各位親，請問有沒有九分達(dá)人雅思閱讀真題3的test2的答案，急需，謝謝（雅思劍9：閱讀的深度分析及趨勢預(yù)測）

今天大學(xué)路小編整理了各位親，請問有沒有九分達(dá)人雅思閱讀真題3的test2的答案，急需，謝謝（雅思劍9：閱讀的深度分析及趨勢預(yù)測）相關(guān)信息，希望在這方面能夠更好幫助到大家。

本文目錄一覽：

• 1、各位親，請問有沒有九分達(dá)人雅思閱讀真題3的test2的答案，急需，謝謝
• 2、雅思劍9：閱讀的深度分析及趨勢預(yù)測
• 3、2023年雅思閱讀真題全面解析及答案(3)

各位親，請問有沒有九分達(dá)人雅思閱讀真題3的test2的答案，急需，謝謝

9分達(dá)人雅思閱讀真題3test3的部分內(nèi)容：　　第一部分包括最新6套雅思閱讀真題，每套題共有三篇閱讀文章;洛陽大華雅思提醒考生應(yīng)對所有文章精讀細(xì)讀，達(dá)到完全理解的水平，因?yàn)槊科恼露加锌赡茉诳荚囍性俅纬霈F(xiàn)?！　〉诙糠职ㄔ~匯詳解、題目詳解和參考譯文三個版塊的內(nèi)容。詞匯詳解部分為文章及題目中出現(xiàn)的詞匯提供了詞性、準(zhǔn)確的釋義和其他拓展信息，既能幫助考生增加對真題的理解，又能擴(kuò)充考生的詞匯量。題目詳解部分則對本書收錄的每套題目進(jìn)行了詳細(xì)解析，不僅幫助考生徹底弄懂每套試題，同時(shí)也教給考生相應(yīng)的解題方法和技巧。參考譯文中的翻譯準(zhǔn)確流暢，考生對英語原文若有任何不理解之處，可利用參考譯文幫助理解。　　第三部分為6套雅思閱讀真題的參考答案，可供考生進(jìn)行自我檢測。　　READINGPASSAGE2　　Youshouldspendabout20minutesonQuestions14-26whicharebasedonReadingPassage2below.　　Questions14-20　　Readingpassage2hassevenparagraphs,A-G.　　Choosethecorrectheadingforeachparagraphfromthelistofheadingsbelow.　　Writethecorrectnumber,i-x,inboxes14-20onyouranswersheet.　　Listofheadings　　iThebestmomenttomigrate　　iiTheunexplainedrejectionofcloserfeedingground　　iiiTheinfluenceofweatheronthemigrationroute　　ivPhysicalcharacteristicsthatallowbirdstomigrate　　vThemainreasonwhybird*igrate　　viThebestwinteringgroundsforbirds　　viiResearchfindingsonhowbird*igrate　　viiiSuccessfulmigrationdespitetroubleofwind　　ixContrastbetweenlong-distancemigrationandshort-distancemigration　　xMysteriou*igrationdespitelackofteaching14ParagraphA　　15ParagraphB　　16ParagraphC　　17ParagraphD　　18ParagraphE　　19ParagraphF　　20ParagraphGBirdMigration

雅思劍9：閱讀的深度分析及趨勢預(yù)測

您好，我是專注留學(xué)考試規(guī)劃和留學(xué)咨詢的小鐘老師。在追尋留學(xué)夢想的路上，選擇合適的學(xué)校和專業(yè)，準(zhǔn)備相關(guān)考試，都可能讓人感到迷茫和困擾。作為一名有經(jīng)驗(yàn)的留學(xué)顧問，我在此為您提供全方位的專業(yè)咨詢和指導(dǎo)。歡迎隨時(shí)提問！

