Directions: In this section, you are going to read a passage with ten statements attached to it． Eachstatement contains information given in one of the paragraphs． Identify the paragraph from~ which the inforraation is derived． You may choose a paragraph more than once． Eachparagraph is marked with a letter． Answer the questions by marking the correspondingletter on Answer Sheet 2．　　

　　The Touch-Screen Generation
　　A．On a chilly day last spring, a few dozen developers of children's apps (应用程序) for phones andtablets (平板电脑) gathered at an old beach resort in Monterey, California, to show off their games．The gathering was organized by Warren ．Buckleitner, a longtime reviewer of interactive children'smedia． Buckleitner spent the breaks testing whether his own remote-control helicopter could reachthe hall's ．second story, while various children who had come with their parents looked up in awe(敬畏) and delight． But mostly they looked down, at the iPads and other tablets displayed around thehall like so many open boxes of candy． I walked around and talked with developers, and severalquoted a famous saying of Maria Montessori's, "The hands are the instruments of man's intelligence．"
　　B． What, really, would Maria Montessori have made of this scene? The 30 or so children here were notdown at the shore poking (戳) their fingers in the sand or running them along stones or pickingseashells． Instead they were all inside, alone or in groups of two or three, their faces a few inchesfrom a screen, their hands doing things Montessori surely did not imagine．
　　C． In 2011, the American Academy of Pediatrics updated ．its policy on very young children and media- In1999, the group had discouraged television viewing for children younger than 2, citing research onbrain development that showed this age group's critical need for "direct interactions with parents andother significant care givers．" The updated report began by acknowledging that things had changedsignificantly since then． In 2006, 90% of parents said that their children younger than 2 consumedsome form of electronic media． Nevertheless, the group took largely the same approach it did in1999, uniformly discouraging passive media use, on any type of screen, for these kids． (For olderchildren, the academy noted,"high-quality programs" could have"'educational benefits．") The 2011report nentioned"smart cell phone" and"new screen" technologies, but did not address interactive- apps． Nor did it bring up the possibility that has likely occurred to those 90% of American parentsthat some good might come from those little swiping (在电子产品上刷) fingers．
　　D． I had come to the developers' conference partly because I hoped that this particular set of parents,enthusiastic as they were about interactive media, might help me out of this problem, that they mightoffer some guiding principle for American parents who are clearly never going to meet the academy'sideals, and at some level do not want to． Perhaps this group would be able to express clearly some
benefits of the new technology that the more cautious doctors weren't ready to address．
　　E． I fell into conversation with a woman who had helped develop Montessori Letter Sounds, an app thatteaches preschoolers the Montessori methods of spelling． She was a former Montessori teacher and amother of four． I myself have three children Who are all fans of the touch screen． What games didher kids like to play, I asked, hoping for suggestions I could take home．
"They don't play all that much．"Really? Why not?
"Because I don't allow it． We have a rule of no screen time during the week, unless it's clearlyeducational．"
No screen time? None at all? That seems at the outer edge of restrictive, even by the standards ofovercontrolling parents．
"On the weekends, they can play． I give them a limit of half an hour and then stop． Enough．"
　　F． Her answer so surprised me that I decided to ask some of the other developers who were alsoparents what their domestic ground rules for screen time were． One said only on airplanes and longcar rides． Another said Wednesdays and weekends, for half an hour． The most permissive said halfan hour a day, which was about my rule at home． At one poing I sat with one of the biggestdevelopers of e-book apps for kids, and his family． The small kid was starting to fuss in her highchair, so the morn stuck an iPad in front of her and played a short movie so everyone else couldenjoy their lunch． When she saw me watching, she gave me the universal tense look of mothers whofeel they are being judged． "At home," she assured me, "I only let her watch movies in Spanish．"
　　G． By their reactions, these parents made me understand the problem of our age: as technology becomesalmost everywhere in our lives, American parents are becoming more, not less, distrustful of what itmight be doing to their children． Technological ability has not, for parents, translated into comfortand ease． On the one hand, parents want their children to swim expertly in the digital s~ream thatthey will have to navigate (航行) all their lives; on the other hand, they fear that too much digitalmedia, too early, will sink them． Parents end up treating tablets as precision surgical (外科的)instruments, devices that might perform miracles for their child's IQ and help him win some greatrobotics competitionbut only if they are used just so． Otherwise, their child could end up one of~ those sad, pale creatures who can't make eye contact and has a girlfriend who lives only in thevirtual world．
　　H． Norman Rockwell, a 20th-century artist, never painted Boy Swiping Finger on Screen, and our ownvision of a perfect childhood has never been adjusted to accommodate that now-common scene． Addto that our modern fear that every parenting decision may have lasting consequences--that everyminute of enrichment lost or mindless entertainment indulged (放纵的) will add up to somepermanent handicap (障碍) in the futureand you have deep guilt and confusion． To date, no bodyof research has proved that the iPad will make your preschooler smarter or teach her to speakChinese, or alternatively that it will rust her nervous system--the device has been out for only threeyears, not much more than the time it takes some academics to find funding and gather researchsubjects． So what m a parent to do?

47、The author attended the conference, hoping to find some guiding principles for parenting in the electronic age．
48、 American parents are becoming more doubtful about the benefits technology is said to bring to their children．
49、  Some experts believe that human intelligence develops by the use of hands．
50、 The author found a former Montessori teacher exercising strict control over her kids' screen time．
51、 Research shows interaction with people is key to babies' brain development．
52、 So far there has been no scientific proof of the educational benefits of iPads．
53、 American parents worry that overuse of tablets will create problems with their kids' interpersonal relationships．
54、  The author expected developers of children's apps tospecify the benefits of the new technology．
55、 The kids at the gathering were more fascinated by the iPads than by the helicopter．
56、 The author permits her children to use the screen for at most half an hour a day．

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