英语六级阅读真题，不仅强化词汇与句型理解，更提升阅读速度与综合分析能力。实战演练，让考生熟悉题型变化，掌握解题技巧，是冲刺六级高分不可或缺的宝贵资源。今天，小编将分享2021年12月大学英语六级阅读真题以及答案（卷二）相关内容，希望能为大家提供帮助！

Section A

Directions:In this section,there is a passage with ten blanks.You arerequired to select one word for each blank froma list ofchoicesgiven ina word bank following thepassage.Read the passage through carefully before making your choices.Each choice in thebank is identified by a letter.Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre.You may not wse any ofthe words inthe bank more than once

According to psychologist Sharon Draper,our clothing choices can absolutely affect our well-being.When we wear ill-fitting clothes,or feel over-or under-dressed for an event, it's natural to feel self-conscious or even stressed.Conversely,she says,opting for clothes that fit well and  26  with your senseof style can improve your confidence.

But can you improve your health through your  27  clothing,without having to dash out and buya whole new  28  ?“Absolutely,”says Draper.If your goal is to improve your thinking,she recommends picking clothes that fit well and are unlikely to encourage restlessness,so,avoid bows,ties and unnecessary  29  .It also helps to opt for clothes you  30  as tying in with your goals,so,if you want to perform better at work, select pieces you view as professional.Draper says this fits in with the concept of behavioral activation,whereby  31  in a behavior (in this case,selecting clothes)can set you on the path to then achieving your goals (working harder).

Anotherway to improve your  32  of mind is to mix things up.Draper says we often feel stuck in a rut (常规)if we wear the same clothes—even if they're our favorites thus opting for an item you don't wearoften,or adding something different to an outfit,such as a hat,can  33  shiftyour mood.On days when you're really  34  to brave theworld,Draper suggests selecting sentimental items of clothing,such as ones you woreon a special day,orgiven to you by a loved one,as clothes with  35  associations can help you tap into constructive emotions.

A)accessories

B)align

C)concurrently

D)current

E)engaging

F)fond

G)frame

H)locations

I)perceive

J)positively

K)profile

L)prospering

M)reluctant

N)showcase

O)wardrobe

Section B

Directions:In this section,you are going to read a passage with ten statements attached to it Each statement contains information given inone of the paragraphs.Identify the paragraph from which the information is derived.You may choose a paragraph more tham once.Each paragraph is marked with a letter.Answerthe questions by marking the corresponding letter on Answer Sheet 2.

Do music lessons really make children smarter?

A)A recent analysis found that most research mischaracterizes the relationship between music and skills enhancement.

B)In 2004,a paper appeared in the journal Psychological Science,titled“Music Lessons Enhance IQ.”The author,composer and psychologist Glenn Schellenberg had conducted an experiment with 144 children randomly assigned to four groups:one learned the keyboard for a year,one took singing lessons,one joined an acting class, and a control group had no extracurricular training.The IQ of the children in the two musical groups rose by an averageof seven points in the course of ayear;those in the other two groups gained an average of 4.3 points.

C)Schellenberg had long been skeptical of the science supporting claims that music education enhances children's abstract reasoning,math,or language skills.If children who play the piano are smarter,he says,it doesn't necessarily mean they are smarter because they play the piano.It could be that the youngsters who play the piano also happen to be more ambitious or better at focusing on atask.Correlation,after all,does not prove causation.

D)The 2004 paper was specifically designed to address those concerns.And as a passionate musician,Schellenberg was delighted when he turmed up credible evidence that music hastransfer effects on general intelligence.But nearly a decade later,in2013,the Education Endowment Foundation funded a bigger study with more than 900 students.That study failed toconfirm Schellenberg's findings,producing no evidence that musiclessons improved math and literacy skills.

E)Schellenberg took that news in stride while continuing to cast a skeptical eye on the research in his field.Recently,he decided to formally investigate just how often his fellow researchers in psychology andneuroscience make what he believes areerroneous —or atleast premature—causal connections between music  and intelligence.His results,published in May,suggest that many of his peers do just that.