《劍橋雅思考試全真試題9》在烤鴨的翹首企盼中終于面世了。外表變靚的劍九首先讓大家眼前一亮，深紫色的封皮讓人愛不釋手。當(dāng)然其中的內(nèi)容是烤鴨們最關(guān)心的，題型有什么變化？難度又增加了嗎？怎么用好這本書？雖然市面上有各類的分析和解析在書面市的時(shí)候就火速跟進(jìn)，但含金量如何也是需要烤鴨們細(xì)細(xì)衡量一下的。
我們網(wǎng)校的留學(xué)團(tuán)隊(duì)秉承著精工細(xì)作的精神，對《劍橋雅思考試全真試題9》進(jìn)行了透徹的分析，并與近期考試和歷年真題集縱向?qū)Ρ?，設(shè)計(jì)出【雅思劍九全方位解析】課程，不僅細(xì)致分析出題思路，還為考生補(bǔ)充題型的攻克技巧，破解雅思高分密碼。本課程還將結(jié)合近期雅思考試機(jī)經(jīng)為考生剖析最新考試動態(tài)，總結(jié)題型變化趨勢。
《劍橋雅思考試全真試題 9 》 有預(yù)測作用嗎？
劍九的試題是近年淘汰的全真試題，起到的更多是了解近年雅思考試的變化趨勢，難易程度的起伏，題型比例的調(diào)整等，所以劍九的出版是為廣大“烤鴨”們的備考資料增加了含金量。那如何用新出的雅思劍九總結(jié)近年考試趨勢和難度的變化，以及預(yù)測將來的內(nèi)容呢？Echo老師從閱讀和口語兩個專項(xiàng)為大家分析一番。
雅思閱讀出新題了嗎？難度增加了嗎？
Echo老師首先為大家?guī)砹藙Π撕蛣诺拈喿x題型分析，題型的排序是按照在劍九中出現(xiàn)的頻率歸類的，其中首當(dāng)其沖的是是非對錯題，由39題升到了48題。是非對錯題一直是雅思閱讀題型的重中之重，這類細(xì)節(jié)題考察考生兩個能力，一是在文章中定位到相關(guān)段落和句群，二是要提取出關(guān)鍵的信息和題目進(jìn)行對應(yīng)，判斷題干的是非。True/ False/ Not Given 和Yes/No/Not Given 乍看上去沒有什么區(qū)別，翻譯成中文大家就可以體會出來了“準(zhǔn)確的/錯誤的/沒有給出”“是/否/沒有給出”；前一種考察的是信息是否準(zhǔn)確，后一種考察的是作者的主張是否正確。這里要特別提醒的是考試填寫答題紙的時(shí)候要注意是T/F/NG還是Y/N/NG。Echo老師在網(wǎng)?！拘掳?-雅思6.5】的閱讀第7課專門針對這個題型進(jìn)行了細(xì)致的講解，在【雅思劍九全方位解析】中也會著重分析。
Rank
Question Types
劍8
劍9
來源
趨勢
1
TRUE/FALSE/NOT GIVEN
YES/NO/NO GIVEN
是非對錯題
39
48
Test1-1(1)
Test 1-2(3)
Test1-3(2)
Test2-2(3)
Test2-3(2)
Test3-1(1)
Test3-3(3)
Test4-1(1)
Test4-3(3)

2
Locate information in paragraphs
鎖定信息題
4
26
Test2-1(1)
Test2-2(1)
Test3-2(1)
Test3-3(1)
Test4-2(1)

3
Multiple Choice
多項(xiàng)選擇題


20
21
Test1-1(4)
Test2-1(3/4)
Test2-3(1)
Test3-2(2)
Test4-3(2)

4
Short-answer questions
簡答題
0
17
Test1-1(2)
Test1-2(2)
Test1-3(1)
Test2-1(2)

除了常規(guī)的重要題型保持上升的趨勢外，劍九中為考生們拉響的警報(bào)就是鎖定信息題和簡答題了。鎖定信息題由4個升為26個，簡答題從無到有，升為17個。Locate information 的題干通常是which section/paragraph contains the following information? 具體的信息無法與閱讀文章的段落順序?qū)?yīng)，考生們常在第一類題型中期待試用平行閱讀法的愿望是落空了。【新版--雅思6.5】的閱讀第2課和【雅思劍九全方位解析】對這類題型也有系統(tǒng)講解。
Short-answer Questions簡答題在劍九中的全面復(fù)蘇是值得讓烤鴨們注意的，但是也沒有必要panic。本質(zhì)上這類題的解題思路和sentence completion 是一樣的，大家應(yīng)該注意到劍九的填空題中句子填空題消失了，倒是note completion, summary completion, flowchart completion and diagram completion出現(xiàn)的比較均勻。這樣正好解釋了簡答題的大行其道，其實(shí)是換湯不換藥，只不過把填空題中的空格通過問題問出來，讓大家回答，連instructions里的要求都是如出一轍，choose NO MORE THAN ONE/TWO/THREE words, , 不需要做任何的paraphrase, 只需在原文中選擇正確的答案即可。做過劍六和劍七的同學(xué)應(yīng)該深有感受，無論是sentence completion, or summary completion, 基本上鎖定第一道題后是可以按照文章的順序依次找到答案的，但是簡單題會有回轉(zhuǎn)閱讀的現(xiàn)象，也就是大家常說的亂序題，也是雅思閱讀的殺手锏。
Rank
Question Types
劍8
劍9
來源
趨勢
5
Note completion
填空題
15
10

