大学英语六级(CET-6)6月模拟训练高频过关题13（无答案）

最新大学英语六级(CET-6)模拟训练高频过关题

COLLEGEENGLISHTEST

—BandSIX—

PartIWriting(30minutes)

Directions:Supposeyouareaskedtogiveadviceonwhethertoattendcollegeathomeorabroad,writeanessay

tostateyouropinion.Youarerequiredtowriteatleast150wordsbutnomorethan200words.

PartIIListeningComprehension

说明：听力材料与第一套完全一样，只是选项的顺序不同而已，故本套不再重复给出。

PartIIIReadingComprehension(40minutes)

SectionA

Directions:Inthissection,thereisapassagewithtenblanks.Youarerequiredtoselectonewordforeachblank

fromalistofchoicesgiveninawordbankfollowingthepassage.Readthepassagethroughcarefullybefore

makingyourchoices.Eachchoiceinthebankisidentifiedbyaletter.Pleasemarkthecorrespondingletterfor

eachitemonAnswerSheet2withasinglelinethroughthecentre.Youmaynotuseanyofthewordsinthebank

morethanonce.

Questions26to35arebasedonthefollowingpassage.

Let'sallstopjudgingpeoplewhotalktothemselves.Newresearchsaysthatthosewhocan'tseemtokeep

theirinnermonologues(独白)inareactuallymorelikelytostayontask,remain_26_betterandshow

improvedperceptioncapabilities.Notbad,really,forsomeextramuttering.

AccordingtoaseriesofexperimentspublishedintheQuarterlyJournalofExperimentalPsychologyby

professorsGaryLupyanandDanielSwignley,theactofusingverbalcluesto_27_mentalpictureshelpspeople

functionquicker.

Inoneexperiment,theyshowedpicturesofvariousobjectstotwenty_28_andaskedthemtofindjust

oneofthose,abanana.Halfwere_29_torepeatoutloudwhattheywerelookingforandtheotherhalfkept

theirlips_30_.Thosewhotalkedtothemselvesfoundthebananaslightlyfasterthanthosewhodidn't,the

researcherssay.Inotherexperiments,LupyanandSwignleyfoundthat_31_tienameofacommonproduct

whenonthehuntforithelpedquickensomeone'space,buttalkingaboutuncommonitemsshowedno

advantageandslowedyoudown.

Commonresearchhaslongheldthattalkingthemselvesthroughataskhelpschildrenlearn,althoughdoing

sowhenyou've_32_maturedisnotagreatsignof_33_.Thetwoprofessorshopetorefutethatidea,

_34_thatjustaswhenkidswalkthemselvesthroughaprocess,adultscanbenefitfromusinglanguagenotjust

tocommunicate,butalsotohelp"augment:hinking".

Cfcourse,youarestillencouragedtokeepthetalkingatlibrarytonesand,whateveryoudo,keepthe

inforrrationyousharesimple,likeagrocerylist.Atany_35_,there'sstillsuchathingastoomuchinformation.

A)apparentlyB)arroganceC)brillianceD)claimingE)dedicatedF)focusedG)incurH)instructed

I)obscurelyJ)sealedK)spectatorsL)triggerM)utteringN)volumeO)volunteers

SectionB

Directions:Inthissection,youaregoingtcreadapassagewithtenstatementsattachedtoit.Eachstatement

containsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.

Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaletter.Answerthequestionsby

markingthecorrespondingletteronAnswerSheet2.

RichChildrenandPoorOnesAreRaisedVeryDifferently

A)ThelivesofchildrenfromrichandpoorAmericanfamilieslookmoredifferentthaneverbefore.

B)Well-offfamiliesareruledbycalendars,withchildrenenrolledinballet,soccerandafter-schoolprograms,

accorcingtoanewPewResearchCentersurvey.Thereareusuallytwoparents,whospendalotoftimereadingto

childrenandworryingabouttheiranxietylevelsandhecticschedules.

