Passage 3 Questions to 15 are based on the following passage. When my daughter Jane was in first grade, her teacher pressured me to put her on stimulants(兴奋剂). She explained that Jane daydreamed; she also became over-excited- when she learned something new. "Inattention and excessive activity are classic symptoms of ADHD(多动症). They can be treated with Adderall or Ritalin,”her teacher explained.But I knew this was absurd. Jane did not have ADHD. "That just sounds like any bright kid,"I responded. "If she's ahead of her classmates, she'll be bored sometimes." I was on to something. Some scientists believe that kids with IQs in the top 5 to 10 percent of the population are especially at risk for ADHD misdiagnosis. It is estimated that somewhere between one-third and one-half of intelligent kids diagnosed with ADHD are misdiagnosed. As I suspected, that is because smart kids such as Jane engage in the same behaviors as children with ADHD. For example, both bright kids and those with ADHD are over-excitable and inattentive. Both question authority. Even so, her teacher's suggestion merited further consideration. After all, intelligent children such as Jane can still have ADHD. I was not going to ignore Jane's' problem.But I am also a doctor. And I know stimulants carry risks. For example, a"natural experiment"in Quebec revealed that kids using stimulants for ADHD may be more likely to drop out of school and underperform in math. Other evidence suggests that these drugs deteriorate some child-parent relationships. Additionally, a one-year study suggests that stimulant use can lead to chronic depression. Meanwhile, stimulants are no cure. They simply reduce core ADHD symptoms while the child is on the drug. Consequently, drugs may hide conditions that are misleadingly presenting as ADHD, leaving them unnoticed. Due to these concerns, I tried other approaches before drugs. I enrolled Jane in a more challenging school. There, she became first in her class. Later, she became high school valedictorian(致告别辞的毕业生代表). What if I had accepted her teacher's suggestion? Jane probably would have been fine. But she could have dropped out of school. Medication might have sucked her into a depression or hidden her real problems leaving them unnoticed. Also, humanity might never have benefited from Jane's considerable achievements. Being watchful while medicating children is important for all parents, especially parents of intelligent children. Mounting evidence indicates that bright kids are at considerable risk for misdiagnosis. And medication may minimize their contributions, upon which society's progress depends.  What did the'natural experiment' in Quebec tell people about?

Passage 3 Questions to 15 are based on the following passage. When my daughter Jane was in first grade, her teacher pressured me to put her on stimulants(兴奋剂). She explained that Jane daydreamed; she also became over-excited- when she learned something new. "Inattention and excessive activity are classic symptoms of ADHD(多动症). They can be treated with Adderall or Ritalin,”her teacher explained.But I knew this was absurd. Jane did not have ADHD. "That just sounds like any bright kid,"I responded. "If she's ahead of her classmates, she'll be bored sometimes." I was on to something. Some scientists believe that kids with IQs in the top 5 to 10 percent of the population are especially at risk for ADHD misdiagnosis. It is estimated that somewhere between one-third and one-half of intelligent kids diagnosed with ADHD are misdiagnosed. As I suspected, that is because smart kids such as Jane engage in the same behaviors as children with ADHD. For example, both bright kids and those with ADHD are over-excitable and inattentive. Both question authority. Even so, her teacher's suggestion merited further consideration. After all, intelligent children such as Jane can still have ADHD. I was not going to ignore Jane's' problem.But I am also a doctor. And I know stimulants carry risks. For example, a"natural experiment"in Quebec revealed that kids using stimulants for ADHD may be more likely to drop out of school and underperform in math. Other evidence suggests that these drugs deteriorate some child-parent relationships. Additionally, a one-year study suggests that stimulant use can lead to chronic depression. Meanwhile, stimulants are no cure. They simply reduce core ADHD symptoms while the child is on the drug. Consequently, drugs may hide conditions that are misleadingly presenting as ADHD, leaving them unnoticed. Due to these concerns, I tried other approaches before drugs. I enrolled Jane in a more challenging school. There, she became first in her class. Later, she became high school valedictorian(致告别辞的毕业生代表). What if I had accepted her teacher's suggestion? Jane probably would have been fine. But she could have dropped out of school. Medication might have sucked her into a depression or hidden her real problems leaving them unnoticed. Also, humanity might never have benefited from Jane's considerable achievements. Being watchful while medicating children is important for all parents, especially parents of intelligent children. Mounting evidence indicates that bright kids are at considerable risk for misdiagnosis. And medication may minimize their contributions, upon which society's progress depends.  What did the author do to deal with her daughter's problem?

