【尚友论坛】【托福阅读真题详解-TPO-刘文勇】[NO.19]【婴幼儿健忘症】
新托福TPO6阅读原文(三)Infantile Amnesia及译文
新托福TPO6阅读原文(三):Infantile AmnesiaTPO-6-3：Infantile AmnesiaWhat do you remember about your life before you were three? Few people can remember anything that happened to them in their early years. Adults' memories of the next few years also tend to be scanty. Most people remember only a few events—usually ones that were meaningful and distinctive, such as being hospitalized or a sibling’s birth.How might this inability to recall early experiences be explained? The sheer passage of time does not account for it; adults have excellent recognition of pictures of people who attended high school with them 35 years earlier. Another seemingly plausible explanation—that infants do not form enduring memories at this point in development—also is incorrect. Children two and a half to three years old remember experiences that occurred in their first year, and eleven month olds remember some events a year later. Nor does the hypothesis that infantile amnesia reflects repression—or holding back—of sexually charged episodes explain the phenomenon. While such repression may occur, people cannot remember ordinary events from the infant and toddler periods either.Three other explanations seem more promising. One involves physiological changes relevant to memory. Maturation of the frontal lobes of the brain continues throughout early childhood, and this part of the brain may be critical for remembering particular episodes in ways that can be retrieved later. Demonstrations of infants’and toddlers' long-term memory have involved their repeating motor activities that they had seen or done earlier, such as reaching in the dark for objects, putting a bottle in a doll’s mouth, or pulling apart two pieces of a toy. The brain’s level of physiological maturation may support these types of memories, but not ones requiring explicit verbal descriptions.A second explanation involves the influence of the social world on children’s language use. Hearing and telling stories about events may help children store information in ways that will endure into later childhood and adulthood. 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. Consistent with this view, parents and children increasingly engage in discussions of past events when children are about three years old. However, hearing such stories is not sufficient for younger children to form enduring memories. Telling such stories to two year olds does not seem to produce long-lasting verbalizable memories.A third likely explanation for infantile amnesia involves incompatibilities between the ways in which infants encode information and the ways in which older children and adults retrieve it. Whether people can remember an event depends critically on the fit between the way in which they earlier encoded the information and the way in which they later attempt to retrieve it. The better able the person is toreconstruct the perspective from which the material was encoded, the more likely that recall will be successful.This view is supported by a variety of factors that can create mismatches between very young children's encoding and older children's and adults' retrieval efforts. The world looks very different to a person whose head is only two or three feet above the ground than to one whose head is five or six feet above it. Older children and adults often try to retrieve the names of things they saw, but infants would not have encoded the information verbally. General knowledge of categories of events such as a birthday party or a visit to the doctor's office helps older individuals encode their experiences, but again, infants and toddlers are unlikely to encode many experiences within such knowledge structures.These three explanations of infantile amnesia are not mutually exclusive; indeed, they support each other. Physiological immaturity may be part of why infants and toddlers do not form extremely enduring memories, even when they hear stories that promote such remembering in preschoolers. Hearing the stories may lead preschoolers to encode aspects of events that allow them to form memories they can access as adults. Conversely, improved encoding of what they hear may help them better understand and remember stories and thus make the stories more useful for remembering future events. Thus, all three explanations—physiological maturation, hearing and producing stories about past events, and improved encoding of key aspects of events—seem likely to be involved in overcoming infantile amnesia.译文：TPO-6-3 婴幼儿期记忆缺失三岁前生活中发生事情你还记得多少?很少有人能记得婴幼儿时期曾经发生在他们身上的事情。