C)Inpoorfamilies,meanwhile,childrentendtospendtheirtimeathomeorwithextendedfamily.Theyaremore

likelytogrowupinneighborhoodsthattheirparentssayaren'tgreatforraisingchildren,andtheirparentsworry

aboutthemgettingshot,beatenuporintroublewiththelaw.

D)Theclassdifferencesinchildrearingaregrowing—asymptomofwideninginequalitywithfar-reaching

consequences.Differentupbringingssetchildrenondifferentpathsandcandeepensocioeconomicdivisions,

especiallybecauseeducationisstronglylinkedtoearnings.Childrengrowuplearningtheskillstosucceedintheir

socioeconomicstratum(阶层)，butnotnecessarilyothers.

E)"Earlychildhoodexperiencescanbeveryconsequentialforchildren'slong-termsocial,emotionalandcognitive

development,"saidSeanReardon,professorofpovertyandinequalityineducationatStanfordUniversity."And

becausethoseinfluenceeducationalsuccessandlaterearnings,earlychildhoodexperiencescastalifelong

shadow."Thecyclecontinues:Poorerparentshavelesstimeandfewerresourcestoinvestintheirchildren,which

canleavechildrenlesspreparedforschoolandwork,whichleadstolowerearnings.

F)Americanparentswantsimilarthingsfortheirchildren,thePewreportandpastresearchhavefound:forthem

tobehealthyandhappy,honestandethical,caringandcompassionate.Thereisnobestparentingstyleor

philosophy,researcherssay,andacrossincomegroups,92%ofparentssaytheyaredoingagoodjobatraising

theirchildren.Yettheyaredoingitquitedifferently.Middle-classandhigher-incomeparentsseetheirchildrenas

projectsinneedofcarefulcultivation,saysAnnetteLareau,whosegroundbreakingresearchonthetopicwas

publishedinherbookUnequalChildhoods:Class,RaceandFamilyLife.Theytrytodeveloptheirskillsthrough

closesupervisionandorganizedactivities,andteachchildrentoquestionauthorityfiguresandnavigateelite

institutions.

G)Working-classparents,meanwhile,believetheirchildrenwillnaturallythrive,andgivethemfargreater

independenceandtimeforfreeplay.Theyaretaughttobecompliantandrespectfultoadults.Therearebenefits

tobothapproaches.Working-classchildrenarehappier;moreindependent,complainlessandarecloserwith

familymembers,Ms.Larcaufound.Higherincomechildrenarcmorelikelytodeclareboredomandexpecttheir

parentstosolvetheirproblems.Yetlateron,themoreaffluentchildrenendupincollegeandonthewaytothe

middleclass,whileworking-classchildrentendtostruggle.Childrenfromhigher-incomefamiliesarelikelytohave

theskillstonavigatebureaucraciesandsucceedinschoolsandworkplaces,Ms.Lareausaid.

H)"Doallparentswantthemostsuccessfortheirchildren?Absolutely,"shesaid."Dosomestrategiesgive

childrenmoreadvantagesthanothersininstitutions?Probablytheydo.Willparentsbedamagingchildrenifthey

haveonefewerorganizedactivity?No,Ireallydoubtit."

I)Socialscientistssaythedifferencesariseinpartbecauselow-incomeparentshavelessmoneytospendonmusic

classcrpreschool,andlessflexibleschedulestotakechildrentomuseumsorattendschoolevents.Extracurricular

activitesreflectthedifferencesinchildrearinginthePewsurvey,whichwasofanationallyrepresentativesample

of1,807parents.Offamiliesearningmorethan$75,000ayear,84%saytheirchildrenhaveparticipatedin

organizedsportsoverthepastyear;64%havedonevolunteerworkand62%havetakenlessonsinmusic,danceor

art.Offamiliesearninglessthan$30,000,59%ofchildrenhavedonesports,37%havevolunteeredand41%have

takenartsclasses.

J)Especiallyinaffluentfamilies,childrenstartyoung.Nearlyhalfofhigh-earning,college-graduateparents

enrolledtheirchildreninartsclassesbeforetheywere5,comparedwithone-fifthoflow-income,less-educated

parents.Nonetheless,20%ofwell-offparentssaytheirchildren'sschedulesaretoohectic,comparedwith8%of

poorerparents.