F)For his recent study,Schellenberg asked tworesearch assistants to look for correlational studies on the effects of music education.They found a total of 114 papers published since 2000.To assess whether the authors claimed any causation,researchers then looked for telltale verbs in each paper's title and abstract,verbs like“enhance,”“promote,”“facilitate,”and“strengthen.”The papers were categorized as neuroscience if the study employed a brain imaging method like magnetic resonance,or if the study appeared in a journal that had “brain,”“neuroscience,”or a relatedterm in its title.Otherwise the papers were categorized as psychology.Schellenberg didn't tell his assistants what exactly he was trying to prove.

G)After computing their assessments,Schellenberg concluded that the majority of the articles erroneously claimed that music training had a causal effect.The overselling,he also found,was more prevalent among neuroscience studies,three quarters of which mischaracterized a mere association between music training and skills enhancement as a cause-and-effect relationship.This may come as a surprise to some.Psychologists have been battling charges that they don't do “real”science for some time—in large part because many findings from classic experiments have proved unreproducible  Neuroscientists,on the other hand,armed with brain scans and EEGs(脑电图),have not been subject to the same degree of critique.

H)To argue for a cause-and-effect relationship,scientists must attempt to explain why and how a connection could occur.When it comes to transfer effects of music, scientists frequently point to brain plasticity—the fact that the brain changes according to how we use it.When a child learns to play the violin,for example,several studies have shown that the brain region responsible for the fine motor skills of the left hand's fingers is likely to grow.And many experiments have shown that musical training improves certain hearing capabilities,like filtering voices from background noise ordistinguishing the difference between the consonants(辅音)‘b'and ‘g'.

I)But Schellenberg remains highly critical of how the concept of plasticity has been applied in his field “Plasticity has become an industry of itsown,”he wrote inhis May paper.Practice does change the brain,he allows,but what is question able is the assertion that these changes affect other brain regions,such as those responsible for spatial reasoningor math problems

J)Neuropsychologist Lutz Jancke agrees.“Most of these studies don't allow for causal inferences,”he said.For over two decades,Jancke has researched the effects of music lessons,and like Schellenberg,he believes that the only way to truly understand their effects is to run longitudinal studies.In such studies,researcherswould  need to follow groups of children with and without music lessons over a long period of time—even if the assignments are not completely random.Then they could compare outcomes for each group.

K)Some researchers are starting to do just that.The neuroscientist Peter Schneider from Heidelberg University in Gemany,for example,has been following a group of children for ten years now.Some of them were handed musical instruments and given lessons through a school-based program in the Ruhr region of Germany called Jedem Kind ein Instrument,or “an instrument for every child,”which was carried out with government funding.Among these children,Schneider has found that those who were enthusiastic about music and who practiced voluntarily showed improvements in hearing ability,as well as in more generalcompetencies,such as the ability to concentrate.

L)To establish whether effects such as improved concentration are caused by music participation itself,and not by investing time in an extracurricular activity of any kind, Assal Habibi,a psychology professor at the University of Southern California,is conducting a five-year longitudinal study with children from low-income communities in Los Angeles.The youngsters fall into threegroups:those who take after-school music,those who do after-school sports,and those with no structured after-school program at all.After two years,Habibi andher colleagues reported seeing structural changes in the brains of the musically trained children,both locally and inthe pathways connecting different parts of the brain.

M)That may seem compelling,but Habibi's children were not selected randomly.Didthe children who were drawn to music perhaps have something in them from the start that made them different but eluded the brain scanners?“As somebody who started taking piano lessons at the age of five and got up every morning at seven to practice,that experience changed me and made me part of who I am today,”Schellenberg said.“The question is whether those kinds of experiences do so systematically across individuals and create exactly the same changes.And I think  that is that huge leap of faith.”

N)Did he have a hidden talent that others didn't have?Or more endurance than his peers? Music researchers tend,like Schellenberg,to be musicians themselves,and as he noted in his recent paper,“the idea of positive cognitive and neural side effects from music training(and otherpleasurable activities)is inherently appealing.”He also admits that if he had children of his own,he would encourage them to take music lessons and go to university.“I would think that it makes them better people,more critical,just wiser in general,"he said.

