Admission Test GRE-Verbal 問題集

質問 1：
EVANESCENT : VANISH ::
A. effervescent : corrode
B. expressive : admonish
C. fluorescent : disappear
D. vacuous : expedite
E. iridescent : shine
正解：E
解説: (Topexam メンバーにのみ表示されます)

質問 2：
OCCLUDE:
A. flower
B. spew
C. proffer
D. emerge
E. exhume
正解：E
解説: (Topexam メンバーにのみ表示されます)

質問 3：
CORNUCOPIA:
A. darkness
B. sparseness
C. serenity
D. modicum
E. solitude
正解：B
解説: (Topexam メンバーにのみ表示されます)

質問 4：
Many child psychologists believe that a playground bully's _______ behavior is mere bravado-an attempt
to compensate for insecurities- and that this _______ superiority portends trouble coping with
responsibilities as an adult.
A. antisocial . . air of
B. cruel . . merely feigned
C. aggressive . . obsession with
D. superior . . pretense of
E. unchecked . . show of
正解：B
解説: (Topexam メンバーにのみ表示されます)

質問 5：
The first person in the group starts off by naming anything that is geographical. It could be a city, state,
country, river, lake, or any proper geographical term. For example, the person might say,"Boston." The
second person has ten seconds to think of how the word ends and come up with another geographical
term starting with that letter. The second participant might say, "Norway," since the geographical term has
to start with "N." The third person would have to choose a word beginning with " Y." If a player fails to think
of a correct answer within the time limit, that player is out of the game. The last person to survive is the
champion.
Before you choose your own word, think about how-
A. the spelling of the first word
B. long the last word is
C. the last word starts
D. the last word ends
E. smart you are
正解：D

質問 6：
DAM : DELUGE ::
A. settle : dispute
B. lock : theft
C. treat : disease
D. harvest : crop
E. assemble : pieces
正解：B
解説: (Topexam メンバーにのみ表示されます)

質問 7：
Late Victorian and modern ideas of culture are indebted to Matthew Arnold, who, largely through his
Culture and Anarchy (1869), placed the word at the center of debates about the goals of intellectual life
and humanistic society. Arnold defined culture as "the pursuit of perfection by getting to know the best
which has been thought and said." Through this knowledge, Arnold hoped, we can turn "a fresh and free
thought upon our stock notions and habits." Although Arnold helped to define the purposes of the liberal
arts curriculum in the century following the publication of Culture, three concrete forms of dissent from his
views have had considerable impact of their own. The first protests Arnold's fearful designation of
"anarchy" as culture's enemy, viewing this dichotomy simply as another version of the struggle between a
privileged power structure and radical challenges to its authority. But while Arnold certainly tried to define
the arch-the legitimizing order of value-against the anarch of existentialist democracy, he himself was
plagued in his soul by the blind arrogances of the reactionary powers in his world. The writer who
regarded the contemporary condition with such apprehension in Culture is the poet who wrote "Dover
Beach," not an ideologue rounding up all the usual modern suspects. Another form of opposition saw
Arnold's culture as a perverse perpetuation of classical and literary learning, outlook, and privileges in a
world where science had become the new arch and from which any substantively new order of thinking
must develop. At the center of the "two cultures" debate were the goals of the formal educational
curriculum, the principal vehicle through which Arnoldian culture operates. However, Arnold himself had
viewed culture as enacting its life in a much more broadly conceived set of institutions. A third form is
so-called "multiculturalism," a movement aimed largely at gaining recognition for voices and visions that
Arnoldian culture has implicitly suppressed. In educational practice, multiculturalists are interested in
deflating the imperious authority that "high culture" exercises over curriculum while bringing into play the
principle that we must learn what is representative, for we have overemphasized what is exceptional.
Though the multiculturalists' conflict with Arnoldian culture has clear affinities with the radical critique,
multiculturalism actually affirms Arnold by returning us more specifically to a tension inherent in the idea
of culture rather than to the cultureanarchy dichotomy. The social critics, defenders of science, and
multiculturalists insist that Arnold's culture is simply a device for ordering us about. Instead, however, it is
designed to register the gathering of ideological clouds on the horizon. There is no utopian motive in
Arnold's celebration of perfection. Perfection mattered to Arnold as the only background against which we
could form a just image of our actual circumstances, just as we can conceive finer sunsets and unheard
melodies.
It can be inferred from the passage that the two-cultures debate
A. led to a schizophrenic educational system
B. was carried on by American as well as European scientists
C. emerged as a reaction to the multiculturalist movement
D. influenced Arnold's thinking about culture
E. developed after 1869
正解：E
解説: (Topexam メンバーにのみ表示されます)