问题 单项选择题

Passage Three

The age at which young children begin to make moral discriminations about harmful actions committed against themselves or others has been the focus of recent research into the moral development of children. Until recently, child psychologists supported pioneer developmentalist Jean Piaget in his hypothesis that because of their immaturity, children under age seven do not take into account the intentions of a person committing accidental or deliberate harm, but rather simply assign punishment for transgressions on the basis of the magnitude of the negative consequences causeD. According to Piaget, children under age seven occupy the first stage of moral development, which is characterized by moral absolutism (rules made by authorities must be obeyed) and imminent justice (if rules are broken, punishment will be meted out). Until young children mature, their moral judgments are based entirely on the effect rather than the cause of a transgression. However, in recent research, Keasey found that six-year-old children not only distinguish between accidental and intentional harm, but also judge intentional harm as naughtier, regardless of the amount of damage produced. Both of these findings seem to indicate that children, at an earlier age than Piaget claimed, advance into the second stage of moral development, moral autonomy, in which they accept social rules but view them as more arbitrary than do children in the first stage.

Keasey’s research raises two key questions for developmental psychologists about children under age seven: do they recognize justifications for harmful actions, and do they make distinctions between harmfulacts that are preventable and those acts that have unforeseen harmful consequences Studies indicate that justifications excusing harmful actions might include public duty, serf-defense, and provocation. For example, Nesdale and Rule concluded that children were capable of considering whether or not an aggressor’s action was justified by public duty: five year olds reacted very differently to "Bonnie wrecks Arm’s pretend house" depending on whether Bonnie did it "so somebody won’t fall over it" or because Bonnie wanted "to make Ann feel bad". Thus, a child of five begins to understand that certain harmful actions, though intentional, can be justified; the constraints of moral absolutism no longer solely guide their judgments.

Psychologists have determined that during kindergarten children learn to make subtle distinctions involving harm. Darley observed that among acts involving unintentional harm, six-year-old children just entering kindergarten could not differentiate between foreseeable, and thus preventable, harm and unforeseeable harm for which the perpetrator cannot be blamed. Seven months later, however, Darley found that these same children could make both distinctions, thus demonstrating that they had become morally autonomous.

Which of the following best describes the passage as a whole ?()

A.An outline for future research

B.An expanded definition of commonly misunderstood terms

C.An analysis of a dispute between two theories

D.A discussion of research findings in an ongoing inquiry

答案

参考答案:D

解析:

文章列举Piaget,Keasey,Nesdale,Rule,Darley等人的研究结果,对儿童的是非判别能力这一议题进行讨论。

单项选择题
单项选择题

二、阅读以下文字,回答下面5个题

  夷、夏之称早就出现了。夷、夏之分是地域、语言、生产方式、生活方式和社会风俗之别。这种区别由于经济文化发展的不平衡和长期的对立和战争而逐渐扩大。然而在西周以前,夷、夏之辨不严,夷可以变而为夏,夏也可以变而为夷,商人本来就起源于东夷,而周人起初与西戎也有[千丝万缕]的联系。直到西周春秋时期,戎、狄、夷、蛮不仅散居四裔,而且在中原地区与华夏族(错居杂处)。春秋时期是华夏族的形成时期,夷夏观也就是在这个时期产生的。据《左传》记载,鲁闵公元年 (前661),管仲对齐侯说:“戎狄豺狼,不可厌也;诸夏亲昵,不可弃也。”鲁襄公四年(前569),魏绛对晋侯说:“戎,禽兽也,获戎失华,无乃不可乎”又《国语·周语》记载,周襄王十七年(前635),富辰对周襄王说:“狄,豺狼之德也。”又说:“狄,封豕豺狼也,不可厌也。”这些文献中出列的是春秋列国统治者辱骂戎狄为豺狼禽兽的最早记录。这时夷夏关系非常紧张,戎狄一再进攻春秋列国,晋、齐等大国都屡屡遭到戎狄的[侵扰]而不得安宁, 以至出现“南夷与北戎交, 中国不绝若线”的局面 (《春秋公羊传》僖公四年)。正是这种[危如垒卯]的局势激发了春秋列国的华夏民族意识,产生了夷夏观。以上所引的几条材料可以看做夷夏观出现的标志。

上文中划直线部分中,加点字的意思是()

A.衣服

B.边远的地方

C.少数民族部落名称

D.到处,各处