Test3-3(2)
Test4-1(2)

6
Choosing headings for paragraphs
27

8

Test 1-2(1)
Test 4-1(1)

7
Match names with theories
19
8
Test2-2(2)
Test4-2(2)

8
Summary Completion
摘要題
9
7
Test3-1(2)
Test4-1(3)

9
Flowchart completion
流程圖
0
6
Test1-3(3)

10
Diagram completion
填表題
12
4
Test3-2(3)


除了以上兩個題型有顯著的提升外，讓考生大跌眼鏡的應(yīng)該是選擇段落標(biāo)題配對題目的縮水，從劍八的27道題下降到8道題。廣義上來說，choosing headings for paragraphs和locate information都可以劃歸到matching—配對題，但是兩者的差別在于一個考察的是主旨大意，一個考察的是細(xì)節(jié)的鎖定。
通常在解答雅思閱讀中choosing headings for paragraphs-段落標(biāo)題配對這種題型時(shí),很多考生習(xí)慣于通過閱讀各個段落的首句,第二句或者最后一句來尋找各個段落的主題句( topic sentence)，即該段中歸納概括段落大意或中心思想的句子。絕大部分此類題的正確答案確實(shí)可以通過確定主題句獲得，但有些段落安排以及正確選項(xiàng)的歸納并沒有考生期待得那么簡單。
雖然段落標(biāo)題配對題有特例出現(xiàn)，但是整體有規(guī)律可循，而locate information-鎖定信息題被稱為雅思閱讀中難度最大的一類題，大家通常使用得很多的“定位詞”技巧在這一類題目面前會顯得束手無策，因?yàn)槎ㄎ辉~很可能根本就不會出現(xiàn)。不僅會出現(xiàn)我們所說的“亂序”情況，而且，即使是一些正序分布的配對題型，也有讓人望而卻步的同義替換。配對題其實(shí)考察的是考生尋找信息的能力，因此，如果把整句題干或者選項(xiàng)放到文中去搜索，就會大大降低搜索速度，有時(shí)甚至還會徒勞而返。這種題型，首先應(yīng)當(dāng)把題干或者選項(xiàng)作為切入口。特別是當(dāng)題干和選項(xiàng)都是長句的時(shí)候，劃出雙方的關(guān)鍵詞就顯得尤為重要，因?yàn)檫@樣一來就等于把握了每一句題干或者選項(xiàng)中的核心信息，而考生在之后的全文搜索過程中就會變被動為主動。
總而言之，兩類題型的一升一降就說明了雅思閱讀題目難度的提高是一個定勢了。在2023年的雅思閱讀題目中，是非對錯題仍然是主流，簡單題和鎖定信息題也講取代段落標(biāo)題配對題占到更大的比重。
希望以上的答復(fù)能對您的留學(xué)申請有所幫助。留學(xué)的道路充滿了無限可能，但選擇和準(zhǔn)備的過程可能也充滿挑戰(zhàn)。如果您有任何更詳細(xì)的問題或需要進(jìn)一步的協(xié)助，我強(qiáng)烈推薦您訪問我們的留學(xué)官方網(wǎng)站 。在那里您可以找到更多專業(yè)的留學(xué)考試規(guī)劃和留學(xué)資料以及*的咨詢服務(wù)。我們的專業(yè)團(tuán)隊(duì)會全程陪伴您，助您圓夢海外學(xué)府。祝您留學(xué)申請順利！

2023年雅思閱讀真題全面解析及答案(3)