K)Anotherexampleisreadingaloud,whichstudieshaveshowngiveschildrenbiggervocabulariesandbetter

readingcomprehensioninschool.71%ofparentswithacollegedegreesaytheydoiteveryday,comparedwith

33%ofthosewithahighschooldiplomaorless.Whiteparentsaremorelikelythanotherstoreadtotheir

childrendaily,asaremarriedparents.Mostaffluentparentsenrolltheirchildreninpreschoolordaycare,while

low-incomeparentsaremorelikelytodependonfamilymembers.Disciplinetechniquesvarybyeducationlevel:8%

ofthosewithapostgraduatedegreesaytheyoftenbeattheirchildren,comparedwith22%ofthosewithahigh

schooldegreeorless.

L)Thesurveyalsoprobedattitudesandanxieties.Interestingly,parents'attitudestowardeducationdonotseem

toreflecttheirowneducationalbackgroundasmuchasabeliefintheimportanceofeducationforupward

mobility.MostAmericanparentssaytheyarenotconcernedabouttheirchildren'sgradesaslongastheywork

hard.3ut50%ofpoorparentssayitisextremelyimportanttothemthattheirchildrenearnacollegedegree,

comparedwith39%ofwealthierparents.

M)Less-educatedparents,andpoorerandblackandLatinoparentsaremorelikelytobelievethatthereisnosuch

thingastoomuchinvolvementinachild'seducation.Parentswhoarewhite,wealthyorcollege-educatedsaytoo

muchinvolvementcanbebad.Parentalanxietiesreflecttheircircumstances.High-earningparentsaremuch

morelikelytosaytheyliveinagoodneighborhoodforraisingchildren.Whilebullyingisparents'greatestconcern

overall,nearlyhalfoflow-incomeparentsworrytheirchildwillgetshot,comparedwithone-fifthofhigh-income

parents.Theyaremoreworriedabouttheirchildrenbeingdepressedoranxious.

N)InthePewsurvey,middle-classfamiliesearningbetween$30,000and$75,000ayearfellrightbetween

working-classandhigh-earningparentsonissueslikethequalityoftheirneighborhoodforraisingchildren,

participationinextracurricularactivitiesandinvolvementintheirchildren'seducation.

O)Childrenwerenotalwaysraisedsodifferently.Theachievementgapbetweenchildrenfromhigh-and

low-incomefamiliesis30-40%largeramongchildrenbornin2001thanthosebom25yearsearlier;accordingto

Mr.Reardon'sresearch.Peopleusedtolivenearpeopleofdifferentincomelevels;neighborhoodsarenowmore

segregatedbyincome.Morethanaquarterofchildrenliveinsingle-parenthouseholds—ahistorichigh,according

toPev/—andthesechildrenarethreetimesaslikelytoliveinpovertyasthosewholivewithmarriedparents.

Meanwhile,growingincomeinequalityhascoincidedwiththeincreasingimportanceofacollegedegreefor

earningamiddle-classwage.

P)Yettherearerecentsignsthatthegapcouldbestartingtoshrink.Inthepastdecade,evenasincomeinequality

hasgrown,someofthesocioeconomicdifferencesinparenting,likereadingtochildrenandgoingtolibraries,

havenarrowed.

Q)Publicpoliciesaimedatyoungchildrenhavehelped,includingpublicpreschoolprogramsandreading

initiatives.Addressingdifferencesintheearliestyears,itseems,couldreduceinequalityinthenextgeneration.

36.Working-classparentsteachtheirchildrentobeobedientandshowrespecttoadults.

37.Americanparents,whetherrichorpoor,havesimilarexpectationsoftheirchildrendespitedifferentwaysof

parenting.

38.Whilerichparentsaremoreconcernedwiththeirchildren'spsychologicalwell-being,poorparentsaremore

worriedabouttheirchildren'ssafety.

39.Theincreasingdifferencesinchildrearingbetweenrichandpoorfamiliesreflectgrowingsocialinequality.