托福TPO19阅读Passage3原文文本+题目+答案解析
¡¡¡¡ÎªÁË°ïÖú´ó¼Ò¸ßЧ±¸¿¼Íи££¬Îª´ó¼Ò´øÀ´Íи£TPO19ÔĶÁPassage3Ô-ÎÄÎı¾+ÌâÄ¿+´ð°¸½âÎö£¬Ï£Íû¶Ô´ó¼Ò±¸¿¼ÓÐËù°ïÖú¡£¡¡¡¡¨ Íи£TPO19ÔĶÁPassage3Ô-ÎÄÎı¾£º¡¡¡¡Discovering the Ice Ages¡¡¡¡In the middle of the nineteenth century, Louis Agassiz, one of the first scientists to study glaciers, immigrated to the United States from Switzerland and became a professor at Harvard University, where he continued his studies in geology and other sciences. For his research, Agassiz visited many places in the northern parts of Europe and North America, from the mountains of Scandinavia and New England to the rolling hills of the American Midwest. In all these diverse regions, Agassiz saw signs of glacial erosion and sedimentation. In flat plains country, he saw moraines (accumulations of earth and loose rock that form at the edges of glaciers) that reminded him of the terminal moraines found at the end of valley glaciers in the Alps. The heterogeneous material of the drift (sand, clay, and rocks deposited there) convinced him of its glacial origin.¡¡¡¡The areas covered by this material were so vast that the ice that deposited it must have been a continental glacier larger than Greenland or Antarctica. Eventually, Agassiz and others convinced geologists and the general public that a great continental glaciation had extended the polar ice caps far into regions that now enjoy temperate climates. For the first time, people began to talk about ice ages. It was also apparent that the glaciation occurred in the relatively recent past because the drift was soft, like freshly deposited sediment. We now know the age of the glaciation accurately from radiometric dating of the carbon-14 in logs buried in the drift. The drift of the last glaciation was deposited during one of the most recent epochs of geologic time, the Pleistocene, which lasted from 1.8 million to 10,000 years ago. Along the east coast of the United States, the southernmost advance of this ice is recorded by the enormous sand and drift deposits of the terminal moraines that form Long Island and Cape Cod.¡¡¡¡It soon became clear that there were multiple glacial ages during the Pleistocene, with warmer interglacial intervals between them. As geologists mapped glacial deposits in the late nineteenth century, they became aware that there were several layers of drift, the lower ones corresponding to earlier ice ages. Between the older layers of glacial material were well-developed soils containing fossils of warm-climate plants. These soils were evidence that the glaciers retreated as the climate warmed. By the early part of the twentieth century, scientists believed that four distinct glaciations had affected North America and Europe during the Pleistocene epoch.¡¡¡¡This idea was modified in the late twentieth century, when geologists and oceanographers examining oceanic sediment found fossil evidence of warming and coolingof the oceans. Ocean sediments presented a much more complete geologic record of the Pleistocene than continental glacial deposits did. The fossils buried in Pleistocene and earlier ocean sediments were of foraminifera¡ªsmall, single-celled marine organisms that secrete shells of calcium carbonate, or calcite. These shells differ in their proportion of ordinary oxygen (oxygen-16) and the heavy oxygen isotope (oxygen-18). The ratio of oxygen-16 to oxygen-18 found in the calcite of a foraminifer's shell depends on the temperature of the water in which the organism lived. Different ratios in the shells preserved in various layers of sediment reveal the temperature changes in the oceans during the Pleistocene epoch.