您好，我是專注留學(xué)考試規(guī)劃和留學(xué)咨詢的小鐘老師。在追尋留學(xué)夢想的路上，選擇合適的學(xué)校和專業(yè)，準(zhǔn)備相關(guān)考試，都可能讓人感到迷茫和困擾。作為一名有經(jīng)驗(yàn)的留學(xué)顧問，我在此為您提供全方位的專業(yè)咨詢和指導(dǎo)。歡迎隨時(shí)提問！
小鐘老師為大家?guī)?023年雅思閱讀真題全面解析及答案(3)，歡迎大家參考!更多相關(guān)內(nèi)容請關(guān)注本站!
2023年雅思閱讀真題全面解析及答案(3)
Can Scientists tell us: What happiness is?
A
Economists accept that if people describe themselves as happy, then they are happy. However, psychologists differentiate between levels of happiness. The most immediate type involves a feeling; pleasure or joy. But sometimes happiness is a judgment that life is satisfying, and does not imply an emotional state. Esteemed psychologist Martin Seligman has spearheaded an effort to study the science of happiness. The bad news is that we're not wired to be happy. The good news is that we can do something about it. Since its origins in a Leipzig laboratory 130 years ago, psychology has had little to say about goodness and contentment. Mostly psychologists have concerned themselves with weakness and misery. There are libraries full of theories about why we get sad, worried, and angry. It hasn't been respectable science to study what happens when lives go well. Positive experiences, such as joy, kindness, altrui* and heroi*, have mainly been ignored. For every 100 psychology papers dealing with anxiety or depression, only one concerns a positive trait.
B
A few pioneers in experimental psychology bucked the trend. Professor Alice Isen of Cornell University and colleagues have demonstrated how positive emotions make people think faster and more creatively. Showing how easy it is to give people an intellectual boost, Isen divided doctors making a tricky diagnosis into three groups: one received candy, one read humanistic statements about medicine, one was a control group. The doctors who had candy displayed the most creative thinking and worked more efficiently. Inspired by Isen and others, Seligman got stuck in. He raised millions of dollars of research money and funded 50 research groups involving 150 scientists across the world. Four positive psychology centres opened, decorated in cheerful colours and furnished with sofas and baby-sitters. There were get-togethers on Mexican beaches where psychologists would snorkel and eat fajitas, then form "pods" to discuss subjects such as wonder and awe. A thousand therapists were coached in the new science.
C
But critics are demanding answers to big questions. What is the point of defining levels of happiness and classifying the virtues? Aren't these concepts vague and impossible to pin down? Can you justify spending funds to research positive states when there are problems such as famine, flood and epidemic depression to be solved? Seligman knows his work can be belittled alongside trite notions such as "the power of positive thinking". His plan to stop the new science floating "on the waves of self- improvement fashions" is to make sure it is anchored to positive philosophy above, and to positive biology below.
D
