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  3. In developing a model of cognition, we must recognize that perception of the external world does not always remain independent o

In developing a model of cognition, we must recognize that perception of the external world does not always remain independent o

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问题     In developing a model of cognition, we must recognize that perception of the external world does not always remain independent of motivation. While progress toward maturity is positively correlated with differentiation between motivation and cognition, tension will, even in the mature adult, militate towards a narrowing of the range of perception and in the lessening of the objectivity of perception.
    Cognition can be seen as the first step in the sequence of events leading from the external stimulus to the behavior of the individual. The child develops from belief that all things are an extension of its own body to the recognition that objects exist independent of his perception. He begins to demonstrate awareness of people and things which are removed from his sensory apparatus and initiates goal directed behaviors. He may, however, refuse to recognize the existence of barriers to the attainment of his goals, despite the fact that his cognition of these objects has been previously demonstrated.
    In the primitive being, goal-directed behavior can be very simply motivated. The presence of an attractive object will cause an infant to reach for it; its removal will result in the cessation of that action. Studies have shown no evidence of the infant’s frustration; rather, it appears that the infant ceases to desire the object when he cannot see it. Further indications are that the infant’s attention to the attractive object increases as a result of its not being in his grasp. In fact, if he holds a toy and another is presented, he is likely to drop the first in order to clutch the second. Often, once he has the one desired in his hands, he loses attention and turns to something else.
    In adult life, mere cognition can be similarly motivational, although the visible presence of the opportunity is not required as the instigator of response. The mature adult modifies his reaction by obtaining information, interpreting it, and examining consequences. He formulates a hypothesis and attempts to test it. He searches out implicit relationships, examines all factors, and differentiates among them. Just as the trained artist can separate the values of colour, composition, and technique , while taking in and evaluating the whole work, so, too, the mature person brings his cognitive learning strengths to bear in appraising a situation.
    Understanding that cognition is separate from action, his reactions are only minimally guided from conditioning, and take into consideration anticipatable events.
    The impact of the socialization process, particularly which of parental and social group ideology , may reduce cognitively directed behavior. The tension thus produced, as for instance the stress of fear, anger, or extreme emotion, will often be the overriding influence.
    The evolutionary process of development from body schema through to cognitive learning is similarly manifested in the process of language acquisition. Auditing and speaking develop first, reading and writing much later on. Not only is this evident in the development of the individual human being from infancy on, but also in the development of language for humankind.
    Every normal infant has the physiological equipment necessary to produce sound, but the child must first master their use for sucking, biting, and chewing before he can control his equipment for use in producing the sounds of language. The babble and chatter of the infant are precursors to intelligible vocal communication.
    From the earliest times, it is clear that language and human thought have been intimately connected. Sending or receiving messages, from primitive warnings of danger to explaining creative or reflective thinking, this aspect of cognitive development is also firmly linked to the needs and aspirations of society.
The statement which is neither implied nor stated in this passage is______.
选项 A、The child is concerned only with his own body
B、The child learns to act in a way that will serve his desires
C、The infant’s attention can be distracted from an object by simply concealing it
D、The infant finds it difficult to focus attention on more than one object at a time
答案A
解析 第三段开头便提到，最初的生命，目的引导性行为动机很简单。接着列举了一系列婴儿因为自己的动机而做出不同行为的例子，也就是说婴儿行为的出发点为他的动机，这与B项相符，因此B项排除。第三段第三句提到，研究表明当婴儿看不到物品时，就会终止愿望，而不是感到沮丧，这与C项“简单的隐藏物品就能分散婴儿对该物品的注意力”相符，因此排除C项。第三段最后两句提到，当婴儿被另外的物品吸引时，会丢下第一件去拿第二件(drop the first in order to clutch the second)，这暗示了婴儿的注意力难以一次集中到多件事情上。因此D项排除。本段明确提到孩子对于身体以外的物品的愿望，A项明显与原文不符，因此选A项。
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