINERALS AND PLANTS(TPO5)
6. 定位:This technique allows researchers to create solutions that selectively omit certain nutrients,此处并不是简单的改写原句,注意在概念上的理解,这里的omit和receive是从两个方面说明了一件事情,注意这种题目的选项设置
11. 定位:the site would be restored at a cost much lower than the price of excavation and reburial,原文中的price和cost并不是指价格而是代价,而选项中的time可看作代价的一种,所以选项4正确;注意选项3中的equally是很大的干扰项,题目的字更要字字读到(此题解释过于矫情)
28. THE ORIGIN OF THE PACIFIC ISLAND PEOPLE(TPO5)
4. 定位: assumed that only Egyptians would have been skilled enough to navigate and colonize the Pacific,题目的考法并不是直接去找原文的对应,而是找到对应后理解only一词的意义,infer出other parts of the world were believed to lack the skills needed to travel across the ocean
12. 此处要理解sweet potato的作用是证明是不是新大陆来的,因此段落中两处提及的potato用来解释不同的东西,即alternative explanation,选项4错在没有正确理解sweet potato的作用,本题考察了对关键信息sweet potato的理解,即使问的是Patrick Kirch