33
(A)
(B)
(C)
(D)
(E)

34 (A)(B)(C)(D)(E)

35(A)(B)(C)(D)(E)

36 (A) These participants all did not understand the novel sounds of that language they heard. (B) They found that exposure to music note prompted activity on both sides of the brain. (C) Both inputs continue to influence human’s perception of pitch after birth. (D) The melody of the pitch and words both help convey the message to them. (E) However, the above prevailing view was challenged by some researchers by the late 1990s.

37 (A) These participants all did not understand the novel sounds of that language they heard. (B) They found that exposure to music note prompted activity on both sides of the brain. (C) Both inputs continue to influence human’s perception of pitch after birth. (D) The melody of the pitch and words both help convey the message to them. (E) However, the above prevailing view was challenged by some researchers by the late 1990s.

38 (A) These participants all did not understand the novel sounds of that language they heard. (B) They found that exposure to music note prompted activity on both sides of the brain. (C) Both inputs continue to influence human’s perception of pitch after birth. (D) The melody of the pitch and words both help convey the message to them. (E) However, the above prevailing view was challenged by some researchers by the late 1990s.

39 (A) These participants all did not understand the novel sounds of that language they heard. (B) They found that exposure to music note prompted activity on both sides of the brain. (C) Both inputs continue to influence human’s perception of pitch after birth. (D) The melody of the pitch and words both help convey the message to them. (E) However, the above prevailing view was challenged by some researchers by the late 1990s.

40 (A) These participants all did not understand the novel sounds of that language they heard. (B) They found that exposure to music note prompted activity on both sides of the brain. (C) Both inputs continue to influence human’s perception of pitch after birth. (D) The melody of the pitch and words both help convey the message to them. (E) However, the above prevailing view was challenged by some researchers by the late 1990s.

41. What’s the primary objective of this passage? (A) It revisits the outdated regulations on the general medical ethics for clinicians. (B) It examines the dilemma between futile resuscitative efforts and patients’ free will. (C) It highlights an increasingly heightened tension between potential organ donors and medical practitioners. (D) It presents a skeptical view on the advances in electrophysiological science. (E) It discusses the controversies regarding death determination and organ transplantation.

42. According to the article, which of the following statements is NOT true? (A) The “circulatory death” has not been regarded as an appropriate death determination option. (B) Family members and clinicians might still not have the consensus on “the” right timing to stop resuscitative efforts. (C) Electrophysiological evidence has established that human beings stop having consciousness after death. (D) Medical professionals generally agree that decisions for death determination should not be a moral issue. (E) The transplant community and medical professionals agree that there is a need to establish an organ transplantation protocol.

43. How do you describe the author’s attitude toward the advance in resuscitation technology? (A) Indifferent (B) Optimistic (C) Doubtful (D) Neutral (E) Biased

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