40.Pa-entingapproachesofworking-classandaffluentfamiliesbothhaveadvantages.

41.Higher-incomefamiliesandworking-classfamiliesnowtendtoliveindifferentneighborhoods.

42.Ph/sicalpunishmentisusedmuchlessbywell-educatedparents.

43.Ms.Lareaudoesn'tbelieveparticipatinginfewerafter-classactivitieswillnegativelyaffectchildren's

development.

44.Wealthyparentsareconcernedabouttheirchildren'smentalhealthandbusyschedules.

45.Somesocioeconomicdifferencesinchildrearinghaveshrunkinthepasttenyears.

SectionC

Directions:Thereare2passagesinthissection.Eachpassageisfollowedbysomequestionsorunfinished

statements.ForeachofthemtherearefourchoicesmarkedA),B),C)andD).Youshoulddecideonthebest

choiceandmarkthecorrespondingletterorAnswerSheet2withasinglelinethroughthecentre.

PassageOne

Questions46to50arebasedonthefollowingpassage.

WelivetodayindebtedtoMcCardell,Cashin,Hawes,Wilkins,andMaxwell,andotherwomenwholiberated

AmericanfashionfromtheconfinesofParisiandesign.Independencecameintying,wrapping,storing,

harmcnizing,andrationalizingthatwardrobe.Thesedesignersestablishedthemodemdresscode,letting

playsuitsandotheractivewearoutfitssufficeforcasualclothing,allowingpantstoenterthewardrobe,and

prizingrationalismandversatilityindress,incontradictiontodressingforanoccasionorallotmentoftheday.

FashioninAmericawaslogicalandanswerabletothewillofthewomenwhoworeit.Implicitlyorexplicitly,

Americanfashionaddressedademocracy,whereastraditionalParis-basedfashionwasprescriptiveandimposed

onwomen,willingornot.

Inanearliertime,AmericanfashionhadalsofollowedthedictatesofParis,orevencopiedandpirated

specificFrenchdesigns.DesignersportswearwasnotmodeledonthatofEurope,as“modemart“wouldlaterbe;

itwasgenuinelyinventedanddevelopedinAmerica.Itsdesignerswerenothigh-endwithsupplementarylines.

Thedesignobjectiveandthebusinesscommitmentweretosportswear,andthedstinctivetraitswere

problem-solvingingenuityandrealisticlifestyleapplications.Easeofcarewasmostimportant:summerdresses

andoutfits,inparticular,werechieflycotton,readilycapableofbeingwashedandpressedathome.Closings

weresimple,practical,andaccessible,asthemodemwomandependedonnopersonalmaidtodressher.

Americandesignersprizedresourcefulnessandthefreedomofwomenwhoworetheclothing.

Manyhavearguedthatthewomendesignersofthistimewereabletoprojecttheirownclothingvaluesinto

anewstyle.Ofcourse,muchofthisargumentinthe1930s-40swasadvancedbecausetherewaslittleorno

experienceinjustifyingapparel(服装)onthebasisofutility.IfPariswascastaside,thetraditionofbeautywas

alsotosomedegreeslighted.Designersportswearwouldhavetobeverifiedbyastandardotherthanthatof

purebeauty;theemulationofadesigner'slifeindesignersportswearwasacrudeversionofthisrelationship.The

consumerwasultimatelytobementionedaswell,especiallybythelikesofDorothyShaver,whocouldpointto

thesalesfiguresatLord&Taylor.

CouldutilityalonejustifythenewideasoftheAmericandesigners?Fashionisoftenregardedasapursuitof

beauty,andsomecherishedfashion'strivialrelationshiptothefinearts.WhatthedesignersoftheAmerican

sportswearprovedwasthatfashionisagenuinedesignart,answeringtothedemandingneedsofservice.Of

coursethesepractical,insightfuldesignershavedeterminedthecourseoflatetwentieth-centuryfashion.They

werethepioneersofgenderequity,intheiruseful,adaptableclothing,whichwasbothmadeforthemassesand

capableofself-expression.