Passage 3 Questions to 15 are based on the following passage. When my daughter Jane was in first grade, her teacher pressured me to put her on stimulants(兴奋剂). She explained that Jane daydreamed; she also became over-excited- when she learned something new. "Inattention and excessive activity are classic symptoms of ADHD(多动症). They can be treated with Adderall or Ritalin,”her teacher explained.But I knew this was absurd. Jane did not have ADHD. "That just sounds like any bright kid,"I responded. "If she's ahead of her classmates, she'll be bored sometimes." I was on to something. Some scientists believe that kids with IQs in the top 5 to 10 percent of the population are especially at risk for ADHD misdiagnosis. It is estimated that somewhere between one-third and one-half of intelligent kids diagnosed with ADHD are misdiagnosed. As I suspected, that is because smart kids such as Jane engage in the same behaviors as children with ADHD. For example, both bright kids and those with ADHD are over-excitable and inattentive. Both question authority. Even so, her teacher's suggestion merited further consideration. After all, intelligent children such as Jane can still have ADHD. I was not going to ignore Jane's' problem.But I am also a doctor. And I know stimulants carry risks. For example, a"natural experiment"in Quebec revealed that kids using stimulants for ADHD may be more likely to drop out of school and underperform in math. Other evidence suggests that these drugs deteriorate some child-parent relationships. Additionally, a one-year study suggests that stimulant use can lead to chronic depression. Meanwhile, stimulants are no cure. They simply reduce core ADHD symptoms while the child is on the drug. Consequently, drugs may hide conditions that are misleadingly presenting as ADHD, leaving them unnoticed. Due to these concerns, I tried other approaches before drugs. I enrolled Jane in a more challenging school. There, she became first in her class. Later, she became high school valedictorian(致告别辞的毕业生代表). What if I had accepted her teacher's suggestion? Jane probably would have been fine. But she could have dropped out of school. Medication might have sucked her into a depression or hidden her real problems leaving them unnoticed. Also, humanity might never have benefited from Jane's considerable achievements. Being watchful while medicating children is important for all parents, especially parents of intelligent children. Mounting evidence indicates that bright kids are at considerable risk for misdiagnosis. And medication may minimize their contributions, upon which society's progress depends.  What do we know about Jane?

Passage 4 Questions 16 to 20 are based on the following passage. In. Visible Moscow is a walking tour imagined. The technology is like any guided walking tour: a pair of headphones and a guide. The difference is that the guide is the fictional character named Sasha. We tourists follow her as she looks to fill her time in Moscow. As she chats to herself, the headphones relay Sasha's stream of consciousness-available in Russian, English, German and French-directly into the visitors'ears. It is surprisingly effective. It's not hard to imagine that the actress with the red backpack playing Sasha is genuinely pondering which way to turn as we leave the GUM shopping center. She even indulges in some self-reflection on occasion, like asking herself some challenging questions: "Do I like the way I look today?" When she asks herself, "Do I have a plan for the next five years?" a narrator cuts in, suggesting that we answer the question, too. This is not the only interactive element to the tour. At one spot, we were arranged into a circle and asked to participate in group stretches to some classical music. Indeed we were subject to some puzzled looks from passers--by, but at this point we were all so immersed(沉浸) in the experience that none of us cared. Sasha several times walks away down the street to various pieces of music, where she awkwardly avoids people in her way. But these lighter moments do break up Sasha's' internal monologue(独白). The result is a good balance of fact and fiction, and found some of the details fascinating. We see where Leo Tolstoy went shopping for watches in GUM. The story of how the 16th century Old English Court ended up in what is now Zaryadye Park was also truly interesting. Sound effects brought this information to life: church bells toll in our ears as we walk past the 14th century Church of All Saints, only to be cut off as Sasha recalls that the bell was removed for safety reasons because of its Pisa-like leaning bell-tower. The walk is between four and five kilometers long, although the two-hour length ensures leisurely pace and even allows five-minute complementary finger-buffet(简餐) midway. The experience as a whole was undeniably engaging and insightful. It is a genuinely fun and original way to explore the city.  In what way does In. Visible Moscow differ from other walking tours?

