Question

Cell phone use and texting are increasingly common, especially among teens. And that could be a problem. Texting affects learning and performing on test, a new study finds. So a Montana teen, Colin decided to test that.

   They asked 47 classmates to take part in a two-part experiment. The goal was to test how well these students understood written material. Each one had to read a paragraph or two about a certain topic, then answer questions about it.

   In the first part, the participants had 15 minutes to understand and then answer questions about six readings. Throughout this test, they met no distractions.

   During a new set of readings, the brothers sent messages to the participants’ cell phones every 90 seconds. In each message, there were questions that required a reply.

   Participants should have scored better on the second test because it was easier. In fact, they scored worse when distracted by messages. Only a few students scored as well when replying to messages as they did when undistracted. But importantly, nobody performed better during the texting part.

   The brothers presented details of their findings at the Intel International Science and Engineering Fair. Boys and girls scored equally poorly while texting, the brothers noticed. Older participants didn’t do any better than younger ones. And it didn’t matter if a student thought he was good at multitasking. On average, the brothers found that even students who were confident of their abilities did just as poorly while texting. Surprisingly, even though the students remembered less of what they read while texting, most of them answered questions in messages perfectly.

  “Our teachers are very happy to see these results,” says Coler. The teens’ new data strongly support their teachers’ opinion that texting while studying is a serious distraction.

1. What did Colter and Colin want to test?

A. Cell phone use and texting are more common.

B. Teens should avoid cell phone use and texting.

C. Texting affects students’ performance on test.

D. The effect of texting differs from person to person.

2.What can we learn from the two-part experiment?

A. The written material in the two parts was the same.

B. Participants in part 2 received more than one message.

C. The time of the test in two parts was the same.

D. All the participants were distracted by messages.

3.The brothers’ findings were related to participants’ ________.

A. reading performance  B. quality

C. writing ability      D. reading speed

4. From the results of the experiment, we can find _________.

A. boys were better at multitasking than girls

B. the easier the tests were, the more mistakes were made

C. nobody did good jobs in the two-part experiment

D. some students’ test results were not affected by texting

5.What’s Colter’s teachers’ attitude toward the results?

A. Surprised.    B. Worried.

C. Satisfied.    D. Serious.

Answer

1.C

2.B

3.A

4.D

5.C

【解析】

1.C细节理解题。根据第一段的最后两句，Texting affects learning and performing on test, a new study finds. So a Montana teen, Colin decided to test that可知科林决定要测试发短信给是否会影响学生的学习和性能表现，故选C。

2.B细节理解题。根据上面两次测试可知，这两次测试都是通过发送大量的信息进行干扰来测试是否会影响学生的标新，故选B。

3.A细节理解题。根据文中第三段内容可知，这个测试是关于铜须耳朵而阅读能力是否受到接收短信的影响，并且从结果来看，可以看出学生的阅读能力还是很好的，故选A。

4.D细节理解题。根据文中Surprisingly, even though the students remembered less of what they read while texting，可知有少部分的人不受到短信的影响，故选D。

5.C推理判断题。根据文中“Our teachers are very happy to see these results,” says Coler，可知他对这次的结果是比较满意的，故选C。