例：Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains in information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.
文章大意：本文主要介绍了使用媒体对孩子的大脑的影响。A、B段提出主题：使用媒体对孩子的大脑会造成影响。C-E段通过各种研究说明使用媒体对大脑有什么影响。F、G段分别介绍了两种观点。最后两段说明了作者的观点以及他如何解决这一问题。
46. According to a 2009 study, people who did a lot of media multitasking made more fault on the test.
解析：定位于C段第2句：But a 2009 study found that when extraneous information was presented, participants who did a lot of media multitasking performed worse on a test than those who dont do much media multitasking.
47. In order to help his son get more sleep, the author forbids his son to use electronic devices after 9:30 p.m.
解析：定位于I段第2、3句：Ive set some rules that are designed to aid his social and cognitive development: no Facebook during school, and no electronic devices after 9:30 p.m. The latter prohibition is designed to help him get more sleep, which, according to some studies, is when our brains prune connections among neurons. Preserving and speeding up the ones that matter and flushing out the ones that dont.
48. The saturated media universe may have weakened our top-down focus.
解析：定位于D段第二句：We obviously need both for survival, whether in the wilds of prehistory or while crossing a street today, but our saturated media universe has perhaps privileged the latter form and is wiring our kids brains differently.
49. 8 to 18 years old children spend about 11 hours using media per day if each content stream is counted separately.
解析：定位于B段第3、4句：A Kaiser Family Foundation report released last year found that on average, children ages 8 to 18 spend 7 hours and 38 min. a day using entertainment media. And if you count each content stream separately- a lot kids, for example, text while watching TVthey are logging almost 11 hours of media usage a day.
50. According to Stone, adolescents may do better than their parent generation on learning how to prioritize tasks.
解析：定位于G段：Stone has observed something similar in technology use among adolescents:.. Perhaps this is a sign that our kids will be better than we are at learning how to prioritize taskssomething that will come in handy when they become workers and spouses and parents.
51. Focused learners can do high-level thinking and may get well-paying jobs more probably.
解析：定位于E段：Multitaskers reliance on rote habit would be all well and good if we want our offspring to work on assembly lines, but to do the kind of high-level thinking that experts agree will be key to getting well-paying jobs, wed better exercise our collective hippocampus.
52. Multiple interruptions during kids sleep time may lead to trouble on their cognition and body the next day.
解析：定位于I段：Even if kids get 9 to 10 hours of sleep but sustain multiple interruptionsfrom, say, a buzzing iPhone next to the pillowthey will suffer cognitively and feel tired the next day.
53. What the author worries about is that his kids online activity may have bad effect on their brains.
解析：定位于A段倒数第2句：What I worry about, as a sociobiologist, is not what my kids are doing on the Internet but what all this connectivity is doing to their brains.
54. According to UCLA scientists, the focusers and the multitaskers rely on different parts of their brain in learning.
解析：定位于E段第2句：In 2006, UCLA scientists showed that multitaskers and focused learners deploy（调动）different parts of the brain when they learn the same thing.
55. According to Danah Boyd, the hyperprotective way parents behave is the real reason for kids continuous partial attention.
解析：定位于F段第1句：Some technology observers, like Danah Boyd, a fellow at Harvards Berkman Center for Internet and Society, claim that social media are getting a bum rap and that the real problem lies in the hyperprotective way we parent today.
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