Passage 4 Questions 16 to 20 are based on the following passage. In. Visible Moscow is a walking tour imagined. The technology is like any guided walking tour: a pair of headphones and a guide. The difference is that the guide is the fictional character named Sasha. We tourists follow her as she looks to fill her time in Moscow. As she chats to herself, the headphones relay Sasha's stream of consciousness-available in Russian, English, German and French-directly into the visitors'ears. It is surprisingly effective. It's not hard to imagine that the actress with the red backpack playing Sasha is genuinely pondering which way to turn as we leave the GUM shopping center. She even indulges in some self-reflection on occasion, like asking herself some challenging questions: "Do I like the way I look today?" When she asks herself, "Do I have a plan for the next five years?" a narrator cuts in, suggesting that we answer the question, too. This is not the only interactive element to the tour. At one spot, we were arranged into a circle and asked to participate in group stretches to some classical music. Indeed we were subject to some puzzled looks from passers--by, but at this point we were all so immersed(沉浸) in the experience that none of us cared. Sasha several times walks away down the street to various pieces of music, where she awkwardly avoids people in her way. But these lighter moments do break up Sasha's' internal monologue(独白). The result is a good balance of fact and fiction, and found some of the details fascinating. We see where Leo Tolstoy went shopping for watches in GUM. The story of how the 16th century Old English Court ended up in what is now Zaryadye Park was also truly interesting. Sound effects brought this information to life: church bells toll in our ears as we walk past the 14th century Church of All Saints, only to be cut off as Sasha recalls that the bell was removed for safety reasons because of its Pisa-like leaning bell-tower. The walk is between four and five kilometers long, although the two-hour length ensures leisurely pace and even allows five-minute complementary finger-buffet(简餐) midway. The experience as a whole was undeniably engaging and insightful. It is a genuinely fun and original way to explore the city.  What does Sasha do during the tour?

Passage 4 Questions 16 to 20 are based on the following passage. In. Visible Moscow is a walking tour imagined. The technology is like any guided walking tour: a pair of headphones and a guide. The difference is that the guide is the fictional character named Sasha. We tourists follow her as she looks to fill her time in Moscow. As she chats to herself, the headphones relay Sasha's stream of consciousness-available in Russian, English, German and French-directly into the visitors'ears. It is surprisingly effective. It's not hard to imagine that the actress with the red backpack playing Sasha is genuinely pondering which way to turn as we leave the GUM shopping center. She even indulges in some self-reflection on occasion, like asking herself some challenging questions: "Do I like the way I look today?" When she asks herself, "Do I have a plan for the next five years?" a narrator cuts in, suggesting that we answer the question, too. This is not the only interactive element to the tour. At one spot, we were arranged into a circle and asked to participate in group stretches to some classical music. Indeed we were subject to some puzzled looks from passers--by, but at this point we were all so immersed(沉浸) in the experience that none of us cared. Sasha several times walks away down the street to various pieces of music, where she awkwardly avoids people in her way. But these lighter moments do break up Sasha's' internal monologue(独白). The result is a good balance of fact and fiction, and found some of the details fascinating. We see where Leo Tolstoy went shopping for watches in GUM. The story of how the 16th century Old English Court ended up in what is now Zaryadye Park was also truly interesting. Sound effects brought this information to life: church bells toll in our ears as we walk past the 14th century Church of All Saints, only to be cut off as Sasha recalls that the bell was removed for safety reasons because of its Pisa-like leaning bell-tower. The walk is between four and five kilometers long, although the two-hour length ensures leisurely pace and even allows five-minute complementary finger-buffet(简餐) midway. The experience as a whole was undeniably engaging and insightful. It is a genuinely fun and original way to explore the city.  What did the author think of the group stretches?

