Remember, it is the different way 01 understanding the woOd thaI makes one stage more advanced than another; knowing more information does not make the child's thinking more advanced, in
Trang 1MODEL TEST 7IREAOING SECTION 463
-+ A imUation occurs when Individuals incorporsta new Information into
the;, existing knowledge Accommodat i on occurs when Ind i viduals adjust to
new information Consider a circumstance in which a 9-year-old girl Is given a
hammer and nails to hang a picture on the wall She has never used a hammer,
but from observation and vicarious experience she realizes that a hammer is an
object to be held, that It is swung by the handle to hit the nail, and that It Is
usu-ally swung a number of Umes Recognizing each of these things, she lits her
behavior into the information she already has (assimilation) However, the
ham-mer is heavy, so she holds it near the top She swings too hard and the nail
bends, so she adjusts the pressure 01 her strikes These adjustments reveal
her ability to iIfii slightly her conception of the world (accommodation)
Piaget thooght that assimilation and accommodation operate even In the
very young Infant's life Newborns reflexively suCk everything that touches their
lips (assimilation), but, after several months of experience, they construct their
understanding 01 the world i such as lingers and the
mother's breast, can be sucked, as fuzzy blankels, should not
be sucked (accommodation)
Piagel also believed that we go through lour stages In understanding the
world Each oftha stages Is age-related and consists 01 HlCIiways 01
thlnk-ing Remember, it is the different way 01 understanding the woOd thaI makes
one stage more advanced than another; knowing more information does not
make the child's thinking more advanced, in the Piagetian view This is what
Plaget meant when he said the child's cognition is qualitatively different In one
stage compared to another (Vidal, 20(0) !AI What are Piaget's four stages 01
cognitive development like?
lSI The sansorimotor stage, which lasts Irom birth to about 2 years 01 age, is
the first Piagetian stage In this stage, infants construct an understanding 01 the
world by coordinating sensory experiences (such as seeing and hearing) with
physical, motOfic actions-hence the term sansorimotor It! At the end 01 the
stage, 2-year-olds have ~ sensorimotor patterns and are beginning
to operate with prlmitivo symbols IDI
-+ The preoperational stage, which lasts from approximately 2 to 7 years of
age, is the second Piagetian stage In Ihis slage, children begin 10 represent
the wortd with words, images, and drawings Symbolic thooght goes beyond
simple connections of sensory information and physical action However
although preschool children can symbolically representlhe world, according to
Plaget, they still lack the ability to perform operations, the Piagetlan term IOf
internalized mental actions thai allow children 10 do menially what they
preyi-ously did physically
Trang 24&4 MORE MODEL TESTS
-+ The concrete operat i onal St8g8 , which lasts from approximately 7 to 11
years of age, is the third Piagetian stage In this stage, children can perform
operations, and logical reasoning replaces intuitive thought as long as
reason-ing can be applied to specific Of concrete examples For instance, concrete
operational thinkers cannot imagine the steps necessary to complete an
alge-braic equation, which Is too abstract for thinking at this stage of development
-+ The formal operational stage, which appears between the ages of 11 and
15 , is the fourth and linal Piagetien stage In this stage, individuals move
beyond concrete experiences and think In abstract and more logical terms As
part of thlnklng more abstractly, adolescents develop images of Ideal
circum-stances They might think about what an Ideal parentis like and compare their
parents to this Ideal standard They begin to entertain possibilities for the tul1Jre
and are fascinated with what they can be In soMng problems, formal
opera-tional thinkers are more systemetlc, developing hypotheses about why
some-thing is happening the way it is , then testing these hypotheses in a deductive
manner
14 Which 01 the sentences belOw best expresses the information in the highlighted statement
In the passage? The other cnolces change the meaning or leave out Important Information
Qj) Our new experiences require that W9 adjust in order to understand InformatiOn that we
have never seen
<D Understanding new ideas is easier If we include observations and personal
experiences
<D We engage in both organization of what we see and experience and adaptation 01
novel ideas
aD Thinking must include direct observation and experiences in order to organize the
information
1 Why does the authOl" mention a hammer in paragraph 2?
Qj) To explain the concepts of assimilation and accommodation
<D To demonstrate now a 9-year-01d girl responds to a new experience
cD To prove that a young child cannot engage in problem solving
(]I) To provide an example 01 the first stage 01 cognitive development
Paragraph 2is mar1l:ed with an arrow [ -+]
Trang 3MOOEL TE S T 71REAOING SECTION 465
1 The word aJ:1ftr in the passage is closest in meaning to
CD change
<D improve
<C> hide
a> find
17 The word others in the passage relers to
CD months
<D objects
<0 fingers
<]) blankets
1 B The word distinct in the passage is closest in meaning to
CD new
<D simple
<0 different
a> eKact
1 The word sophistjcated in the passage is closest in meaning to
CD limited
(J) complex
<C> useful
<]) necessary
20 Based on the Information in paragraph 6, which of the following best eKplains the term
"operations"?