And this takes us back to our evolutionary past. Homo sapiens evolved during the Pleistocene era (1.8 m to 10,000 years ago), a time of hardship and turmoil. It was the Ice Age, and our ancestors endured long freezes as glaciers formed, then ferocious floods as the ice masses melted. We shared the planet with terrifying creatures such as mammoths, elephant-sized ground sloths and sabre-toothed cats. But by the end of the Pleistocene, all these animals were extinct. Humans, on the other hand, had evolved large brains and used their intelligence to make fire and sophisticated tools, to develop talk and social rituals. Survival in a time of adversity forged our brains into a persistent mould. Professor Seligman says: "Because our brain evolved during a time of ice, flood and famine, we have a catastrophic brain. The way the brain works is looking for what's wrong. The problem is, that worked in the Pleistocene era. It favoured you, but it doesn't work in the modem world."
E
Although most people rate themselves as happy, there is a wealth of evidence to show that negative thinking is deeply ingrained in the human psyche. Experiments show that we remember failures more vividly than successes. We dwell on what went badly, not what went well. Of the six universal emotions, four anger, fear, disgust and sadness are negative and only one, joy, is positive. The sixth, surprise, is psychologist Daniel Nettle, author of Happiness, and one of the Royal Institution lecturers, the negative emotions each tell us "something bad has happened" and suggest a different course of action.
F
What is it about the structure of the brain that underlies our bias towards negative thinking? And is there a biology of joy? At Iowa University, neuroscientists studied what happens when people are shown pleasant and unpleasant pictures. When subjects see landscapes or dolphins playing, part of the frontal lobe of the brain becomes active. But when they are shown unpleasant images a bird covered in oil, or a dead soldier with part of his face missing the response comes from more primitive parts of the brain. The ability to feel negative emotions derives from an ancient danger-recognition system formed early in the brain's evolution. The pre-frontal cortex, which registers happiness, is the part used for higher thinking, an area that evolved later in human history.
G
Our difficulty, according to Daniel Nettle, is that the brain systems for liking and wanting are separate. Wanting involves two ancient regions the amygdala and the nucleus accumbens that communicate using the chemical dopamine to form the brain's reward system. They are involved in anticipating the pleasure of eating and in addiction to drugs. A rat will press a bar repeatedly, ignoring sexually available partners, to receive electrical stimulation of the "wanting" parts of the brain. But having received brain stimulation, the rat eats more but shows no sign of enjoying the food it craved. In humans, a drug like nicotine produces much craving but little pleasure.
H