O)But those convictions should be checked at the entrance to the lab,he added.Otherwise,the work becomes religionor faith.“You have to let go of your faith if you want to be a scientist.”

36.Glenn Schellenberg's latest research suggests many psychologists and neuroscientists wrongly believe in the causal relationship between music and IQ.

37.The belief in the positive effects of music training appeals to many researchers who are musicians themselves.

38.Glenn Schellenberg was doubtful about the claim that music education helps enhance children'sintelligence.

39.Glenn Schellenberg came to the conclusion that most of the papersassessed made the wrong claim regarding  music's effect on intelligence.

40.You must abandon your unverified beliefs before you become a scientist.

41.Lots of experiments have demonstratedthat people with music training can better differentiate certain  sounds.

42.Glenn Schellenberg's findings at the beginning of this century were not supported by a larger study carriedout some ten years later.

43.One researcher shares Glenn Schellenberg'view that it is necessary to conduct long-term developmental  studies to understand the effects of music training.

44.Glenn Schellenberg's research assistants had no ideawhat he wastrying to prove in his new study.

45.Glenn Schellenberg admits that practice can change certain areas of the brain but doubts thatthe change can affect other areas.

Section C

Directions: There are 2 passages in this section.Eachpassage is followed by some questions or unfinished statements.For each of them there are fourchoices marked A),B),C)and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.

Passage One

Questions 46 to 50 are based on the following passage.

Thetrend toward rationality and enlightenment was endangered long before the advent of the World WideWeb.As Neil Postman noted in his 1985 book Amusing Ourselves to Death,the rise of television introduced not just a new medium but a new discourse a gradual shift from a typographic(印刷的)culture to a photographic one,which in turn meant a shift from rationality to emotions,exposition to entertainment.In an image-centered and pleasure-driven world,Postman noted,there is no place for rational thinking,because you simply cannot think with images.It is text that enables us to “uncover lies,confusions and overgeneralizations,and to detect abuses of logic and common sense.It also means to weigh ideas,to compare and contrast assertions,to connect one generalization to another.”

The dominance of television wasnot confined to ourliving rooms.It overturned all of those habits of mind,fundamentally changing our experience of the world,affecting the conduct of politics,religion,business,and culture.Itreduced many aspects of modern life to entertainment,sensationalism,and commerce.“Americans don't talk to each other,we entertain each other,”Postman wrote.“They don't exchange ideas,they exchange images.They do not argue with propositions,they argue with good looks,celebrities and commercials.”

Atfirst,the web seemed to push against this trend.When it emerged towards the end of the 1980s as a purely text-based medium,it was seen as a tool to pursue knowledge,not pleasure.Reason and thought were most valued in this garden all derived from the project of the Enlightenment.Universities around the world were among the first to connect to this newmedium,which hosted discussion groups,informative personal or group blogs,electronic magazines,and academic mailing lists and forums.It was an intellectual project,not about commerce or control,created in a scientific research center in Switzerland. And for more than a decade,the web created an alternative space that threatened television'sgrip on sociey.

Social networks,though,have since colonized the web for television's values.From Facebook to Instagram,the medium refocuses our attention on videos and images,rewardingemotional appeals—‘like'buttons—over rational ones.Instead of a quest for knowledge,it engages usin an endless zest(热情)for instant approval from an  audience, for which we are constantlybut unconsciously performing.(It's telling that,while Google began lifeas a PhD thesis,Facebook started as a tool to judge classmates,appearances.)

It reduces our curiosity by showing us exactly what we already want and think,based on our profiles and preferences.The Enlightenment's motto(座右铭)of‘Dare to know’has become‘Dare not to care to know.'

46.What did NeilPostman say about the rise of television?

A)It initiated a change from dominance of reason to supremacy of pleasure.

B)It brought about a gradual shift from cinema goingto home entertainment.

C)Itstarted a revolution in photographic technology

D)It marked a new age in the entertainment industry

47.According to the passage,what is the advantage of text reading?

A)It gives one access to huge amoumts of information.

