GMAT閱讀模擬試題及答案解析
Biologists have advanced two theories to explain why schooling of fish occurs in so many fish species. Because schooling is particularly wide spread among species of small fish, both theories assume that schooling offers the advantage of some protection from predators.
Proponents of theory A dispute the assumption that a school of thousands of fish is highly visible. Experiments have shown that any fish can be seen, even in very clear water, only within a sphere of 200 meters in diameter. When fish are in a compact group, the sphere of visibility overlap. Thus, the chance of a predator finding the school is only slightly greater than the chance of the predator finding a single fish swimming alone. Schooling is advantageous to the individual fish because a predator’s chance of finding any particular fish swimming in the school is much smaller than its chance of finding at least one of the same group of fish if the fish were dispersed throughout an area.
However, critics of theory A point out that some fish form schools even in areas where predators are abundant and thus little possibility fo excaping detection exists. They argue that the school continues to be of value to its members even after detection. They advocate theory B, the “confusion effect,” which can be explained in two different ways.
Sometimes, proponents argue, predators simply cannot decide which fish to attack. This indecision supposedly results from a predator’s preference for striking prey that is distinct from the rest of the school in appearance. In many schools the fish are almost indentical in appearance, making it difficult for a predator to select one. The second explanation for the “confusion effect” has to do with the sensory confusion caused by a large number of prey moving around the predator. Even if the predator makes the decision to attack a particular fish, the movement of other prey in the school can be distracting. The predator’s difficulty can be compared to that of a tennis player trying to hit a tennis ball when two are approaching simultaneously.
1. According to the passage, theory B states that which of the following is a factor that enables a schooling fish to escape predators?
(A) The tendency of fish to form compact groups
(B) The movement of other fish within the school
(C) The inability of predators to detect schools
(D) The ability of fish to hide behind one another in a school
(E) The great speed with which a school can disperse
2. According to the passage, both theory A and theory B have been developed to explain how
(A) fish hide from predators by forming schools
(B) forming schools functions to protect fish from predators
(C) schooling among fish differs from other protective behaviors
(D) small fish are able to make rapid decisions
(E) small fish are able to survive in an environment densely populated by large predators
3. According to one explanation of the “confusion effect”, a fish that swims in a school will have greater advantages for survival if it
(A) A tends to be visible for no more than 200 meters
(B) B stays near either the front or the rear of a school
(C) C is part of a small school rather than a large school
(D) D is very similar in appearance to the other fish in the school
(E) E is medium-sized
4. The author is primarily concerned with
(A) discussing different theories
(B) analyzing different techniques
(C) defending two hypotheses
(D) defending two hypotheses
(E) revealing new evidence
這是一篇典型的GMAT閱讀多重解釋型的文章。
l 第一段清楚地告訴讀者文章接下來會對一些魚群居地現(xiàn)象給出兩種解釋。
l 第二段中，解釋A的支持者表達了他們的觀點，提出魚群居是為了減少個體被捕食者發(fā)現(xiàn)的機會。
l 第三段開頭轉(zhuǎn)折(However)之后，解釋A被反駁，進而提出解釋B，說群居的魚被捕食者發(fā)現(xiàn)之后依然能提高他們的存活率。
l 最后一段具體說了對解釋B的兩方面的具體解讀。
從整體框架上看，新文章和之前的解釋型文章相比變化不大，而在具體內(nèi)容上觀點與論證之間的結(jié)合更加緊密，文章的血肉更加充實，細節(jié)的出題點更多。
本文延續(xù)GMAT閱讀文章的一貫特點，在邏輯嚴密性上也有所提高。
本文后面一共跟4道題，前3道均為直接細節(jié)題，最后1道為主旨題。
第一題，問解釋B說哪個因素會幫助魚群擺脫捕食者，定位點很明確，是“解釋B”底下的細節(jié)，定位到最后一段。能回答問題的一共有兩點，第一點在“Sometimes”到34行“to select one”之間，說魚數(shù)量多導致捕食者難以決定究竟吃誰;第二點在“The second explanation”到文章結(jié)尾，說魚群中大量魚的運動會使捕食者分心而難以捕食成功。所以這兩點因素(數(shù)量多和魚群運動)都能夠正確回答這個問題。
A選項魚群形成牢固的整體，文章中從未提及，屬于無中生有的內(nèi)容;
B選項說魚群中魚的運動，與原文中第二點相符;
C選項說捕食者偵測不到魚群，是文章中解釋A里面的內(nèi)容，張冠李戴;
D選項說魚躲在其他魚的身后，又是文中沒有提到的內(nèi)容;
E選項說魚群能高速分散，既是解釋A里的關(guān)鍵詞，由于A中原文事實相反，因此也不是正確選項
因此，正確答案為B
第二題，問解釋A和B的共同目的。第二段是解釋A，第四段是解釋B，第三段是兩者的區(qū)別，都不是定位點。只有第一段里有相關(guān)信息。第一段最后一句話說兩者都認為魚群對魚的個體提供保護，躲避捕食。5個選項中只有B選項符合要求。
A選項說藏起來不讓捕食者看見，只有解釋A有相關(guān)內(nèi)容，解釋B沒有;
B選項與原文之間就是原意改寫的關(guān)系;
C選項說魚的群居與其他保護措施不一樣，文中未提及;
D選項說小魚做決定快，亦屬于無中生有的內(nèi)容;
E選項小魚容易在捕食者密集的地方存活，文章依然沒有提到
因此，正確答案為B
第三題，問”confusion effect“，即解釋B，中所述，下列那種情況下一條魚有較高的存活率。定位點和第一題一樣，最后一段的兩個分點(同樣魚類的數(shù)量多和魚群劇烈運動)。五個選項中，A選項是解釋A的內(nèi)容，B、C、E都是文章里沒有提到的東西，只有D選項符合定位信息的要求。
因此，正確答案為D
第四題，問作者的寫作目的。
A選項說討論兩個理論，與原文事實相符;
B選項說分析兩種技術(shù)，文中沒有任何技術(shù);
C選項說為兩種假說辯護，解釋B沒有受到任何攻擊，更不需要辯護;
D選項說推翻既成觀念，核心態(tài)度為負，即否定了所有解釋，與文章事實不符;
E選項說提出新證據(jù)，文中不存在
因此，正確答案為A
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