In essence, what the biology lesson tells us is that negative emotions are fundamental to the human condition, and ifs no wonder they are difficult to eradicate. At the same time, by a trick of nature, our brains are designed to crave but never really achieve lasting happiness.
Question 14-20
The reading passage has seven paragraphs A-H.
Which paragraph contains the following information?
Write the correct letter A-H, in boxes 14-20 on your answer sheet.
14 An experiment involving dividing several groups one of which received positive icon
15 Review of a poorly researched psychology area
16 Contrast being made about the brain’s action as response to positive or negative stimulus
17 The skeptical attitude toward the research seemed to be a waste of fund
18 a substance that produces much wanting instead of much liking
19 a conclusion that lasting happiness are hardly obtained because of the nature of brains
20 One description that listed the human emotional categories
Question 21-25
Complete the following summary of the paragraphs of Reading Passage, using no more than four words from the Reading Passage for each answer.
Write your answers in boxes 21-25 on your answer sheet.
A few pioneers in experimental psychology study what happens when lives go well. Professor Alice divided doctors, making a tricky experiment, into three groups: beside the one control group, the other two either are asked to read humanistic statements about drugs, or received …21... The latter displayed the most creative thinking and worked more efficiently. Since critics are questioning the significance of the …22…for both levels of happiness and classification for the virtues. Professor Seligman countered in an evolutional theory: survival in a time of adversity forged our brains into the way of thinking for what's wrong because we have a…23…
There is bountiful of evidence to show that negative thinking is deeply built in the human psyche. Later, at Iowa University, neuroscientists studied the active parts in brains to contrast when people are shown pleasant and unpleasant pictures. When positive images like…24…are shown, part of the frontal lobe of the brain becomes active. But when they are shown unpleasant image, the response comes from …25…of the brain.
Question 26
Write your answers in boxes 26 on your answer sheet.
Choose the correct letter. A, B, C or D.
According to Daniel Nettle in the last two paragraphs, what is true as the scientists can tell us about happiness
A Brain systems always mix liking and wanting together.
B Negative emotions can be easily rid of if we think positively.
C Happiness is like nicotine we are craving for but get little pleasure.
D The inner mechani* of human brains does not assist us to achieve durable happiness.
文章題目：科學(xué)家可以告訴我們什么是幸福嗎
篇章結(jié)構(gòu)
體裁
議論文
題目
科學(xué)家可以告訴我們什么是幸福嗎
結(jié)構(gòu)
(一句話概括每段大意)
A段: 關(guān)于幸福的早期心理學(xué)研究主流是負(fù)面情緒
B段: 少數(shù)心理學(xué)家研究正面情感帶給人的益處
C段: 批評家質(zhì)疑用積極思考來研究幸福的合理性
D段: 冰河世紀(jì)的古人類慣用消極思維模式
E段: 消極想法更容易被牢記
F段: 積極和消極想法的大腦結(jié)構(gòu)的生物學(xué)基礎(chǔ)
