十一長假就要到來啦，愉快之余，備考還在持續，小編為考生們整頓出8月gmat測驗最新瀏覽機經，願望給正在備考的同窗們一些贊助，如下是具體內容，僅供進修參考!
鳥學聲音
第一段：一種叫做starling的鳥非常鋒利，音域很寬(compass)，乃至可以模擬人類的聲音。然則對其的研討很少。(Q)。由於研討這類鳥的習慣很貧苦，各類聲音，須要各類記載，各類剖析，要大規模長期地研討。
第二段：
不外如今科學家發明可以從starling mimic分歧voice來研討它們的生存和social。在這個試驗中，這類鳥被分為了好幾組，有一些和人有打仗多，有的和人打仗少，有一些和人無打仗(Q:問哪個不是這個試驗的特點?)，並且不以食品為嘉獎來勉勵鳥兒學人措辭。試驗發明，鳥兒很鋒利，可以模擬人類發言乃至可以模擬各類聲調。發明這是一種鳥的social 的一種方法。並且和人們有更多打仗的鳥兒們更愛擺闊inference便是鳥兒對付四周的情況頗有interest。
第三段：
這類鳥從小為了獲得食品就開端模擬怙恃和鄰近“鄰人”。有益於進化之類。在田野他們是模擬他們的parents and siblings.得出一個結論，八哥小時候就開端接收家庭的音樂陶冶了(有題)。
V2【段落大意】
第一段：
Starling啼聲音域很寬(compass)，乃至可以或許模擬(mimic & vocalize)人措辭。然則由於【版本1】田野的Starling太能叫了(flock and vocalize too much, too frequently, too....)以致於科學家很難分辯出這類鳥何時是在瞎叫何時是在學人措辭(Q1) /【版本2】科學家們曾想在田野經由過程將它們的啼聲灌音，來做研討，無奈八哥歷來都是三五成群的集合，啼聲都是成百上千一路來的。以是一向沒方法舉行研討。
第二段：比來科學家發明可以從starling mimic分歧voice來研討它們的生存和social。他們把一些Starling抓回試驗室，給分歧的人養。Range from有人不怎樣跟它措辭to有人天天跟它說許多話(Q7)。【版本1】哪一組人措辭多，哪一組的鳥更會措辭(vocalize) / 【版本2】八哥是依據一些frequency of contact 來決議是否是學舌的，即假如它跟你熟，它就樂意學你叫(大概措辭)，越跟你熟越會學你措辭。研討表現，Starling可以模擬人類發言乃至可以模擬各類聲調。研討還表現，Starling學人措辭愛學短語，不愛單學單詞(Q3)。
第三段：
科學家斷定Starling學人措辭是跟怙恃和同窩的兄弟姐妹們(parents and siblings)學的，由於它小時刻在窩裏待良久，和怙恃和同窩的兄弟姐妹們打仗的至多(Q2)。被關在籠子裏後，主人的位置代替了怙恃或兄妹的位置，因而它就學人措辭了。
【標題】
Q1：宗旨題
Q2: 假如下面哪一個建立，說明這個試驗沒事理?
Q3: 在wild的情況，幼鳥若何vocalize?答：進修的parents and sibling
Q4: 為何科學研討會少?
答：(1)由於flockand vocalize too much, too frequently
(2)由於須要大規模，長期的研討，而這平日做不到Q5: 問如下哪種情形可以用來減弱starling這類鳥跟人學措辭的究竟?
【疑似原文】
The vocal talent of starlings has been known since antiquity, when Pliny considered their ability to mimic human speech noteworthy. Ornithologists know that this species possesses a rich repertoire of call and songs, composed of whistles, clicks, snarls, and screeches. In addition, starlings are well known for their ability to mimic the sounds of other animals or even mechanical noises. Descriptions of starling song in the past reflect the difficulty of describing all the variety of sounds included. Witherby mentioned a “lively rambling melody of throaty warbling, chiring, clicking and gurgling notes interspersed with musical whistles and pervaded by a peculiar creaking quality.”
This complexity explains why detailed studies of starling song have delayed long after the arrival of the sound spectrograph. As mentioned by West & King, “the problem with starlings is that they vocalized too much, too often and in too great numbers, sometimes in choruses numbering in the thousands. Even the seemingly elementary step of creating an accurate catalogue of the vocal repertoire of wild starlings is an intimidating task because of the variety of their sounds.”
Chaiken have compared the sons of young males raised in different social conditions: either with a wild-caught adult song tutor, individually housed but tape-tutored by a tape-recording or raised in total isolation. All birds had been taken from the nest at an early age (8-10 days) and were hand raised. Untutored birds produced mostly an abnormal song, where even the basic organization of song was missing. In contrast, both tape- and live-tutored birds developed songs with a normal basic organization, but with some syntactical abnormalities for the tape-tutored birds. Tape-tutored birds had repertoires half as large as those of live-tutored birds. Large differences occurred between both groups of birds in their …
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