¡¡¡¡Isotopic analysis of shells allowed geologists to measure another glacial effect. They could trace the growth and shrinkage of continental glaciers, even in parts of the ocean where there may have been no great change in temperature¡ªaround the equator, for example. The oxygen isotope ratio of the ocean changes as a great deal of water is withdrawn from it by evaporation and is precipitated as snow to form glacial ice. During glaciations, the lighter oxygen-16 has a greater tendency to evaporate from the ocean surface than the heavier oxygen-18 does. Thus, more of the heavy isotope is left behind in the ocean and absorbed by marine organisms. From this analysis of marine sediments, geologists have learned that there were many shorter, more regular cycles of glaciation and deglaciation than geologists had recognized from the glacial drift of the continents alone.¡¡¡¡Paragraph 1: In the middle of the nineteenth century, Louis Agassiz, one of the first scientists to study glaciers, immigrated to the United States from Switzerland and became a professor at Harvard University, where he continued his studies in geology and other sciences. For his research, Agassiz visited many places in the northern parts of Europe and North America, from the mountains of Scandinavia and New England to the rolling hills of the American Midwest. In all these diverse regions, Agassiz saw signs of glacial erosion and sedimentation. In flat plains country, he saw moraines (accumulations of earth and loose rock that form at the edges of glaciers) that reminded him of the terminal moraines found at the end of valley glaciers in the Alps. The heterogeneous material of the drift (sand, clay, and rocks deposited there) convinced him of its glacial origin.¡¡¡¡¨ Íи£TPO19ÔĶÁPassage3ÌâÄ¿£º¡¡¡¡1. The word ¡°accumulations¡± in the passage is closest in meaning to¡¡¡¡O signs¡¡¡¡O pieces¡¡¡¡O types。
托福阅读TPO19答案解析
托福阅读答案1.回到原文“accumulations of earth and loose rock …” 文中的意思是指的泥土的积累，形成叫moraines的物质，而泥土的积累其实就可以看做是沉淀，比如三角洲就是泥土的积累或者说是沉淀出来的，所以选D。
2.根据“A heterogeneous group consists of many different types of things or people.” 所以答案选B。
3.第二句“Agassiz visited many places …”第三句“In all these diverse regions, …”第四句“In flatplains country, he saw moraines…that remained him of the terminal moraines found at the endof valley glaciers in the Alps.”意思是：在平原乡村，他看到的moraines让他想起了在阿尔卑斯冰山谷末端找到的terminal moraines。
首先他去过很多地方，都发现了冰川侵蚀和沉淀的迹象，然后他在flat plains 发现的moraines让他想起了在Alps发现的moraines，这证明在不同地方发现了类似甚至同样的物质，所以只有B符合。
选项A错，地质差异比较扯；选项C错，肯定不是Alps的地质研究；选项D错，并没有什么regionaldifference,这是原文并没有提到的，所以不能选。
4.回原文“…regions that enjoy temperate climates…”直译过来应该是：享受温带气候的地区。
Resemble 肯定不对，因为确实就是温带气候，不用类似于。
Expect 期望也不对，本来就是何必期望呢？dominate支配也不对，支配温带气候实在是从语义上说不过去，最后只有experience经历是可以说的过去的，一个享受温带气候的地区当然就经历这么一个温带的气候，所以选A。
托福阅读TPO19（试题+答案+...
托福阅读TPO19(试题+答案+译文)第1篇:TheRomanArmy'sImpactonBritain托福TPO是托福备考小伙伴们最重要的参考资料，并且这个是在备考时候一定要认真多多练习，托福TPO是非常重要的希望大家一定要重视起来，小编为广大的托福考生整理了托福阅读TPO19(试题+答案+译文)第1篇:The Roman Army's Impact on Britain，下面就来跟小编一起来看下面精彩内容吧!托福阅读原文【1】In the wake of the Roman Empire's conquest of Britain in the first century A.D., a large number of troops stayed in the new province, and these troops had a considerable impact on Britain with their camps, fortifications, and participation in the local economy. Assessing the impact of the army on the civilian population starts from the realization that the soldiers were always unevenly distributed across the country. Areas rapidly incorporated into the empire were not long affected by the military. Where the army remained stationed, its presence was much more influential. The imposition of a military base involved the requisition of native lands for both the fort and the territory needed to feed and exercise the soldiers' animals. The imposition of military rule also robbed local leaders of opportunities to participate in local government, so social development was stunted and the seeds of disaffection sown. This then meant that the military had to remain to suppress rebellion and organize government.