G段: 區(qū)分喜歡和欲望是研究幸福的難點(diǎn)
H段: 消極情緒是人類生存的基礎(chǔ)
試題分析
Question 14-26
題目類型：
題號
定位詞
文中對應(yīng)點(diǎn)
題目解析
14
Three groups
B段第2句
B段講述了少數(shù)心理學(xué)家對積極情緒的研究。從第2句話開始，文章詳述了實(shí)驗(yàn)的方法，題干中的positive icon指代文中的candy。
本題答案為B
15
Ignored，only
A段最后兩句
A段是關(guān)于早期心里學(xué)家研究幸福的方法。從該段最后兩句可以看出，積極的情緒在當(dāng)時(shí)的研究被ignored，并且在100個試驗(yàn)中，only one concerns a positive trait。這里的ignored/only/a都是在映射題干中的poorly researched。
本題答案選A
16
Structure of the brain
F段第1句
F段講述了積極和消極想法的大腦結(jié)構(gòu)的生物學(xué)基礎(chǔ)。從第一句話的structure of brain可以看出，本段會研究brain action。
本題答案選F
17
Critics, big question
C段第1句
C段是針對B段的觀點(diǎn)，批評家質(zhì)疑少數(shù)心理學(xué)家研究幸福的方式。從critics, big question, what is the point of…等地方，均可以看出題干中所述的skeptical attitude。
本題答案選C
18
Wanting, liking
G段第1句
G段落主要講wanting和liking的在大腦系統(tǒng)中的區(qū)別。從第1句開始，該段多次出現(xiàn)wanting和liking。
所以本題答案選G
19
Brick of nature
H段第2句
H段是全文最后一段，所以很容易于題干中的conclusion聯(lián)系在一起。另外在H段第 2句也出現(xiàn)了brick of nature,指代題干中的nature of brains。
本題答案選H
20
Six universal emotion
E段中間
E段中提到了人類最基礎(chǔ)的六種情感，對應(yīng)題干中的human emotional categories。
本題答案選E
21
Candy
B段
B段中詳細(xì)描述了實(shí)驗(yàn)的三個分組情況。Into three groups: one received candy, one…
所以本題可以從原文中直接找到答案為candy。
22
What is the point of defining…
C段
從題干中的Since critics可得知此題對應(yīng)原文中的C段。該段第2句話what is the point of defining levels of happiness and classifying the virtues。所以本題需要填寫define的名詞definition。
23
Professor Seligman, adversity
D段倒數(shù)第三局
D段倒數(shù)第3句：Professor Seligman says: because our brain evolved during a time of ice, flood and famine, we have a catastrophic brain。從題干中的Professor Seligman提示了答案應(yīng)該從這句話中尋找。另外題干中的adversity對應(yīng)了文章中的ice flood和famine。因此每題應(yīng)該填catastrophic brain
24
Pleasant picture
E段第3句
E段第3句 講述了pleasant and unpleasant picture對人類大腦的影響，之后緊接著提到了landscapes and dolphins playing?？梢娺@里的positive image應(yīng)該填文章中對應(yīng)的pleasant picture，即landscapes and dolphins playing。
25
Unpleasant images
E段第4句
此題答案緊接著上一題。作者在E段中描述了pleasant picture之后，緊接著提到了unpleasant image(picture)。在該句的末尾處comes from more primitive parts of the brain可以找到改題的答案為 more primitive parts
26
Separate, deeply ingrained, wanting and liking, lasting happiness
E、G、H段
A選項(xiàng): G段的第一句話brain system for liking and wanting are separate，因此選項(xiàng)中的mix together是錯誤的。
B選項(xiàng): 在E段中，作者主要表述了消極思想和情感在大腦中會留下深刻的記憶，并很難被抹去: negative thinking is deeply ingrained in the human psyche。Deeply ingrained和題干中的be easily rid of矛盾。
C選項(xiàng)：G段最后一句，drug like nicotine produces much craving but little pleasure。看似與題干很吻合但是卻在意思上大相徑庭。G段的核心思想是在強(qiáng)調(diào)happiness和滿足wanting后的satisfaction是兩個概念。題干中的nicotine只是滿足了人類大腦的wanting，但是不會帶來pleasant，更不會帶來happiness。所以這個選項(xiàng)也是錯誤的。
D選項(xiàng)：H段最后一句，our brain are designed to crave but never really achieve lasting happiness意思與題干一致，表述了由于大腦結(jié)構(gòu)導(dǎo)致了很難持續(xù)或者幸福感。
所以本題選D
參考譯文：
科學(xué)家可以告訴我們什么是幸福嗎
A