CD Symbolic thought
CD Mental actions
<C> Physical activity
a> Abstract reasoning
Paragraph 6 is marked with an arrow (-+1
21 According to paragraph 7, why would a 1 ·year-old be unable to solve algebra prOblems?
CD Algebra requires concrete operationallhinking
<D A 10·year.g1d has nol reached the formal operational stage
<C> A child of 10 does not have logical reasoning abilities
<]) An algebra protllem has 100 many steps In order to solve it
Paragraph 7 is marked with an arrow {-+)
JPyngh cd ma r I
Trang 4'66 MORE MOOEL TESTS
22 In paragraph 8, the author mentions parents because
CD teenagers are already thinking about their roles in the future
CD parents are very important teachers during the final stage 01 development
CD the comparison of real and ideal parents is an example of abstract thinking
CD adolescents tend to be critical 01 their parents as part 01 their development
Paragraph 8 is marhd with an arrow [ -+ ]
23 What can be inferred from the passage about people who are older than 15 years of age?
Cl) They must have completed all of Piaget's stages of cognitive development
CD They are probably in the formal operational state 01 development
CO They have mastered deductive reasoning and are beginning to learn intuitively
CD They may still not be able to solve problems systematically
24 All of the fOllowing refer to Plaget's theory EXCEPT
Q) EVen very young infants may engage in constructing the way that they understand the
world
CD Both assimilation and accommodation are processes that we can use to help us adapt
to new information
CD When children learn more information, then their thinking Is at a higher stage 01
development
CD Operations require a more advanced stage of development than symbolic
representation
25 look at the four squares [_ Ithat show where the following sentence could be inserted in
the passage,
At the beginnIng of thIs stage, newborns have little more than reflexive patterns
with which to WOI'k
Where could the sentence best be added?
Click on a square [_ ] to insen the sentence in the passage
)pynghtoo maier I
Trang 5MOOEL TEST 7IREADlNO SECTION 417
26 Directions: Complete the table by matching the phrases on Ihe left with the headings on
the righl Select the appropriate answer choices and drag them to the operational stages proposed by Piaget TWO 01 the answer choices, which refer to the earlier stages, will
NOT be used This question Is worth 4 points
To delete an answer choice, click on il To see the passage, dick on View Text
Answer Choices
!AI Intuitive thought in images
and drawings
IBl Imagination 01 ideal situations
01' relationships
(C) Logical reasoning lor specific
examples
!DI Applied reasoning that requires little
abstract thought
(E] Abstract thinking that includes hypotheses
lEI Complex coordination of the five senses
!ill Successful solution of tangible problems
IBl Thinking about potentiat situations lor
the future
CD Methodical trials to determine the reason
for events
Concrete Operational Stage
•
•
• Fonnat Operational Stage
•
•
•
•
-+ Patents are a form of inteilectual property rights often touted as a means to
give 'incentive and reward' to inventors But they're also a cause for massive
protests by farmers, numerous lawsuits by transnational corporations and
Indigenous peoples, and countless railies and declarations by members of civil
society 1\ is Impossible to understand why they can have ail Ihese eHeets
unless you first recognize thai patents are about the control of technology and
the protection of competitive advantage
Lessons from History
In the 17605 the Englishman Richard Arkwright invented the waler-powered
spinnIng Irame a machine destined to bring cotton-spinning out of the home
and Inlo the factory Wwas an Invention which made Britain a world-dass power
in the manulacture of cloth nt
I From 1774 on, those caught sending Arkwright machines or wor\(ers abroad
from England were subject to fines and 12 years in jail
Trang 6468 MORe MOD£L TeSTS
•
-+ In 1790, Samuel Sialer, who had wor1<ed fO( years In the Ar1<wright mills, left England for the New Worid disguised as a farmer, !AI He thereby enabled the production of commercial grade cotton cloth In the New WoOd and put the U.S firmly on the road to the Industrial Revolution and ecooomic independence 1m Slater was highly rewarded lor his achievement 1CI He is still deemed the 'father of American manufacturing' [01 To the English, however, he was an
intellectual property thle!