【2】 Economic exchange was clearly very important as the Roman army brought with it very substantial spending power. Locally a fort had two kinds of impact. Its large population needed food and other supplies. Some of these were certainlybrought from long distances, but demands were inevitably placed on the local area. Although goods could be requisitioned, they were usually paid for, and this probably stimulated changes in the local economy. When not campaigning, soldiers needed to be occupied; otherwise they represented a potentially dangerous source of friction and disloyalty. Hence a writing tablet dated 25 April tells of 343 men at one fort engaged on tasks like shoemaking, building a bathhouse, operating kilns, digging clay, and working lead. Such activities had a major effect on the local area, in particular with the construction of infrastructure such as roads, which improved access to remote areas.【3】 Each soldier received his pay, but in regions without a developed economy there was initially little on which it could be spent. The pool of excess cash rapidly stimulated a thriving economy outside fort gates. Some of the demand for the services and goods was no doubt fulfilled by people drawn from far afield, but some local people certainly became entwined in this new economy. There was informal marriage with soldiers, who until AD 197 were not legally entitled to wed, and whole new communities grew up near the forts. These settlements acted like small towns, becoming centers for the artisan and trading populations.【4】The army also provided a mean of personal advancement for auxiliary soldiers recruited from the native peoples, as a man obtained hereditary Roman citizenship on retirement after service in an auxiliary regiment. Such units recruited on an ad hoc (as needed) basis from the area in which they were stationed, and there was evidently large-scale recruitment within Britain. The total numbers were at least 12,500 men up to the reign of the emperor Hadrian (A.D. 117-138), witha peak around A.D. 80. Although a small proportion of the total population, this perhaps had a massive local impact when a large proportion of the young men were removed from an area. Newly raised regiments were normally transferred to another province from whence it was unlikely that individual recruits would ever return. Most units raised in Britain went elsewhere on the European continent, although one is recorded in Morocco. The reverse process brought young men to Britain, where many continued to live after their 20 to 25 years of service, and this added to the cosmopolitan Roman character of the frontier population. By the later Roman period, frontier garrisons (groups of soldiers) were only rarely transferred, service in units became effectively hereditary, and forts were no longer populated or maintained at full strength.【5】 This process of settling in as a community over several generations, combined with local recruitment, presumably accounts for the apparent stability of the British northern frontier in the later Roman period. It also explains why some of the forts continued in occupation long after Rome ceased to have any formal authority in Britain, at the beginning of the fifth century A.D. The circumstances that had allowed natives to become Romanized also led the self-sustaining military community of the frontier area to become effectively British.托福阅读试题1. Which of the sentences below best expresses the essential information in the highlighted sentence in paragraph 1? Incorrect choices change the meaning in important ways or leave out essential information.A.Many Roman soldiers remained in Britain after conquering it, and their presence had a strong influence.B.The new Roman province of Britain seemed to awaken in the first century A.D. as the local economy improved.C.Camps, fortifications, and economic change contributed to the Roman conquest of Britain.D.With the conquest of Britain by Roman troops, the Roman Empire gained considerable economic strength.2. According to paragraph 1, the Roman army had the most influence on those areas of Britain that wereA.conquered first.B.near population centers.ed as military bases.D.rapidly incorporated into the empire.3. According