Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.

　　Questions 36 to 45 are based on the following passage.

　　Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can 　(36)　performance at work and school. Cognitive (认识派的) researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on 　(37) 　and gifts from others.

　　The latter view has gained many supporters, 　(38)　among educators. But the careful use of small　(39)　rewards speaks creativity in grade school children, suggesting that properly presented inducements (刺激) indeed　(40)　inventiveness, according to a study in the June Journal of Personality and Social Psychology.

　　"If kids know they're working for a reward and can focus on a relatively 　(41)　task, they show the most creativity," says Robert Eisenberger of the University of Delaware in Newark. "But it's easy to 　(42)　creativity by giving rewards for poor performance or creating too much anticipation for rewards.

　　A teacher who continually draws attention to rewards or who hands our high grades for 　(43)　achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and 　(44)　failing grades.

　　In early grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows　(45)　in raising efforts and creativity, the Delaware psychologist claims.

　　A) mental

　　B) promise

　　C) kill

　　D) avoid

　　E) hope

　　F) especially

　　G) aid

　　H) ordinary

　　I) approval

　　J) monetary

　　K) generally

　　L) improve

　　M) challenging

　　N) restore

　　O) excellent

　　36.【解析】L。由can得知此处填动词原形。第一段主要提出了行为学家和认知派研究专家对于额外奖励的不同看法，因此可以推出此处应填与destroy意思相反的动词，选项有improve和aid，但能与performance构成动宾搭配的只有improve，故排除aid，选improve。

　　37.【解析】I。由空格后的and gifts可知此处应填名词。认知派研究专家认为，由于奖励助长了人们期望、从别人那得到——和物质奖励的心理，而往往会破坏创造力，因此，选项中只有approval“认同”符合题意。

　　38.【解析】 F。此处应填副词。可选项有generally和especially，但从文章后面所举的例子来理解，此处是为了突出强调教育家支持认知派研究专家的看法，因此只有especially“尤其，特别”符合题意。

　　39.【解析】J。此处应填形容词修饰rewards。由But转折可知此句表明的观点与认知派研究专家的观点“物质奖励有害”相反，因此可以推出此处应填的形容词是表示“物质奖励”意思的词，选项中只有monetary符合题意。

　　40.【解析】 G。此处应填动词。由But转折可知，此处表明的观点与前者即行为学家所持的观点一致，原文为“适当地给予奖励刺激确实——创造力”，选项中只有aid“有助于(刺激)”符合题意。

　　41.【解析】M。此处应填形容词修饰task。从原文来看，如果孩子们知道他们在为获得奖励而努力，并能专注于相对——的任务，他们就会表现出很大的创造力，因此只有challengin9符合题意。

　　42.【解析】 C。由it its easy to d0结构可知，此处应填动词原形。由此句中But转折与前一句中show the most creativity可以推出，此处应填的词应与show the most creativity表达的意思相反，且与destroy意思相近，故选项中只有kill符合题意。

　　43.【解析】H。此处应填形容词修饰achievement0由此句中high grades和uninspired可以推出此处应填的词应与high形成对比，故只有ordinary符合。

　　44.【解】 N。由空格前的and可知，此处应填动词，与tighten构成并列。可选项有avoid和restore，但由tighten可推出，既然是使评分标准严格，那么就会有高分和低分，也会有不及格，故只有restore“恢复”符合题意。avoid“避免(不及格)”不符合原文意思。

　　45.【解析】B。很明显此处应填名词作shows的宾语。原文为“实行所谓象征性奖励，在努力提高学生创造力方面有——，”可选项有promise和hope，而hope是人主观的愿望、希望，但此处强调的是“…… 有实现的可能性，有前景”，故排除hope而选promise。