B)It allows more information to be processed quickly.

C)It is capable of enrichingone's life.

D)It is conducive to critical thinking.

48.How has television impacted Americans?

A)It has given them a lotmoreto argue about.

B)It has brought celebrities closer to their lives.

C)It has made them care more about what they say.

D)It has rendered their interactions more superficial

49.What does the passagesay about the WorldWide Web?

A)It was developed primarily for universities worldwide.

B)It was created to connect people in different countries.

C)It was viewed as a means to quest for knowledge.

D)It was designed as a discussion forum for university students. 

50.What do we learn about users of social media?

A)They are bent on looking for an alternative space for escape.

B)They areconstantly seekingapproval fromtheiraudience.

C)They are forever engaged in hunting for new information.

D)They areunable to focus their attention on tasks for long.

Passage Two

Questions 51 to 55 are based on the following passage.

According to a recent study,a small but growing proportion of the workforce is affected to some degree by a sense of entitlement.Work is less about what they can contribute but more about what they can take.It can lead to workplace dysfunction and diminish their own job satisfaction.Fm not referring to employees who are legitimately dissatisfied with their employment conditions due to,say,being denied fair pay or flexible work practices.I'm talking about those who consistently believe they deserve special treatment and generous rewards.It's an expectation that exists irrespective of their abilities or levels of performance.

As a result of that discrepancy between the privileges they feel they're owed and their inflated sense of self-worth,they don't work as hard for their employer.Theyprefer instead to slack off.It's a tendency which many scholars believe begins in childhood due to parents who overindulge their kids.This thereby leads them to expect the same kind of spoilt treatment throughout their adult livesAnd yet despite how these employees feel, it's obviously important for their manager to nonetheless find out how to keep them motivated.And,by virtue of that heightened motivation,to perform well.

The research team from several American universities surveyed more than 240 individuals.They sampled managers as well as team members.Employee entitlement was measured by statements such as “I honestly feel I'm just more deserving than others.” The respondents had to rate the extent of their agreement.Employee engagement meanwhile,was assessed with statements like “I really throw myself into my work.”The findings revealed ethical leadership is precisely what alleviates the negative effects of employee entitlement.That's because rather than indulging employees or neglecting them,ethical leaders communicate very direct and clear expectations.They also hold employees accountable for their behaviors and are genuinely committed to doing the right thing.Additionally,these leaders are consistent in their standards.They're also less likely to deviate in how they treat employees.

This means,when confronted by an entitled team member,an ethical leader is significantly disinclined to accommodate their demands.He or she will instead point out constructively and tactfully,exactly how their inflated sense of deservingness is somewhat distorted.They'dthen go further to explain the specific,and objective,criteria the employee must meet to receive their desired rewards.This shift away from unrealistic expectations is successful because entitled employees feel more confident that ethical leaders will deliver on their promises.This occurs because they're perceived to be fair and trustworthy.

The researchers,however,exercisecaution by warning no one single response is the perfect remedy.But there's no denying ethical leadership is at least a critical step in the right direction.

51.What does a recent study find about a growing number of workers?

A)They attempt to make more contributions.

B)They feel they deserve more than they get.

C)They attach importance to job satisfaction.

D)They try to diminish workplace dysfunction.

52.Why don't some employees work hard according to many scholars?

A)They lack a strong sense of self-worth. 

B)They were spoiled when growing up. 

C)They have received unfair treatment.

D)They areoverindulged by their boss.

53.What is a manager supposed to do to enable workers to do a better job?

A)Beaware of their emotions.

B)Give them timely promotions.

C)Keep a recordof their performance.

D)Seekways to sustain their motivaton.

54.What do the research findings reveal about ethical leaders? 

A)They areheld accountable by their employees.

B)They are always transparent in their likes and dislikes.

C)They convey their requirements in a straightforward way

D)Theymake it apoint tobe on good termswith their employees.

55.What kind of leaders are viewed as ethical by entitled employees? 

A)Those who canbe countedon to fulfill commitments

B)Those who can do thingsbeyond normal expectations

C)Those who exercise caution in making major decisions. 