to paragraph 1, what effect did military occupation have on the local population?A.It encouraged more even distribution of the population and the settlement of previously undeveloped territory.B.It created discontent and made continuing military occupation necessary.C.It required local labor to construct forts and feed and exercise the soldiers’ animals.D.It provided local leaders with opportunities to participate in governance.4. The word “suppress” in the passage (paragraph 1) is closest in meaning toA.respond to.B.warn against.C.avoid the impact of.D.stop by force.5. The word “friction” in the passage (paragraph 2) is closest in meaning toA.rebellion.B.conflict.C.neglect.D.crime.6. The author mentions “343 men at one fort engaged on tasks like shoemaking, building a bathhouse, operating kilns, digging clay, and working lead”in paragraph 2 in order toA.describe the kinds of tasks soldiers were required to perform as punishment for disloyalty or misdeeds.B.illustrate some of the duties assigned to soldiers to keep them busy and well-behaved when not involved in military campaigns.C.provide evidence that Roman soldiers had a negative effect on the local area by performing jobs that had been performed by native workers.D.argue that the soldiers would have been better employed in the construction of infrastructure such as roads.7. The phrase “entitled to” in the passage (paragraph 3) is closest in meaning toA.given the right to.B.able to afford to.C.encouraged to.D.required to.8. According to paragraph 3, how did the soldiers meet their needs for goods and services?A.Their needs were met by the army, and all of their economic transactions took place within the fort.B.Most of their needs were met by traveling tradespeople who visit the forts.C.During their days off, soldiers traveled to distant towns tomake purchases.D.They bought what they needed from the artisans and traders in nearby towns.9. According to paragraph 4, which of the following is true of Britain’s auxiliary regiments of the Roman army?A.Membership in these regiments reached its highest point during the region of the emperor Hadrian.B.Most of the units recruited in Britain were sent to Morocco and other stations outside Europe.C.Soldiers served in the regiments for many years and after retirement generally stayed where they had been stationed.D.Most of the regiments stationed on the frontier were new units transferred from a neighboring province.10. According to paragraph 4, all of the following changes could be seen in the frontier garrisons by the later Roman period EXCEPT:A.Membership in the units passed from father to son.B.Fewer soldiers were stationed at the forts.C.Soldiers usually were not transferred to different locations.D.Frontier units became more effective and proficient.11. Why does the author mention that “some of the forts continued in occupation long after Rome ceased to have any formal authority in Britain”in paragraph 5 ?A.To emphasize the degree to which the stability of the British northern frontier depended on firm military control.B.To suggest that the Romans continued to occupy Britain even after they had formally given up the right to do so.C.To support the claim that forts continued to serve an import economic function even after they ceased to be of any military use.D.To describe one of the things that resulted from frontier garrisons’ becoming part of the local community over a long period.12. The word “circumstances” in the passage (paragraph 5) is closest in meaning toA.experiences.munities.C.conditions.ws.13. Look at the four squares [■] that indicate where the following sentence could be added to the passage. Where would the sentence best fit? One solution was to keep them busy as sources of labor.Paragraph 2: Economic exchange was clearly very important as the Roman army brought with it very substantial spending power. Locally a fort had two kinds of impact. Its large population needed food and other supplies. ■【A】Some of these were certainly brought from long distances, but demands were inevitably pla ced on the local area. ■【B】 Although goods could be requisitioned, they