46.WhatcontributiondidthewomendesignersmaketoAmericanfashion?

A)TheymadesomeimprovementsonthetraditionalParisiandesign.

B)TheyformulatedadresscodewithdistinctiveAmericanfeatures.

C)Theycameupwithabrandnewsetofdesignprocedures.

D)Theymadeoriginalityatoppriorityintheirfashiondesign.

47.WhatdowelearnaboutAmericandesignersportswear?

A)ItimitatedtheEuropeanmodel.

B)Itlaidemphasisonwomen'sbeauty.

C)ItrepresentedgenuineAmericanart.

D)Itwasacompletelynewinvention.

48.WhatcharacterizedAmericandesignersportswear?

A)Pursuitofbeauty.B)Decorativeclosings.

C)Easeofcare.D)Fabricquality.

49.Whatoccurredinthedesignofwomen'sapparelinAmericaduringthe1930s-40s?

A)Ashiftofemphasisfrombeautytoutility.B)TheemulationoftraditionalParisiandesign.

C)Asearchforbalancebetweentraditionandnovelty.

D)Theinvolvementofmorewomeninfashiondesign.

50.WhatdowelearnaboutdesignersofAmericansportswear?

A)Theycateredtothetasteoftheyoungergeneration.

B)Theyradicallychangedpeople'sconceptofbeauty.

C)Theyadvocatedequitybetweenmenandwomen.

D)TheybecamerivalsoftheirParisiancounterparts.

PassageTwo

Questions51to55arebasedonthefollowingpassage.

Massiverubbishdumpsandsprawlinglandfillsconstituteoneofthemoreuncomfortableimpactsthat

humanshaveonwildlife.Theyhaveledsomebirdstogiveuponmigration.Insteadofflyingthousandsofmilesin

searchoffood,theymakethewastesitestheirwinterfeedinggrounds.

ResearchersinGermanyusedminiatureGPStagstotrackthemigrationsof70whitestorks（鹳）from

differentsitesacrossEuropeandAsiaduringthefirstfivemonthsoftheirlives.Whilemanybirdstravelledalong

well-knownroutestowarmerclimates,othersstoppedshortandspentthewinteronlandfills,feedingonfood

waste,andthemultitudesofinsectsthatthriveonthedumps.

Intheshort-term,thebirdsseemtobenefitfromoverwintering（过冬）onrubbishdumps.AndreaFlackof

theMaxPlanckInstitutefoundthatbirdsfollowingtraditionalmigrationroutesweremorelikelytodiethan

GermanstorksthatflewonlyasfarasnorthernMorocco,andspentthewinterthereonrubbishdumps.Z/Forthe

birdsifsaveryconvenientwaytogetfood.Therearehugeclustersoforganicwastetheycanfeedon,“saidFlack.

Themealsarenotparticularlyappetising,orevensafe.Muchofthewasteisdiscardedrottenmeat,mixedinwith

otherhumandebrissuchasplasticbagsandoldtoys.

"It'sveryrisky.Thebirdscaneasilyeatpiecesofplasticorrubberbandsandtheycandie,“saidFlack."And

wedon'tknowaboutthelong-termconsequences.Theymighteatsomethingtoxicanddamagetheirhealth.We

cannotestimatethatyet."

ThescientiststrackedwhitestorksfromdifferentcoloniesinEuropeandAfrica.TheRussian,Greekand

PolishstorksflewasfarasSouthAfrica,whilethosefromSpain,TunisiaandGermanyflewonlyasfarasthe

Sahel.

LandfillsitesontheIberianpeninsulahavelongattractedlocalwhitestorks,butalloftheSpanishbirds

taggedinthestudyflewacrosstheSaharadeserttothewesternSahel.Writinginthejournal,thescientists

describehowthestorksfromGermanywereclearlyaffectedbythepresenceofwastesites,withfouroutofsix

birdsthatsurvivedforatleastfivemonthsoverwinteringonrubbishdumpsinnorthernMorocco,insteadof

migratingtotheSahel.

