One of the many theories about alcoholism is the learning and reinforcement theory， which explains alcoholism by considering alcohol drinking as a reflex response to some stimulus and as a way to reduce an inner drive state such as fear or anxiety. Characterizing life situations in terms of approach and family discord， loss of job， and illness is explained by the proximity of the drive of reduction to the consumption of alcohol; that is， alcohol has the immediate effect of reducing tension while the unpleasant consequences of drunken behavior came only later. The learning pattern， therefore， favors the condition may trigger renewed drinking.

　　Some experimental evidence tends to show that alcohol reduces fear in an approach-avoidance situation. Conger trained one group of rats to approach a food goal and trained another group to avoid electric shock. After an injection of alcohol the pull away from the shock was measurably weaker， while the pull toward food was unchanged.

　　The obvious troubles experienced by alcoholic persons appear to contradict the learning theory in the planation of alcoholism. The discomfort， pain， and punishment they experience should presumably discourage the alcoholics from drinking. The fact that lcoholic persons continue to drink in the face of establishment and repetition of the resort to alcohol.

　　In fact， the anxieties and feelings of guilt caused by the consequences of excessive alcohol drinking may become the signal for another time of alcohol abuse. The way in which the desire for another drink could be caused by anxiety is explained by the process of stimulus generalization： conditions or events occurring at the time of reinforcement tend to acquire all the features of stimuli. When alcohol is consumed in association with a state of anxiety or fear， the emotional state itself takes on the properties of a stimulus， thus triggering another time of drinking.

　　The role of punishment is becoming increasingly important in explaining a cause of alcoholism based on the principles of learning theory. While punishment may serve to suppress a response， experiments have shown that in some cases it can serve as a reward and reinforce the behavior. Thus if the alcoholic person has learned to drink under conditions of both reward and punishment， either type of condition may trigger renewed drinking.

　　1. The main purpose of the text is to

　　A. introduce some existing theories about alcoholism.

　　B. show the most effective new treatment of alcoholism.

　　C. explain the application of a approach to alcoholism.

　　D. help alcoholics and others know the cause of alcoholism.

　　2. The description of Conger‘s experiment with two groups of rats was intended to

　　A. show that alcohol drinking does not affect appetite.

　　B. confirm the findings of other academic researchers.

　　C. show people that alcohol can minimize fear.

　　D. disprove the learning and reinforcement theory.

　　3. We can learn from paragraph 3 that

　　A. the learning theory sometimes contradicts itself in some fields.

　　B. drinking alcohol can solve the problem of family discord.

　　C. tension reduction usually appear first after drinking alcohol.

　　D. alcoholics can‘t recall the unhappy consequence of alcoholism.

　　4. The author provides enough information to answer the question of

　　A. why alcoholics continue to drink despite the unhappy consequences.

　　B. how Conger explained the behavior of alcoholics by shock therapy.

　　C. under what circumstances an alcoholic benefits from anxiety attacks.

　　D. which treatment is the best one of alcoholism in the world now.

　　5. It can be inferred from the text that

　　A. the behavior of alcoholics contradicts the approach-avoidance theory.

　　B. the behavior of most alcoholics often proves the learning theory.

　　C. punishment may become the stimulus for another time of drinking.

　　D.frequent excessive drinking makes alcoholics indifferent to punishment.

　　答案與解析

　　1. B 主旨題。本題的問題是“本文的主要目的是 ”。文章首先提到了有關酗酒的諸多理論，隨后具體介紹了學習和強化理論對酗酒的解釋，指出，該理論認為，人們往往被吸引到令人愉快的場所，或者厭惡不愉快的場所;事實上，過度飲酒所導致的憂慮與負疚感可能本身就成為另一次酗酒的導火線。這說明，本文主要是在解釋酗酒的原因。[B] “幫助酗酒者和其他人了解酗酒的原因”是對本文的概括，為正確答案。文章雖然在第一段提到了有關酗酒的諸多理論這一點，但是著重介紹的是學習和強化理論，并沒有介紹其他理論，所以[A]“介紹一些有關酗酒的理論”不是本文的主要目的;本文并沒有提到適用于酗酒的心理方法和治療酗酒的最有效新方法，所以[C]“解釋適用于酗酒的一種