Passage 4 Questions 16 to 20 are based on the following passage. In. Visible Moscow is a walking tour imagined. The technology is like any guided walking tour: a pair of headphones and a guide. The difference is that the guide is the fictional character named Sasha. We tourists follow her as she looks to fill her time in Moscow. As she chats to herself, the headphones relay Sasha's stream of consciousness-available in Russian, English, German and French-directly into the visitors'ears. It is surprisingly effective. It's not hard to imagine that the actress with the red backpack playing Sasha is genuinely pondering which way to turn as we leave the GUM shopping center. She even indulges in some self-reflection on occasion, like asking herself some challenging questions: "Do I like the way I look today?" When she asks herself, "Do I have a plan for the next five years?" a narrator cuts in, suggesting that we answer the question, too. This is not the only interactive element to the tour. At one spot, we were arranged into a circle and asked to participate in group stretches to some classical music. Indeed we were subject to some puzzled looks from passers--by, but at this point we were all so immersed(沉浸) in the experience that none of us cared. Sasha several times walks away down the street to various pieces of music, where she awkwardly avoids people in her way. But these lighter moments do break up Sasha's' internal monologue(独白). The result is a good balance of fact and fiction, and found some of the details fascinating. We see where Leo Tolstoy went shopping for watches in GUM. The story of how the 16th century Old English Court ended up in what is now Zaryadye Park was also truly interesting. Sound effects brought this information to life: church bells toll in our ears as we walk past the 14th century Church of All Saints, only to be cut off as Sasha recalls that the bell was removed for safety reasons because of its Pisa-like leaning bell-tower. The walk is between four and five kilometers long, although the two-hour length ensures leisurely pace and even allows five-minute complementary finger-buffet(简餐) midway. The experience as a whole was undeniably engaging and insightful. It is a genuinely fun and original way to explore the city.  Why was the bell removed from the tower according to Sasha?

Passage 4 Questions 16 to 20 are based on the following passage. In. Visible Moscow is a walking tour imagined. The technology is like any guided walking tour: a pair of headphones and a guide. The difference is that the guide is the fictional character named Sasha. We tourists follow her as she looks to fill her time in Moscow. As she chats to herself, the headphones relay Sasha's stream of consciousness-available in Russian, English, German and French-directly into the visitors'ears. It is surprisingly effective. It's not hard to imagine that the actress with the red backpack playing Sasha is genuinely pondering which way to turn as we leave the GUM shopping center. She even indulges in some self-reflection on occasion, like asking herself some challenging questions: "Do I like the way I look today?" When she asks herself, "Do I have a plan for the next five years?" a narrator cuts in, suggesting that we answer the question, too. This is not the only interactive element to the tour. At one spot, we were arranged into a circle and asked to participate in group stretches to some classical music. Indeed we were subject to some puzzled looks from passers--by, but at this point we were all so immersed(沉浸) in the experience that none of us cared. Sasha several times walks away down the street to various pieces of music, where she awkwardly avoids people in her way. But these lighter moments do break up Sasha's' internal monologue(独白). The result is a good balance of fact and fiction, and found some of the details fascinating. We see where Leo Tolstoy went shopping for watches in GUM. The story of how the 16th century Old English Court ended up in what is now Zaryadye Park was also truly interesting. Sound effects brought this information to life: church bells toll in our ears as we walk past the 14th century Church of All Saints, only to be cut off as Sasha recalls that the bell was removed for safety reasons because of its Pisa-like leaning bell-tower. The walk is between four and five kilometers long, although the two-hour length ensures leisurely pace and even allows five-minute complementary finger-buffet(简餐) midway. The experience as a whole was undeniably engaging and insightful. It is a genuinely fun and original way to explore the city.  What do we know about the whole tour?