Flacksaiditwastooearlytoknowwhetherthebenefitsofplentifulfoodoutweighedtherisksoffeedingon

landfills.Butthat'snottheonlyuncertainty.Migratingbirdsaffectecosystemsbothathomeandattheirwinter

destinations,anddisruptingthetraditionalroutescouldhaveunexpectedsideeffects.Whitestorksfeedon

locusts（蝗虫）andotherinsectsthatcanbecomepestsiftheirnumbersgetoutofhand.Z/Theyprovideauseful

service/*saidFlack.

51.Whatistheimpactofrubbishdumpsonwildlife?

A）Theyhaveforcedwhitestorkstosearchforsaferwintershelters.

B）Theyhaveseriouslypollutedtheplaceswherebirdsspendwinter.

C）Theyhaveacceleratedthereproductionofsomeharmfulinsects.

D）Theyhavechangedthepreviousmigrationhabitsofcertainbirds.

52.Whatdowelearnaboutbirdsfollowingthetraditionalmigrationroutes?

A)Theycanmultiplyatanacceleratingrate.

B)Theycanbetterpullthroughthewinter.

C)Theyhelphumanskillharmfulinsects.

D)Theyaremorelikelytobeatriskofdying.

53.WhatdoesAndreaFlacksayaboutthebirdsoverwinteringonrubbishdumps?

A)Theymayendupstayingtherepermanently.

B)Theymayeatsomethingharmful.

C)Theymayevolvenewfeedinghabits.

D)Theymayhavetroublegettingadequatefood.

54.WhatcanbeinferredabouttheSpanishbirdstaggedinthestudy?

A)Theygraduallylosethehabitofmigratinginwinter.

B)Theypreferrubbishdumpsfarawaytothoseathome.

C)Theyarenotattractedtotherubbishdumpsontheirmigrationroutes.

D)TheyjointhestorksfromGermanyonrubbishdumpsinMorocco.

55.Whatisscientists'otherconcernaboutwhitestorksfeedingonlandfills?

A)Thepotentialharmtotheecosystem.

B)Thegeneticchangeinthestorkspecies.

C)Thespreadofepidemicstotheirhomeland.

D)Thedamagingeffectonbio-diversity.

PartIIIReadingComprehension(40minutes)

SectionA

Directions:Inthissection,thereisapassagewithtenblanks.Youarerequiredtoselectonewordforeachblank

fromalistofchoicesgiveninawordbankfollowingthepassage.Readthepassagethroughcarefullybefore

makingyourchoices.Eachchoiceinthebankisidentifiedbyaletter.Pleasemarkthecorrespondingletterforeach

itemonAnswerSheet2withasinglelinethroughthecenter.Youmaynotuseanyofthewordsinthebankmore

thanonce.

Let'ssayyouloveroller-skating.Justthethoughtof26onyourroller-skatesbringsasmiletoyourface.Youalso

know:hatroller-skatingisexcellentexercise.Youhavea27attitudetowardit.

Thisdescriptionofroller-skating28thethreecomponentsofanattitude:affect,cognition,andbehavior.Youlove

theactivity;it'sgreatfun.Thesefeelings29theaffectiveoremotionalcomponent;theyareanimportant

ingredientinattitudes.Theknowledgewehaveabouttheobjectconstitutesthecognitivecomponentofan

attitude.Youunderstandthehealth30thattheactivitycanbring.Finally,attitudeshaveabehavioralcomponent.

Ourattitudes31ustogooutsidetoenjoyroller-skating.

Now,wedon/twanttoleaveyouwiththe32thatthesethreecomponentsalwaysworktogether33.Theydon't;

sometimestheyclash.Forexample,let'ssayyoulovepizza(affectivecomponent);however,youhavehigh

cholesterolandunderstand(knowledgecomponent)thateatingpizzamaybebadforyourhealth.Whichbehavior

willyourattituderesultin,eatingpizzaor34it?Theanswerdependsonwhichcomponenthappenstobestronger.