D)Those who know how to satisfy their employees,needs.

26.B) 【语义判断】首段首句提到，我们的着装会影响我们的健康，因此，推测此处意为“选择合身且符合个人风格的衣服可以提升一个人的自信”。align with意为“和……一致”,符合句意，故B)alin为答案。

27.D)【语义判断】根据后面提到的“不必冲出去买新的……”,推测此处意为“通过现有的衣服来改善健康”,D)current“现在的，当前的”符合句意，故为答案。

28.O)【语义判断】前文提到，可以通过现有的衣服来改善健康，推测此处意为“不用冲出去把衣柜里的衣服全换成新的”。O)wardrobe 既可以表示“衣柜”,也可以表示“(一个人)全部的衣物”,符合句 意，故为答案。

29.A)【语义判断】根据前面的and推知，空格处填入的名词和bows、ties为并列关系，蝴蝶结和领带都属于配饰，A)accessories“配饰，配件”符合句意，故为答案。

30.I)【语义判断】后半句提到“如果你想在工作中表现得更好，应选择你认为专业的着装”,由此推测此处意为“选择你认为与你的目标相符的衣服也十分有益”,故I)perceive为答案。

31.E)【语义判断】前文提到“如果你想在工作中表现得更好，应选择你认为专业的着装，这符合行为激活的概念”。空格后括号里的内容解释说明前面的bchavior,在此指的就是“选择着装”,故推测此处 意为“通过实施选择着装这一行为来帮助自己完成目标”。engage in意为“进行，参与”,符合句意，故E)engaging为答案。 

32.G)【语义判断】上一段提到可以通过着装来改善健康，本段后面也提到着装可以改变心情，故推测此处也是指通过着装来改善心态。frame of mind意为“心情，心态”,符合句意，故G)frame 为答案。

33.J)【语义判断】上一题提到，可以通过混搭服装来改善心情，本句中的 shiftyour mood意为“改变心情”,需要填入一个正面意义的副词，J)positively 符合句意，故为答案。

34.M)【语义判断】根据后面提到的德雷珀建议选择一些具有情感意义的衣服来帮助自己发掘积极的情绪，推测这里when引导的时间状语从句应该是指“当缺乏面对这个世界的勇气时”。be reluctant to do sth.意为“不情愿做某事”,符合句意，故M)reluctant为答案。

35.F)【语义判断】前面提到，德雷珀建议选择一些具有情感意义的衣服，比如你曾在某个特殊的日子里穿过的衣服或者你所爱之人送给你的衣服。因此，推测这些衣服的共同点就是会让人联想起它们背后承载的情感意义，fond意为“温情的，深情 的”,符合句意，故F)fond为答案。

36.【定位】由题干中的many psychologists and neuroscientists wrongly believe和the causal relationship between music and IQ定位到文章E)段第二句。

E)【精析】细节归纳题。E)段最后一句指出，他在5月发表的研究结果表明，他的许多同行正是这样做的。由上一句可知该句中的do just that是指舍伦贝格那些研究心理学和神经科学的同仁在音乐和智力之间建立因果联系，而舍伦贝格认为这些因果联系是错误的或至少是草率的。由此可知，题干是对E)段最后两句的归纳概括。题干中的latest 和 many psychologists and neuroscientists分别对应原文中的published in May和his fellow researchers in psychology and neuroscience,题干中的 wrongly believe in the causalrelationship between music and IQ是对原文中“make..causal connections between  music and intelligence”和what he believes are erroneous的归纳概括，故答案为E)。

37.【定位】由题干中的positive effects of music training appeals to 和musicians themselves定位到文章N)段第三句。

N)【精析】细节归纳题。N)段第三句指出，像舍伦贝格一样，音乐研究人员往往自己就是音乐家，正如舍伦贝格在其最新论文中所指出的：“音乐训练 (和其他令人愉悦的活动)对认知和神经产生积极副作用的想法本身就很吸引人。”由此可知，题干是对N)段第三句的归纳概括。题干中的 the belief in the positive effects of musictraining对应原文中的“the idea of positive..side effects from music training”,题干中的 many researchers who are musicians themselves是对原文中“Music researchers tend...to be musiciansthemselves”的同义转述，故答案为N)。