經(jīng)濟(jì)學(xué)家認(rèn)為，如果人們會把自己描述成幸福的，那么他們就是幸福的.然而 心理學(xué)家卻要區(qū)分不同幸福感之間的差別。幸福最中等的水平是一種開心或是快樂的感覺。但是有時(shí)幸福是對生活的一種評判，認(rèn)為生活是令人滿意的，而這似乎是不涉及感情范疇的。受人敬仰的心理學(xué)家Martin Seligman率先致力于關(guān)于幸福的研究。不幸的是，我們并不是天生就會感到幸福;而所幸的是，我們可以做一些關(guān)于幸福的事情。關(guān)于幸福的研究最早要追溯 到130年前在Leipzig的實(shí)驗(yàn)室，那時(shí)心理學(xué)對“善良”和“滿足”還知之甚少， 大部分的心理學(xué)家都在研究“軟弱”和“痛苦”。圖書館里的書涉及的理論都是關(guān)于我們?yōu)槭裁磿瘋?，?dān)憂和生氣這類的情緒。研究生活乎順時(shí)發(fā)生的事情在當(dāng)時(shí)看來是不靠譜的。積極正面的體驗(yàn)，比如說快樂，善良，利他主義和英雄主義在當(dāng)時(shí)常常是被人們忽略的。在每100篇關(guān)于焦慮和壓抑的心理學(xué)論文中，只有一篇會涉及積極的心理狀態(tài)。
B
少數(shù)的實(shí)驗(yàn)心理學(xué)家引領(lǐng)了有關(guān)幸福研究的潮流?？的螤柎髮W(xué)的Alice Isen教授和她的同事致力于研究正面的情感如何讓人們思維更敏捷以及更有創(chuàng)造力。為了展示正面的情感是怎樣迅速地提升一個人的智力，Isen教授通過一個巧妙的診斷將參加實(shí)驗(yàn)的醫(yī)生分為3組：一組收到了糖果，一組朗讀人本主義的宜言，一組則作為控制對照組，(實(shí)驗(yàn)結(jié)果表明，)收到糖果的醫(yī)生的思維更具創(chuàng)造性同時(shí)工作也更高效，受到Isen教授和其他人的啟發(fā)，Seligman也投身關(guān)于幸描的研究，他等集到了幾百萬美金的研究經(jīng)費(fèi)，用以資助全世界150名科學(xué)家組成的50個研究小組。4家“積極心理學(xué)”中心成立，用令人愉悅的顏色裝飾， 配有沙發(fā)和保姆。心理學(xué)家聚集在墨西哥的沙灘上享受著潛水的樂趣，品嘗墨西哥菜肴fajitas，他們還分成小組討論有關(guān)“夸跡”和“敬畏"的話題。還有一千名臨床醫(yī)學(xué)家接受這項(xiàng)新科學(xué)項(xiàng)目的培訓(xùn)。
C
但是一些批評家要求心理學(xué)家回答一些重大的問題，比如說，什么是定義不同幸福水平的標(biāo)準(zhǔn)以及如何將這些特點(diǎn)分類?這些關(guān)于幸福的概念難道不是糢糊不清而且無法被這實(shí)的嗎?當(dāng)四處還有饑荒，洪水和經(jīng)濟(jì)蕭條的時(shí)候，將這些研究基金用于積極心態(tài)的研究合適嗎?Seligman知道他的工作會被別人輕看，還可能會被人冠以諸如“積極思考的力量”此類的陳詞濫調(diào)。因此，為了讓這樣新的科學(xué)研究不要浮于自我滿足的狀態(tài)，就要確保這項(xiàng)研完和“枳極心理學(xué)”相聯(lián)系，又以“枳極生物學(xué)”作為基礎(chǔ)。
D
這就需要我們回到人類的進(jìn)化史，人類是從更新世時(shí)代(180萬到1萬年前)開始進(jìn)化的，那是一個充滿艱難和動蕩的時(shí)代。在冰河世紀(jì)，我們的祖先先是忍受冰川形成的寒冷，然后是冰川消融時(shí)的泛濫的洪水。人們還得和那些令人毛骨悚然的生物比如說猛犸象和體型如大象般巨大的地懶以及長著銳利犬牙的貓共同生存。但是到了更新世的末期，所有的這些動物都滅絕了，人類卻進(jìn)化出了腦容量更大的大腦，并且通過自己的智力學(xué)會生火和*較復(fù)雜的工具，還學(xué)會了說話并且形成了一些社會禮儀。在逆境中生存將人類變得更加有恒心和毅力。Seligman教授說道：“因?yàn)槲覀兊拇竽X是在一個充滿冰川，洪水和饑荒的年代進(jìn)化來的，我們的大腦經(jīng)歷了太多患難—災(zāi)難性，所以我們的大腦的運(yùn)作模式就是 “發(fā)現(xiàn)哪里出了問題”。但問題是，這在更新世那樣的時(shí)代是起作用的，在那時(shí)這對人類是有益的，但是在現(xiàn)代社會就不起作用了。
E
盡管大多數(shù)人評價(jià)自己很幸福，但是大量證據(jù)顯示消極的想法還是在人類心中根深蒂固。實(shí)驗(yàn)顯示，較成功而言，失敗更容易被我們牢牢記住。我們總是在思想一些不順利的事情，而不是那些順利的好的事情。在6種基本的情緒中，有4種是消極的，它們是：生氣，害怕，厭惡和悲傷，而只有一種是積極的，它就是喜悅。(第6種情緒是驚奇，屬于中性。)心理學(xué)家同時(shí)也是《幸?！愤@本書的作者Daniel Nettle和皇家學(xué)院的一位學(xué)者認(rèn)為，消極的情緒總是告訴我們“一些不好的事情已經(jīng)發(fā)生了”，從而會讓我們采取不一樣的行動。
F
究竟是什么樣的大腦結(jié)構(gòu)讓我們會傾向于有消極的想法呢?“快樂”這樣的情緒有生物學(xué)基礎(chǔ)嗎?愛荷華大學(xué)的神經(jīng)學(xué)家研究了當(dāng)人們看到令人愉悅的圖片和讓人不舒服的圖片時(shí)的情況。當(dāng)人們看到風(fēng)景或是海豚玩耍時(shí)，大腦的額葉會變得活躍。但是當(dāng)他們看到一些讓人不舒服的圖片比如說一只小鳥被埋在土里時(shí)，或是一個戰(zhàn)死的戰(zhàn)士面部還有部分缺失時(shí)，大腦最原始的部分會做出反應(yīng)。這種識別消極情緒的能力是從古時(shí)候大腦進(jìn)化早期形成的危險(xiǎn)識別系統(tǒng)來的。大腦前額葉皮質(zhì)是產(chǎn)生幸福感的部位，是用來進(jìn)行一些高級的思考，是人類晚些時(shí)期進(jìn)化來的。
G
據(jù)Daniel Nettle所言，研究的困難在于大腦對于“喜歡”和“欲望”(wanting and liking)的機(jī)制是分開的，“欲望”涉及兩個最初大腦發(fā)育的部位，也就是扁桃體和神經(jīng)大腦區(qū)，它們通過化學(xué)多巴酚傳遞信息來形成大腦的獎勵機(jī)制。它們常常是讓人們很期待吃完東西的*或是對藥品上癮。小白鼠會不停地?fù)舸驏艡趤慝@取對大腦“欲望”情緒的電*，而忽略異性同伴，但是獲得大腦*的小白鼠雖然吃得更多，但是并沒有跡象表明它在吃到自己渴想的食物后有一種滿足感。對人而言，像尼古丁這樣的物質(zhì)會讓人想要攝取更多但是卻帶來很少的*。
H
從本質(zhì)上來看，生物課可以告訴我們消極的情緒是人類生存的基本情緒，所以難怪它很難根除。與此同時(shí)，讓人覺得很詭異的是，我們的大腦總是想要的很多，但是卻很難真正得到持續(xù)的幸福感。
參考答案:
Version 19104 主題 幸福的科學(xué)解釋
14
B
15
A
16
F
17
C
18
G
19
H
20
E
21
Candy
22
definition
23
a catastrophic brain
24
landscapes or dolphins playing
25
(more) primitive parts
26
D

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