Interestingly, patent protection was a part of U.S law at tile time 01 Slater's
remembering that until the 1970s It was understood, even accepted, that
coun-tries only enforced those patent protections that served their national interest When the young United Stales pirated the Intellectual property 01 Europe-and
Slater wasn't the only Infringer-people In the US saw the theft as a Justifiable response to England's refusal to transfer its technology
By the earty 1970s, the situation had changed U.S Industry demanded greater protection lor its Idea·based products-such as computers and biotech·
nology- for which it still held the worldwide lead Together with its like-minded industrial allies, the U.S pushed for the inclusion of intellectual property clauses, including standards lor patents, In international trade agreements
When U.S business groups explained the 'need' for patents and trade-mar1<s in trade agreements, they alleged $40-60 billion losses due to I ntellec-tual property piracy; they blamed the losses on Third World pirates; Ihey discussed how piracy undermined the incenlive to invest; and they claimed that the quality of pirated products was lower than the real thing and was costing lives
-+ The opposition pointed out that many of the products made In the Industrial world, almost all its lood crops and a high percentage of its mediclnes had orig· inated in plant and animal germplasm taken from the developing woOd First,
knowledge of the materiat and how to use it was stolen, and Later the material
itself was taken For all this, they sald, barely a cent of royalties had been paid
'blopiracy' and they reasoned that trade agreement patent rules were likely to facllIiiiiI more theft 01 their genetic materials Their claim that materials 'col· lected' in the developing world were stolen elicited a counterclaim that these were 'natural' or 'raw' materials and therefore did not qualify for patents This in turn Induced a counter-explanatlon that such materials were not 'raw' but rather the result 01 millennia 01 study, selection, protection, conservation, development
Others pointed out that trade agreements which forced the adoption of unsuitable iiiti&ii 01 property and creativity-not to mention an intolerable commerCial relationship to nature-were not only Insulting but also exceedingly
costly To a developing world whose creetlons might not qualify lor patents and royalties, there was first 01 all the cost of unrealized profit Secondly, there wes
Trang 7MooEl TEST 7IREADING SECTION 4&9 the cost of added expense lor goods from the industrialized world For most of
the people on the planet, the whole patenting process would lead to greater
and greater Indebtedness ; lor them, the trade agreements would amoun t to
'conquest by patents' - no maner whalthe purported commercial bel"lefits
Glossary
inlettectua l p r operty: an invent ion or composition t hat belongs to the person
who created it
27 According to paragraph 1 what Is the real reason for patents to exist?
CD Protests
<[) Law5uit 5
<D P rizes
CD Control
Paragraph 1 is mar1ted with an arrow [ ~ l
28 The word 11 in the passage refers to
CD l aClory
<D home
<D conon · spinnlng
<D> mach i ne
29 Which of t he sentences be l ow best expresses t he In f ormation in the highlighted statement
In the passage? The other choices change the meaning Of leave out I m portant Inloonalion
CD Among the laws t o pro t ect Britain from competition In the textile i ndustry was a ban on exporting Arkwright equipment and on emi gration 01 fOfTTler e m ployees
CD F ormer employees of Arkwright could no ll eave the country because they might pro-vide information about t he co m pany t o competing faClorles
<D The reason th at Britai n passed l aws to prevent e m igration was to k eep employees In
the text ile m ills from leaving their jobs to woO< In other countries
CD Parliament passed l aws to ensure tha I the price 01 leXl ll es was kept high i n spite 01 competitio n fr om the former British colonies who were exporting cloth
30 In paragraph 3 , how does the author explain the co ncept of techn o logical t r ansfer?
CD By recoun ti ng how Samuel Slater, an American f armer, established a successful t extile mill In Great Britain
CD By describing how Samuel S t ater used workers fr om Britain to deve l op the te xtile
I ndustry In the Un i ed States
<D By exposing how Samue l Slater stole ideas and technology f r om one nation to intro-duce them in another
CD By demonstrat i ng how Sam u e l Slater used the laws to hi s advantage In ()(der to trans -fer technology
Paragraph 3 is marked with an arrow [ ~ l