If the preoccupation of schools with academic work was lessened, more time might be spent teaching children surer values. Perhaps selection for the caring professions , especially medicine,could be made less by good grades in chemistry and more by such considerations as sensitivity and sympathy. It is surely a mistake to choose our doctors exclusively from A-type stock. B's are important and should be encouraged.

　　63 . According to the passage , A-type individuals are usually__.

　　(A) impatient　　 ( B) considerate 　　( C) aggressive 　　(D) agreeable

　　64. The author is strongly opposed to the practice of examinations at schoois because__.

　　(A) the pressure is too great on the students

　　(B) some students are bound to fail

　　(C) failure rates are too high

　　(D) the results of exarninations are doubtful

　　65 . The selection of medical professionals are currentiy based on__.

　　(A) candidates' sensitivity 　　(B) academic acbievements

　　(C) competitive spirit　　　　 (D) surer values

　　66. From the passage we can draw the oonclusion that__.

　　(A) the personality of a child is well established at birth

　　(B) family innuence dominates the shaping of one' s characteristics .

　　(C) the development of one' s personality is due to multiple factors

　　(D) B-type characteristics can find no place in competitive society

　　Passage 5

　　That experiences influence subsequent behaviour is evidence of an obvious but nevertheless remarkable activity called remembering. Learning could not occur without the function popularly named memory.Constant practice has such as effect on memory as to lead to skillful performance on the piano, to recitation of a poem, and even to reading and understanding these words. So-called intelligent behaviour demands memory , remembering being a primary requirement for reasoning. The ability to solve any problem or even to recognize that a problem exists depends on memory. Typically, the decision to cross a street is based on remembering many earlier experiences .

　　Practice (or review) tends to build and maintain memory for a task or for any learned material. Over a period of no practice what has been learned tends to be forgotten; and the adaptive consquences may not seem obvious. Yet, dramatic instances of sudden forgetting can seem to be adaptive. In this sense, the ability to forget can be intffpreted to have survived through a process of natural selection in animals.Inded, when one's memory of an emotionally painful experience lead to serious anxiety, forgetting may produoe relief. Nevertheless, an evolutionary interpretation might make it difficult to understand how the commonly gradual process of forgetting survived natural selection.

　　In thinking about the evolution of memory together with all its possible aspects,it is helpful to consider what would happen if memories failed to fade. Forgetting clearly aids orientation in time, since old memories weaken and the new tend to stand out,providing clues for inferring duration. Without fotgetting, adaptive ability would suffer, for example ,learned behaviour that might have been correct a decade ago may no longer be. Cases are recorded of people who (by or-dinary standards) forgot so little that their everyday activities were full of confusion. This forgetting seems to serve that survival of the individual and the species.