38.【定位】由题干中的 Glenn Schellenberg was doubtful和music education helps enhance children's intelligence定位到文章C)段第一句。

C)【精析】细节归纳题。C)段第一句指出，长期以来，舍伦贝格一直质疑科学研究所支持的这一说法：音乐教育提高儿童的抽象推理、数学或语言能力。紧接着第二句和第三句具体说明他认为儿童智商提高的原因。由此可知，题干是对C) 段第一句的归纳概括。题干中的doubtful是原文中skeptical 的同义表达，题干中的 children's intelligence是对原文中children's abstract reasoning,math,or language skills的归纳概括，故答案为C)。

39.【定位】由题干中的 came to the conclusion、most of the papers和made the wrong claim定位到文章G)段第一句。

G)【精析】同义转述题。G)段第一句提到，在计算他们的评估之后，舍伦贝格得出结论，大部分文章错误地声称音乐训练有因果效应。题干中的“came to the conclusionthat most of the papers...made the wrong claim”是对原文中concluded that the majority of the articles erroneously claimed的同义转述，题干中的assessed 对应原文中的assessments,故答案为G)。

40.【定位】由题干中的 abandon your unverified beliefs和 become ascientist定位到文章O)段。

O)【精析】细节归纳题。O)段前两句指出，应在实验之前检验这些想法，否则工作就会变成宗教或信仰。最后一句指出，如果你想成为一名科学家，就必须放弃自己的信仰。由此可知，题干是对O)段的归纳概括。题干中的abandon是原文中let go of 的同义表达，题干中的your unverified beliefs是对原文中those convictions should be checked的同义转述，故答案为O)。

41.【定位】由题干中的 lots of experiments、music training和 differentiate定位到文章H)段最后一句。

H)【精析】同义转述题。H) 段最后一句提到，许多实验表明，音乐训练提高了某些听觉能力，比如从背景噪音中过滤声音或区分辅音‘b’和‘g’的不同。 由此可知，题干是对H)段最后一句的同义转述。 题干中的lots of experiments和demonstrated分别对应原文中的many experiments 和shown,题干中的better differentiate certain sounds是对原文中 improves certain hearing capabilities 和distinguishing the difference between the consonants ‘b’and‘g’的归纳概括，故答案为H)。

42.【定位】由题干中的a larger study 和 some ten years later定位到文章 D)段第三句。

D)【精析】同义转述题。D)段第三句指出，在大约十年后的2013年，教育捐赠基金会资助了一项规模 更大的研究，有900多名学生参加。紧接着第四句指出该研究未能证实舍伦贝格的发现。题干中 的“Glenn Schellenberg's findings...were not supported by alarger study”是对原文中的 a bigger study 和 that study failed to confirm Schellenberg's findings的同义转述，题干中的 some ten years later 对应原文中的nearly a decade later,故答案为D)。

43.【定位】由题干中的understand the effects定位到J)段第三句。

J) 【精析】同义转述题。J)段第三句提到，20多年以来，詹克一直在研究音乐课的效果，和舍伦贝格一样，他认为唯一能够真正了解其效果的方法就是进行纵向研究。题干中的 shares Glenn Schellenberg's view 和 conduct long-term  developmental studies 分别是对原文中like Schellenberg和 run longitudinal studies的同义转述，故答案为J)。

44.【定位】由题干中的Glenn Schellenberg's research assistants和 what he was trying to prove定位到F)段最后一句。

F) 【精析】细节推断题。F)段最后一句提到，舍伦贝格没有告诉他的助手自己到底想证明什么,由此可推断出，舍伦贝格的研究助理并不知道他想证明什么 , 即Glenn Schelenberg's research assistantshadno ideawhat hewas tryingtoprove in his new study,故答案为F)。

45.【定位】由题干中的change certain areas of the brain 和doubts that the change can affect other areas定位到I)段最后一句。