were usually paid for, and this probably stimulated changes in the local economy. ■【C】When not campaigning, soldiers needed to be occupied; otherwise they represented a potentially dangerous source of friction and disloyalty. ■【D】 Hence a writing tablet dated 25 April tells of 343 men at one fort engaged on tasks like shoemaking, building a bathhouse, operating kilns, digging clay, and working lead. Such activities had a major effect on the local area, in particular with the construction of infrastructure such as roads, which improved access to remote areas.14. Directions: An introductory sentence for a brief summaryof the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentence do not belong to the summary because they express ideas that are no presented in the passage or are minor ideas in the passage. This question is worth 2 points.Th e Roman army’s occupation of Britain influenced and changed the local population.A.Although the presence of the army in certain areas caused resentment among the local population, it provided important services such as building infrastructure.B.By recruiting unemployed young men for its auxiliary units, the army made it possible for them to stay in their home towns and provide financial support for their families.rge quantities of cash from soldiers’ pay stimulated development, but also drove up prices, making it hard for local residents to afford goods and services.D.Though the army appropriated land and some goods, it also paid for many supplies, stimulating local economic growth.E.The forts contributed to the quality of local crafts by bringing in artisans from distant places who brought with them new skills and techniques.F.Roman soldiers started families with local inhabitants, and over the generations, the military community became a stable part of British society.托福阅读答案1.原文in的部分是非主要成分，结构是军队呆在blabla，并且有影响，所以答案是A。
托福阅读TPO21答案解析
托福阅读答案1.ample大量的，所以答案是C的plentiful。
原文说为什么会发生婴儿期健忘症这个问题已经困扰了人们很久，特别是考虑到存在孩子有了些记忆这一怎么样的证据，孩子有记忆力与婴儿健忘症是相反的才intrigue，所以ample不能是负向词，questionable不对，原文没说证据得到确定，convincing不对；也没说惊奇，surprising 不对。
2.以intrigue psychologists做关键词定位至第三句，就是上题词汇题那句，说为什么会发生婴儿期健忘症这个问题已经困扰了人们很久，特别是考虑到存在孩子有了些记忆这一证据的存在，也就是说没法解释为什么有证据还infantile amnesia，所以正确答案是D。
A的intelligence in adulthood，B的others are notable to和C 的autobiographical memory原文都没说。
3.以developed autobiographical memory做关键词定位至倒数第二句和倒数第三句，说三四岁的时候，孩子能给出过去事情的lengthy and cohesive description，这是个developmental turning point，所以答案是B。
A说remember，C说孩子知道blabla，D描述的东西不对。
4.修辞目的题，先读例子所在句，说语言能力不行的孩子也能记住东西，因此语言能力能帮忙形成autobiographical memory而不是决定其形成，所以答案是A，不仅依靠verbal，B和C的one yearolds，D的人名原文都没说，都不选。
5.reasonable合理的，公平的，充足的，所以正确答案是B的sufficient。
原文说在孩子能够谈论过去之前，他们应该对自己作为独立个体而存在有什么样的认识，consistent和apparent明显不对，D的deep深刻MS 对，但孩子不太可能对自己有很深刻的认识，所以也不对。
托福阅读笔记之TPO-6 婴幼儿失忆症
托福阅读笔记之TPO6 Infantile Amnesia说到托福阅读备考，TPO是必不可少的备考神器，通过TPO练习来更好的适应阅读考试的节奏。
本文小编带来的托福阅读笔记是TPO6 Infantile Amnesia的内容，希望能够与正在备考的大家一起进步。
TPO6 Infantile Amnesia文章题材：生命科学——婴幼儿失忆症常见词汇：extract['ekstrækt,iks'trækt]n. 榨出物，精华，摘录vt. 拔出，榨出，promote[prə'məut]vt. 促进，提升，升迁; 发起; 促销engage[in'geidʒ]v. 答应，预定，使忙碌，雇佣，订婚reconstruct[ri:kən'strʌkt]vt. 重建，修复，重现immature[imə'tjuə]adj. 不成熟的except[ik'sept]vt. 除，除外minor['mainə]adj. 较小的，较少的，次要的n. 未成年retrieve[ri'tri:v]vt. 挽回，恢复，回忆，补偿sheer[ʃiə]adj. 纯粹的，全然的，陡峭的adv. 完explicit[iks'plisit]adj. 明确的，详述的，明晰的，外在的易错题解析：Paragraph 3: Three other explanations seem more promising.One involves physiological changes relevant to memory. Maturation of the frontal lobes of the brain continues throughout early childhood.And this part of the brain may be critical for remembering particular episodes in ways that can be retrieved later. Demonstrations of infants’and toddlers' long-term memory have involved their repeating motor activities that they had seen or done earlier，such as reaching in the dark for objects, putting abottle in a doll’s mouth, or pulling apart two pieces of a toy. The brain’s level of physiological maturation may support these types of memories，but not ones requiring explicit verbal descriptions.5. What does paragraph 3 suggest about long-term memory in children?○Maturation of the frontal lobes of the brain is important for the long-term memory of motor activities but not verbal descriptions.○Young children may form long-term memories of actions they see earlier than of things they hear or are told.○Young children have better long-term recall of short verbal exchanges than of long ones.○Children’s long-term recall of motor activities increases when such activities are accompanied by explicit verbal descriptions题型：事实信息题。
