Surfing the Internet during class doesn't just steal focus from the educator; it also hurts students who're already struggling to 26 the material. A new study from Michigan state University, though, argues that all students—including high achievers—see a decline in performance when they browse the Internet during class for non-academic purposes.
To measure the effects of Internet-based distractions during class, researchers 27 500 students taking an introductory psychology class at Michigan State University. Researchers used ACT scores as a measure of intellectual28 . Because previous research has shown that people with high intellectual abilities are better at 29 out distractions, researchers believed students with high ACT scores would not show a 30 decrease in performance due to their use of digital devices. But students who surfed the web during class did worse on their exams regardless of their ACT scores, suggesting that even the academically smartest students are harmed when they're distracted in class.
College professors are increasingly 31 alarm bells about the effects smartphones, laptops, and tablets have on academic performance. One 2013 study of college students found that 80% of students use their phones or laptops during class, with the average student checking their digital device 11 times in a 32 class. A quarter of students report that their use of digital devices during class causes their grades to 33 .
Professors sometimes implement policies designed to 34 students' use of digital devices, and some instructors even confiscate (没收) tablets and phones. In a world where people are increasingly dependent on their phones, though, such strategies often fail. One international study found that 84% of people say they couldn't go a day without their smartphones. Until students are able to 35 the pull of social networking, texting, and endlessly surfing the web, they may continue to struggle in their classes.
A)aptitude B)eradication C) evaluated D)evaporated E)filtering F)grasp G)legacy
H) minimize I)obscure J) obsess K) raising L) resist M) significant N) suffer O) typical
答案解析:
根据空格前的动词不定式to”和空格后的名词the material”，可知此处需要填入一个动词原形，构成to... the material”的结构。句意为上网不仅会分散学生对教育者的注意力，也会伤害那些已经在努力……材料的学生”。grasp the material”意为理解、掌握材料”，符合语境。所以选 F。
根据句子结构...researchers ___ 500 students...”，可知此处需要一个动词的过去式作谓语。句意为为了衡量课堂上网络干扰的影响，研究人员……了500名学生”。evaluate”意为评估、评价”，研究人员评估了500名学生，符合研究逻辑。所以选 C。
根据空格前的形容词intellectual”，可知此处需要填入一个名词，构成intellectual...”的结构，意为智力……”。aptitude”意为天资、才能”，intellectual aptitude”是固定搭配，指智力水平或才能。后文用ACT分数来衡量，也印证了这一点。所以选 A。
根据空格前的介词at”和空格后的名词短语out distractions”，可知此处需要填入一个动名词。句意为因为之前的研究表明，高智商的人更善于……干扰”。filtering out”意为过滤掉、屏蔽掉”，符合语境。所以选 E。
根据空格前的不定冠词a”和空格后的名词decrease”，可知此处需要填入一个形容词。句意为研究人员认为ACT分数高的学生不会因为使用电子设备而表现出……的下降”。significant”意为显著的、重大的”，a significant decrease”指显著的下降”，符合语境。所以选 M。
根据空格后的名词alarm bells”，可知此处需要填入一个动词，构成raise alarm bells”的固定搭配，意为敲响警钟”。句意为大学教授们正在就……对学业表现的影响敲响警钟”。raising”是raise的现在分词，与are构成现在进行时。所以选 K。
根据空格前的冠词a”和空格后的名词class”，可知此处需要填入一个形容词。句意为在一节……的课上，平均每个学生查看电子设备11次”。typical”意为典型的、有代表性的”，a typical class”指一节典型的课”，符合语境。所以选 O。
根据空格前的causes their grades to”，可知此处需要填入一个动词原形。句意为四分之一的学生报告说，他们在课堂上使用电子设备导致他们的成绩……”。suffer”意为遭受、变差”，grades suffer”是常见搭配，指成绩下降/变差。所以选 N。
根据空格后的名词短语students' use of digital devices”，可知此处需要填入一个动词原形。句意为教授们有时会实施旨在……学生使用电子设备的政策”。minimize”意为使减到最少”，minimize students' use”指减少学生的使用，符合语境。所以选 H。
根据空格前的be able to”和空格后的名词短语the pull of...”，可知此处需要填入一个动词原形。句意为直到学生们能够……社交媒体、短信和无限上网的吸引力，他们可能才会在学业上不再挣扎”。resist”意为抵抗、抵制”，resist the pull of...”指抵制……的吸引力”，符合语境。所以选 L。