　　心理方法“和[D]”證實治療酗酒的最有效新方法“屬于無中生有。

　　2. C 結構題。本題的問題是“對康爾用兩組老鼠做實驗的描述是為了 ”。題干中的 “Conger”出自文章第二段二句話中，表明本題與第二段有關。第二段首先提到，一些實驗證據(jù)表明，酒精減輕了恐懼，接著列舉了康爾所做的實驗，指出，給老鼠注射酒精后，它們遠離電擊的動力明顯減弱，而接近食物的動力卻保持不變。這說明，描述康爾用老鼠所做的實驗是想表明，酒精可以降低恐懼。[C]“證實酒精將恐懼降低到最低點”是對該段中“alcoh01 reduces fear in an approach.avoidance situation”這句話的改寫，為正確答案。酒精沒有影響食欲是實驗的結果，并不是提到實驗的目的，所以[A]“證實飲酒不影響食欲”與題目的要求不符;文中并沒有介紹有關酗酒的其他理論，所以[B]“證實其他理論研究人員的發(fā)現(xiàn)”不是描述康爾用老鼠所做實驗的目的;第三段提到，飲酒者經(jīng)受的明顯問題似乎與學習理論解釋的酗酒相矛盾，但文中并沒有說這種觀點不對，所以[D]“反駁學習和強化理論”與文意不符。

　　3. C 歸納題。本題的問題是“從第三段我們可以了解到 ”。第三段提到，酒精對減緩壓力有立竿見影的效果，而酗酒行為導致的不愉快后果只是隨后才發(fā)生。[C]“壓力減緩在飲酒后首先出現(xiàn)”是對文中這句話的改寫，為正確答案。該段第一句話說，飲酒者經(jīng) 受的明顯問題似乎與學習理論解釋的酗酒相矛盾，但隨后的解釋并沒有說該理論互相矛盾，所以[A]“學習理論在某些方面自相矛盾”與文意不符;文中是說“飲酒者在面臨家庭不和、失業(yè)以及疾病時繼續(xù)飲酒”，并沒有說飲酒可以解決家庭不和，所以[B]“飲酒‘可以解決家庭不和問題”屬于無中生有;文中只是說“酗酒行為導致的不愉快后果只是隨后才發(fā)生”，并沒有提到酗酒者是否記住不愉快后果這個問題，所以[D]“酗酒者記不住酗酒的不愉快后果”屬于偷換概念。

　　4. A 細節(jié)題。本題的問題是“作者提供的信息回答了——問題”。文章前面兩段介紹了有關酗酒的學習理論，隨后的段落解釋了酗酒者繼續(xù)飲酒的原因，指出，飲酒者在面臨家庭不和、失業(yè)以及疾病時繼續(xù)飲酒，過度飲酒所導致的憂慮與負疚感可能本身就成為另一次酗酒的導火線，如果飲酒者學會了在獎賞和懲罰這兩種情況下飲酒，那么任何一種情況都可能引發(fā)反復飲酒。這說明，作者在本文回答了“酗酒者為什么繼續(xù)飲酒”這個問題。[A]“雖然有令人不愉快的后果，但酗酒者為什么繼續(xù)飲酒”是對作者觀點的概括，為正確答案。文中雖然提到了康爾，但并沒有提到休克療法，所以[B]“康爾如何利用休克療法解釋酗酒者的行為”與文意不符;文中只是說“渴望再次飲酒可能是由憂慮導致的”，并沒有提到憂慮可以帶來好處，所以[C]“酗酒者在什么樣的情況下會從憂慮打擊中獲益”與文意不符;文中沒有提到治療酗酒的方法，所以[D]“哪種方法是治療酗酒的最佳方法”屬于無中生有。

　　5. C推論題。本題的問題是“根據(jù)本文，可以推知——”。文章前面的段落解釋了酗酒者繼續(xù)飲酒的原因，最后一段提到，雖然懲罰可以用來抑制反應，但是，懲罰可以當作一種獎賞，并且強化飲酒這種行為。由此可知，獎賞和懲罰都可能引發(fā)反復飲酒。[C]“懲罰可能成為另一次飲酒的刺激因素”是對文中“either type of condition may trigger renewed drinking'‘這句話的改寫，為正確答案。獎賞和懲罰就是文中所謂的接近與回避，而文中的信息表明，酗酒者的行為符合這種理論，所以[A]”酗酒者的行為與’接近與回避‘理論矛盾“與文意相反;根據(jù)文中的信息不能推出[B]”大多數(shù)酗酒者的行為證明了學習理論“;最后一段提到，在解釋酗酒原因時，懲罰的作用越來越重要了，懲罰可以用來抑制反應，說明[D]”經(jīng)常過度飲酒使得酗酒者不。關心懲罰“與文意不符。

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