I)【精析】同义转述题。I)段最后一句提到，他承认练习确实会改变大脑，但值得怀疑的是认定这些改变会影响负责空间推理或数学问题等大脑其他区域的主张。由该段第一句可知，此处he指代舍伦贝格。题干中的 admits that practice can change certain areas of the brain和doubts that the change can affect other areas分别是对原文中practice does change the brain,he allows和what is questionable is the assertion that these  changes affect other brain regions的同义转述，故答案为I)。

46.【定位】由题干中的人名关键词和 the rise of television定位到第一段第二句。

A)【精析】事实细节题。定位句指出，电视的兴起引入了一种新的话语方式，即印刷文化向影像文化 的逐渐转变，而这反过来又意味着从理性转向感性，从阐释转向娱乐，可知尼尔·波斯曼认为，电视的兴起让人们从崇尚理性转变为注重娱乐，故答案为A)。

47.【定位】由题干中的 text reading定位到第一段最后两句。

D)【精析】推理判断题。定位句论述文本阅读对我们的意义，指出文本可以让我们发现谎言、困惑和过 度概括，察觉逻辑和常识的滥用，还能让人们权衡观点，比较和对比断言，将一种概括与另一种概括联系起来。原文所列举的这些思维活动概括而言就是批判性思维，可知D) 项是对原文信息的归纳，故为答案。

48.【定位】由题干中的television 和Americans 定位到第二段。

D)【精析】推理判断题。定位段第二、三句指出，电视颠覆了人们的思维习惯，影响了政治、宗教、商业和文化的行为，使得现代生活的许多方面沦为娱乐、哗众取宠和商业运作。随后两句中作者引用波斯曼的话指出，美国人不互相交谈，而是互相娱乐，不交流思想，只交换图像，概括而言，电视使得人们的交往更加肤浅，故答案为D)。

49.【定位】由题干中的World Wide Web定位到第三段第一句。

C) 【精析】事实细节题。第三段首句提到了网络，并在随后的第二句中说，它在20世纪80年代末刚刚出现的时候，是一种纯文本媒介，并被视为一种追求知识而非快乐的工具。由此可知，C)项是对该句的同义转述，故为答案。

50.【定位】由题干中的users of social media定位到最后一段。

B)【精析】事实细节题。最后一段首句提到了社交网络的出现，在其后的第三句中，作者指出社交网络让其用户沉浸在无尽的热情中，为的是得到观众的即时认可，为此我们一直在不自觉地进行表演。由此可见，B)项是对定位信息的转述，故为答案。

51. 【定位】由题干中的a growing number定位到第一段第一句。

B)【精析】事实细节题。第一段第一句提到，一小部分员工在某种程度上受到权益感的影响，第二句和第五句继续指出，他们更重视自己在工作中得到什么,而且总是认为自己应该享受到特殊待遇、获得丰厚奖励，可见他们认为自己应得的应该比实际所得更多，故答案为B)。

52.【定位】由题干中的“don't.work hard”和 many scholars定位到第二段第一、三句。

B)【精析】事实细节题。文章第二段第一、三句提到，这些员工如果觉得自己应得的特权和膨胀的自我价值感之间不一致，就不会努力工作，而许多学者认为这种倾向来源于童年时期父母对他们过度的溺爱。故答案为B)。

53.【定位】由题干中的manager和do a better job定位到第二段第五、六句。

D)【精析】事实细节题。第二段第五、六句指出，对经理来说，应该努力使这些员工保持积极性，工作积极性提高后，他们能够好好完成工作，故答案为D)。

54.【定位】由题干中的ethical leaders定位到第三段第七句。

C)【精析】事实细节题。第三段第七句指出，有道德的领导者会(向员工)传达非常直接和明确的期望，而不是纵容或忽视他们。C)项直接对应原文内容，故为正确答案。

55.【定位】由题干中的viewed as ethical和entitled employees定位到文章最后一段。

A)【精析】事实细节题。最后一段第三至五句提到，有道德的领导者会明确告知员工获得回报应符合的标准，这种做法能够让那些想要争取权益的员工觉得领导能够兑现他们的承诺，是公平的、值得信赖的，故答案为A)。