托福阅读模考软件TPO19文本解析(精)
智课网TOEFL备考资料托福阅读模考软件TPO19文本+解析摘要:小马托福资料下载栏目为大家提供最完整的TPO资料和TPO模考软件,其中本次分享的托福阅读模考软件TPO19文本+解析是TPO阅读中的一套,包含三篇文章每篇文章14道题目,形式与真实考试一样,考生们在练习的时候一定要将原文内容完全掌握然后再去作答。
阅读是托福考试最容易复习的一项了,但是大家还是不能轻易的放松,今天小编为大家带来的资料是托福阅读模考软件TPO19文本+解析,大家一起来看看本资料的精彩内容吧。
Succession, Climax, and EcosystemsIn the late nineteenth century, ecology began to grow into an independent science from its roots in natural history and plant geography. The emphasis of this new "community ecology" was on the composition and structure of communities consisting of different species. In the early twentieth century, the American ecologist Frederic Clements pointed out that a succession of plant communities would develop after a disturbance such as a volcanic eruption, heavy flood, or forest fire. An abandoned field, for instance, will be invaded successively by herbaceous plants (plants with little or no woody tissue, shrubs, and trees, eventually becoming a forest. Light-loving species are always among the first invaders, while shade-tolerant species appear later in the succession.Clements and other early ecologists saw almost lawlike regularity in the order of succession, but that has not been substantiated. A general trend can be recognized, but the details are usually unpredictable. Succession is influenced by many factors: the nature of the soil, exposure to sun and wind, regularity of precipitation, chance colonizations, and many other random processes.The final stage of a succession, called the climax by Clements and early ecologists, is likewise not predictable or of uniform composition. There is usually a good deal of turnover in species composition, even in a mature community. The nature of the climax is influenced by the same factors that influenced succession. Nevertheless, mature natural environments are usually in equilibrium. They change relatively little through time unless the environment itself changes.For Clements, the climax was a "superorganism," an organic entity. Even some authors who accepted the climax concept rejected Clements' characterization of it as a superorganism, and it is indeed a misleading metaphor. An ant colony may be legitimately called a superorganism because its communication system is so highly organized that the colony always works as a whole and appropriately according to the circumstances. But there is no evidence for such an interacting communicative network in a climax plant formation. Many authors prefer the term "association" to the term "community" in order to stress the looseness of the interaction.上述内容就是小编为大家准备的托福阅读模考软件TPO19文本+解析的部分内容,但是仅仅只是部分内容,大家可以点击下载按钮进行免费的下载,希望本资料对大家的备考有帮助。
托福考试阅读题目详细解析(19)
托福考试阅读题目详细解析(19)【待插入句子】One of the major effects was the rapid growth of the human po pulation itself.【待插入段落】Paragraph 1: The universal global warming at the end of the I ce Age had dramatic effects on temperate regions of Asia, Europe, and North Ame rica. Ice sheets retreated and sea levels rose. ■The climatic changes in south western Asia were more subtle, in that they involved shifts in mountain snow li nes, rainfall patterns, and vegetation cover. ■However, these same cycles of c hange had momentous impacts on the sparse human populations of the region. ■At the end of the Ice Age, no more than a few thousand foragers lived along the e astern Mediterranean coast, in the Jordan and Euphrates valleys. Within 2,000 y ears, the human population of the region numbered in the tens of thousands, all as a result of village life and farming. ■Thanks to new environmental and arc haeological discoveries, we now know something about this remarkable change in local life.正确答案为3rd square;2.插入句子说重大影响中的一个是：快速增长的人口。
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