Passage 5 Questions 21 to 25 are based on the following passage. Constructed languages, also known as artificial, planned or invented languages, are usually designed for a specific purpose. There are several types of constructed languages, depending on the use. People have created artificial languages to improve communication between speakers, for creative purposes as in writing and films about fantasy worlds, to revive dead languages, and to talk to and instruct computers. Constructed languages differ from others because their entire structure, including grammar, vocabulary, and phonology (sound system) have been planned deliberately. Constructed languages can be built by existing languages, or based on entirely new principles. Constructed languages that are created with entirely new elements, such as sound symbols or numbers, and then given meanings, are known as " priori" languages. Examples of "a priori" languages are fictional languages like Sindarin or Elvish, created by JRR Tolkien, or the languages spoken in the TV series Game of Thrones directed by Alan Taylor and three others. Because the purposes behind the creation of constructed languages are so varied, they are very different from each other. Here are some familiar examples of constructec languages. Esperanto was created in the late 19th century with the purpose of improving communications between people of different nationalities. It is an artificial language. made by combining features of several European languages. An estimated two million people speak Esperanto today, and it is recognized as an auxiliary(辅助的) language by the United Nations. Sindarin or Elvish is one of the fictional languages created by fantasy writer JRR Tolkien for some of the peoples who inhabited Middle Earth. Tolkien was a specialist in Old Norse literature as well as an enthusiastic linguist. He based the languages of Middle Earth on Celtic models and also on the medieval Icelandic of the Sagas(长篇故事). Viewers of Game of Thrones will be familiar with Dothraki and Valyrian. These are based on a small number of words in the books of George R.R. Martin, on which the series is based. Both languages were developed by David Peterson from the Language Creation Society. Computer languages are used to communicate with computers and for computers to communicate with each other. They include programming languages, as well as languages used for machine learning. Machine learning can be used to teach computers to use techniques like data mining and statistica(统计学的) pattern recognition for practica functions like speech recognition, web search and virtual assistants.  What can we learn about constructed languages?

Passage 5 Questions 21 to 25 are based on the following passage. Constructed languages, also known as artificial, planned or invented languages, are usually designed for a specific purpose. There are several types of constructed languages, depending on the use. People have created artificial languages to improve communication between speakers, for creative purposes as in writing and films about fantasy worlds, to revive dead languages, and to talk to and instruct computers. Constructed languages differ from others because their entire structure, including grammar, vocabulary, and phonology (sound system) have been planned deliberately. Constructed languages can be built by existing languages, or based on entirely new principles. Constructed languages that are created with entirely new elements, such as sound symbols or numbers, and then given meanings, are known as " priori" languages. Examples of "a priori" languages are fictional languages like Sindarin or Elvish, created by JRR Tolkien, or the languages spoken in the TV series Game of Thrones directed by Alan Taylor and three others. Because the purposes behind the creation of constructed languages are so varied, they are very different from each other. Here are some familiar examples of constructec languages. Esperanto was created in the late 19th century with the purpose of improving communications between people of different nationalities. It is an artificial language. made by combining features of several European languages. An estimated two million people speak Esperanto today, and it is recognized as an auxiliary(辅助的) language by the United Nations. Sindarin or Elvish is one of the fictional languages created by fantasy writer JRR Tolkien for some of the peoples who inhabited Middle Earth. Tolkien was a specialist in Old Norse literature as well as an enthusiastic linguist. He based the languages of Middle Earth on Celtic models and also on the medieval Icelandic of the Sagas(长篇故事). Viewers of Game of Thrones will be familiar with Dothraki and Valyrian. These are based on a small number of words in the books of George R.R. Martin, on which the series is based. Both languages were developed by David Peterson from the Language Creation Society. Computer languages are used to communicate with computers and for computers to communicate with each other. They include programming languages, as well as languages used for machine learning. Machine learning can be used to teach computers to use techniques like data mining and statistica(统计学的) pattern recognition for practica functions like speech recognition, web search and virtual assistants.  Which language is NOT an 'a priori' language?