9．Frederic Mishkin，who's been a professor at Columbia Business School for almost 30years，is good at solving problems and expressing ideas．Whether he's standing in front of a lecture hall or engaged in a casual conversation，his hands are always waving and pointing．When he was in graduate school，one of his professors was so annoyed by this constant gesturing that he made the young economist sit on his hands whenever he visited the professor's office．
It turns out，however，that Mishkin's professor had it exactly wrong．Gesture doesn't prevent but promotes clear thought and speech．Research demonstrates that the movements we make with our hands when we talk form a kind of second language，adding information that's absent from our words．It's learning's secret code：Gesture reveals what we know．It reveals what we don't know．What's more，the agreement （or lack of agreement） between what our voices say and how our hands move offers a clue to our readiness to learn．
Manyof the studies establishing the importance of gesture to learning have been conducted by Susan Goldin-Meadow，a professor of psychology at the University of Chicago．"We change our minds by moving our hands，"writes Goldin-Meadow in a review of this work．Particularly significant are what she calls"mismatches"between oral expression and physical gestures．A student might say that a heavier ball falls faster than a light one，for example，but make a gesture indicating that they fall at the same rate，which is correct．Such differences indicate that we're moving from one level of understanding to another．The thoughts expressed by hand motions are often our newest and most advanced ideas about the problem we're working on； we can't yet absorb these concepts into language，but we can capture them in movement．
Goldin-Meadow's more recent work strews not only that gesture shows our readiness to
learn，but that it actually helps to bring learning about．It does so in two ways．First，it elicits （引出） helpful behavior from others around us．Goldin-Meadow has found that adults respond to children's speech-gesture mismatches by adjusting their way of instruction．Parents and teachers apparently receive the signal that children are ready to learn，and they act on it by offering a greater variety of problem-solving techniques．The act of gesturing itself also seems to quicken learning，bringing new knowledge into consciousness and aiding the understanding of new concepts．A 2007study by Susan Wagner Cook，an assistant professor of psychology at the University of Iowa，reported that third-graders who were asked to gesture while learning algebra （代數） were nearly three times more likely to remember what they'd learned than classmates who did not gesture．
72．According to Paragraph 1，Frederic Mishkin was asked to sit on his hands becauseC
A．he could litter express his ideas that way
B．he always pointed his finger at his professor
C．his professor did not like his gesturing
D．his gestures prevented his professor from thinking
73．How is gesturing important in acquiring knowledge？A
A．It draws tasteful responses from others and increases learning speed．
B．It promotes second language learning and quickens thinking．
C．It provides significant clues for solving academic problems．
D．It reduces students'reliance on teachers'instruction．
74．What can be inferred from the passage about gesture-speech mismatches？B
A．They can stimulate our creativity．
B．Instructors should make full use of them．
C．Teachers can hardly explain new concepts without them．
D．They serve as a stepping stone to solving real life problems．
75．What could be the best title of the passage？D
A．Hand Motions，a Second Language
B．Gesturing：Signal of Understanding
C．New Uses of Gesturing
D．The Secret Code of Learning．
分析 這是一篇科普知識類閱讀． 弗雷德里克•米什金在哥倫比亞大學商學院教授近30年，善于解決問題和表達思想．不管他是站在一個演講廳前或從事一個偶然的談話，他的手總是揮手指著．讀研究生時，一位教授很惱火這種不斷的手勢，他年輕的經濟學家坐在他身邊時，他參觀了教授的辦公室． 它的出現，然而，米什金教授是完全錯誤的．手勢不阻止但促進清晰的思想和言論．研究表明，我們與我們的手的動作時，我們說形成一種第二語言，添加信息，沒有我們的話．這是學習的秘密代碼：手勢揭示我們知道，它揭示了我們所不知道的．更重要的是，該協議（或不一致）之間有什么我們的聲音和我們的手提供了一個線索，我們愿意學習．芝加哥大學的心理學教授Susan Goldin Meadow說：許多建立手勢的重要性學習的研究已經進行了．"我們改變我們的想法通過移動我們的手，"Goldin-Meadow 在審查這項工作．特別重要的是她所稱的"錯位"的口頭表達和肢體動作之間．學生會說，重的比輕的球落下，更快的例子，但做一個手勢表示他們會以同樣的速度，這是正確的．這種差異表明，我們正在從一個認識水平到另一個．用手的運動往往是我們最新的、最先進的觀念問題，我們我們的思想工作；還不能將這些概念吸收到語言中，但我們可以在運動中捕捉到它們． Goldin-Meadow近年的秸稈不僅姿態顯示了我們的準備學習，但它實際上有助于促進學習．這兩種方式這么做．首先，它從周圍引出我們．Goldin-Meadow 有用的行為發現，成年人應對兒童言語手勢不匹配，調整自己的教學方式．家長和老師顯然收到的信號，孩子是愿意學習的，他們的行為對它提供各種各樣的解決問題的技巧，手勢的動作本身似乎也加快學習，帶來新的知識轉化為意識，幫助新概念的理解．2007年愛荷華大學的心理學副教授Susan Wagner Cook一份研究說，一個三年級學生被要求學習代數時有手勢，它的學習代數記住的可能比沒有手勢的近三倍．
解答 72題答案：C 考查判斷推理．根據When he was in graduate school，one of his professors was so annoyed by this constant gesturing中的annoyed可知C正確．
73題答案：A 考查判斷推理．根據it elicits （引出） helpful behavior from others around us．和he act of gesturing itself also seems to quicken learning，bringing new knowledge into consciousness and aiding the understanding of new concepts．可推知A正確．
74題答案：B 考查判斷推理．根據文章的最后一段可知．
75題答案：D 考查文章的標題．根據文章的第二段可知文章的主題是The Secret Code of Learning．
點評 綜觀全篇，前后呼應．這是閱讀理解的重要一步，在做完閱讀理解題后，要立足于文章整體，再迅速讀一遍短文，短文中的問題和答案的設置前后都是相關聯的，有著一定的連續性，體現著文章的基本脈絡．結合文章有針對性結合短文解決判斷推理的題．