Ifyouarewalkingpastapizzarestaurantatlunchtime,youremotionsandfeelingsprobablywillbestrongerthan

yourknowledgethatpizzamaynotbethebestfoodforyourhealth.Inthatinstance,youhavepizzaforlunch.If

youareathometryingtodecidewheretogofordinner,however;theknowledgecomponentmay35,andyou

decidetogowhereyoucaneatahealthiermeal.

注意：此部分试题请在答题卡2上作答。

A)avoidingB)benefitsC)highlightD)illustratesE)impression

F)improvesG)inquiringH)perfectlyI)positiveJ)prevail

K)primarilyL)promptM)specificationsN)strapping0)typical

SectionB

Directions:Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatement

containsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.

Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaletter.Answerthequestionsby

markingthecorrespondingletteronAnswerSheet2.

注意：此部分试题请在答题卡2上作答。

TheChangingGeneration

[A]Itturnsouttoday'steenagersaren'tsoscaryafterall.ResultsofUSAWEEKENCXsTeens&Parentssurveyreveal

agenerationofyoungpeoplewhogetalongwellwiththeirparentsandapproveofthewaythey'rebeingraised.

Theythinkoftheirparentswithaffectionandrespect.TheyspeakwithMomorDadwhentheyhaveaproblem.

Mostfeelthattheirparentsunderstandthem,andtheybelievetheirfamilyistheNo.1priorityintheirparents/

lives.Manyeventhinktheirparentsarecool!Althoughmorethanathirdhaveanobjectintheirroomsthey

wouldliketokeepsecretfromtheirparents,rarelyisitanythingmorealarmingthanadiaryoroff-color(低俗

的)bookorCD.

[B]Suchresultsmayseemsurprisingagainstthebackgroundofshockingincidentsthatcolorthewaythemass

mediaportraytheyoung.InOctober2000,thesamemonththesurveywastaken,theWashington-basedCenter

forMediaandPublicAffairswroteinitspublicationMediaMonitorthat,inarecentmonthofTVnewscoverageof

Americanyouth,just2%ofteenswereshownathome,andjust1%wereportrayedinaworksetting.Incontrast,

thecriminaljusticesystemaccountedfornearlyoneoutofeveryfivevisualbackgrounds.Nowonderparents

worrytheirownkidsmightspinoutofcontroloncetheyhittheturbulentwatersofadolescence.

[C]Theoverallfactsoughttoreassureus.Thesurveyshowsusthattoday'steensareaffectionate,sensibleandfar

happierthantheangryandtorturedsoulsthathavebeenpaintedforusbystereotypes.Fromothersources,we

alsoknowteenagecrime,drugabuseandpremaritalsexareingeneraldecline.We,ofcourse,needtopay

attentiontoyoungsterswhoarefilledwithdiscontentandhostility,butweshouldnotallowtheseextremecases

todistortourviewofmostyoungpeople.

[D]MyownresearchattheStanfordCenteronAdolescenceusesin-depthinterviewswithsmallsamplesof

youngstersratherthanlarge-scalesurvey.Still,inmystudiesandothersIhaveread,Ifindthesamepatternsasin

USAWEEKEND'Ssurvey.Today'steenagersadmiretheirparentsandwelcomeparentalguidanceaboutimportant

matterssuchascareerchoice—thoughcertainlynotMomandDad'sadviceonmattersofpersonaltaste,suchas

musicorfashion.Whenweaskteenstochooseahero,theyusuallyselectanolderfamilymemberratherthana

remotepublicfigure.Mostteenssaytheyerjoythecompanyofbothparentsandfriends.

[E]Contrarytosomestereotypes,mostadolescentsbelievetheymustbetolerantofdifferencesamong

individuals（thoughtheydonotalwaysfindthiseasyinthecliquish（拉帮结派的）environmentofhighschool）.

Manyofthemvolunteerforcommunityservicewithdisadvantagedpeople.Oneprevalentqualitywehavefound

inteens'statementsaboutthemselves,theirfriendsandtheirfamiliesisastrikinglypositiveemotionaltone.By

andla-geztheseareverynicekids,andasthebandTheWhou