TTMSsystemofficeroomTTMSHTTMS2A-TTMS8Q8-ENGLISHTEST—BandSix—……劃在答題卡1上。題卡1上的作文題。。考生按指令在接著的30分鐘內(nèi)完成取答題卡1，考生余部分的試題。全部答題時間為130分鐘，不得拖延時間。上的答案一律無效。C底色。如果要改動答案，必須先用橡皮擦凈原來選定的答案，然后再按規(guī)定重新答題。PartIWriting(30minutes)Directions:Forthispart,youareallowed30minutestowriteashortessayonlivinginaself-centeredway.Trytoimaginewhatwillhappenwhenyoungsterstendtodoeverythingfortheirownbenefitinsteadofdoingsomethingforothers.Youarerequiredtowriteatleast150wordsbutnomorethan200words.:此部分試題請在答題卡1上作答。PartIIListeningComprehension(30minutes)DirectionsInthissection,youwillheartwolongconversations.Attheendofeachconversationyouwillhearsomequestions.Boththeconversationandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnswerSheet1withasinglelinethroughthecentre.sationOneQuestionstoarebasedontheconversationyouhavejustheard.mposingapoemB)Doingapresentationaboutliterature.C)Writingaresearchpaper.D)Finishingaliteraturereviewonanovel.2.A)Beforethemid-termtest.B)Afterthefinalexam.C)Beforethestartofthenextsemester.D)Aftertheendofthehistoryclass.3.A)Whetheritcontainsrelevantinfoaboutsocialsciences.B)Whetheritprovidesatotallyoriginalargument.C)Whetherit’swrittenbyaprofessionalscholar.D)Whetherit’sorganizedinacomplexstructure.4.A)Clarifytheconceptofliteraturereview.B)Followtheprofessor’sinstruction.C)Provideahandyguidetoherresearch.D)Readalargenumberofscholarlypapers.sationTwoQuestionstoarebasedontheconversationyouhavejustheard.5.A)Thediscoveryofanewvirus.B)ThecureoftheH7N9influenza.C)ThecauseoftheH10N8disease.D)Theimportanceofahealthydiet.6.A)Byeatingchicken.B)Byvisitingasupermarket.C)Byanunknowncause.D)BypayingavisittoaninfectedareainChina.7.A)ItismoreinfectiousthanH7N9.B)Ithasnotbeenseeninthepast.C)Itspreadseasilyfrompersontoperson.D)ItshowssimilargeneticcharacteristicsastheH7N9virus.8.A)Theyshouldn’tbeconcernedaboutanykindofbirdflu.B)Theyshouldn’ttakethenewvirusseriously.C)Theyshouldn’tunderestimateitspossibledanger.D)Theyshouldn’tvisitlivepoultrymarkets.nBDirections:Inthissection,youwillheartwopassages.Attheendofeachpassage,youwillhearsomequestions.Boththepassageandthequestionswillbespokenonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnswerSheet1withasinglelinethroughthecentre.15.A)Topursueahappymarriage.B)Torepairtheirmarriageintime.sageOneQuestions9to11arebasedonthepassageyouhavejustheard.9.A)Helpingustobemoralpeople.B)Ensuringameaningfullifeforus.C)Encouragingustoimprove.D)Awakeningustoourownpsychologicalproblems.10.A)Admirationcomesfromourenvyofothers.B)Envyproducesanillusionaboutourselves.C)Admirationcausespainintheadmirers.D)Envyshowsthedarksidesofourhearts.11.A)TohighlightthecorrectunderstandingofenvybyAmericans.B)Toshowthecomplicatedmeaningsofaword.C)Totesthowpeoplefromdifferentculturesunderstandaword.D)Todemonstrateproblemscausedbypeoplewithdifferentworldoutlooks.sageTwoQuestionstoarebasedonthepassageyouhavejustheard.12.A)Becauseheismuchstrongerthanhissister.B)Becausehehaslittlechancetofeelthewarmthofafamily.C)Becauseheenvieshissisterforthelovefromhisfather.D)Becausehedoesn’tgetalongwellwithhismother.13.A)Childrenfromsingle-parentfamilieshaveabnormalbehaviors.B)Mostofsingle-parentfamiliesarenotverywelloff.C)Parentsgotdivorcedforsomefinancialproblemsinthefamily.D)Childrenarenotwelltakencareofbytheirteachers.14.A)Theyarenotconfidentattimes.B)Theyperformbadlyinschool.C)Theyoftengotoschoolwithanemptystomach.D)Theydon’thavegoodlivinghabits.C)Tocaremorefortheirchildren.D)Togetmoreinvolvedinschoolactivities.ctionCDirections:Inthissection,youwillhearrecordingsoflecturesortalksfollowedbysomequestions.Therecordingswillbeplayedonlyonce.Afteryouhearaquestion,youmustchoosethebestanswerfromthefourchoicesmarkedA),B),C)andD).ThenmarkthecorrespondingletteronAnswerSheet1withasinglelinethroughthecentre.Nowlistentothefollowingrecordingandanswerquestions16to19.16.A)Becausepeople’sinterestsmaybeblendedwithothers’.B)Becausepeoplearenotalwayswillingtohelpus.C)Becausepeoplecan’tbetrustedwithoutreserve.D)Becausesomepeoplemaybeshyandnotsocooperative.17.A)Hispastlifeexperience.B)Hisgoodqualities.C)Hisperspectivesontrust.D)Hiswealth.18.A)Teachpeopletofocusmoreontheirownbenefits.B)Promoteahealthyworldoutlookamongpeople.C)Discouragepeopletodestroymutualtrust.D)Reporttheadvancesinlegislationtopunishpeopleviolatingmutualtrust.19.A)Byrecordingstudents’emotionalfluctuations.B)Bygettingstudentsinvolvedintrustbuildingactivities.C)Bysolvingstudents’psychologicalproblems.D)Byboostingstudents’self-esteem.Nowlistentothefollowingrecordingandanswerquestions20to22.20.A)Byhavingaknowledgeoftheproblemsinvolvingtheirkids.B)Bycomparingtheirchildtoothers’.C)Byintroducingnewfriendstotheirchild.D)Bycultivatinggoodstudyhabitsintheirchild.21.A)ThecomingSAT.B)Thecompetitivenessshownamongpeers.C)Informationheardfromhighschoolers.ingComprehensionD)Toomuchcarefromparents.22.A)Tacticsforfightingdirectlywithstudentsshowingantisocialbehaviors.B)Waystobetheoneonthegivingsideofbadbehavior.C)Strategiesforbeingkingorqueenamongpeers.D)Skillsfordealingwiththepotentialproblemsconcerned.Nowlistentothefollowingrecordingandanswerquestions23to25.23.A)Unbornbabies.B)Almosteveryadult.C)Theelderly.D)Anemiapatients.24.A)Gettingachild’sbonessoftened.B)Harmingachild’sbrain.C)Headaches.D)Stomachpains.25.A)Itcouldgetoutofthechild’sbodythroughtheskin.B)Itwillspreadalloverthechild’sbody.C)Itdestroyshelpfulmineralslikeironandzincinthechild’sbody.D)Itstopsthechild’sliverfrommakingnewredbloodcells.III(40minutes)Directions:Inthissection,thereisapassagewithtenblanks.Youarerequiredtoselectonewordforeachblankfromalistofchoicesgiveninawordbankfollowingthepassage.Readthepassagethroughcarefullybeforemakingyourchoices.Eachchoiceinbankisidentifiedbyaletter.PleasemarkthecorrespondingletterforeachitemonAnswerSheet2withasinglelinethroughthecentre.Youmaynotuseanyofthewordsinthebankmorethanonce.Questionstoarebasedonthefollowingpassage.Thenationsdislikeofselfiesseemstohavereachedyetanotherpeak(orbottom)withafunnyarticleclaimingthatobsessiveselfie-takinghadbeenclassifiedasamentalordermakingtheusual26onsocialmediaasarealstory.Althoughthe27ofthearticleshouldhavebeentoldtoreaders(itfirstappearedonasitewhoseownersadmitthat“whenwriting[...]wespiceitupwithfantasy”),itwassoonrepackagedasaseriousreportbyotheroutletsincludingYahooNews.TheoriginalarticlethattheAmericanPsychiatricAssociationhadclassified“selfitis”as“theobsessivecompulsive29totakephotosofone’sselfandpostthemonsocialmediafurtherthreestrandsof‘selfitis’:‘borderline’,‘a(chǎn)cute’and‘chronic’—dependingonthefrequencywithwhichindividuals31.Howeverlikemostjokes(includingonewedebunkedlastweekclaimingthatBritishscientistshadclonedadinosaur’)therewassomesubstancetothisstory,playinguponourcontemporaryfearsabouttechnologywhileexploitingournatural33.TwoweeksagotheBritishpressreportedthecaseofDannyBowman,ateenagerwhotriedtokillhimselfafterfallingintoadownwardspiralofdepressioncharacterisedbyBodyDysmorphicDisorderandcompulsiveselfie-taking.“Itbecomesa34togetapprovalanditcandestroyanyone,”saidBowman,whowouldposeforupto200selfiesinaday.“It’sarealproblemlikedrugs,alcoholorgambling.Idon’twantanyonetogothroughwhatI’vebeenthrough.”ThepsychiatristwhotreatedBowman,DrDavidVeal,saidthatcaseslikeBowman’sweren’taboutvanity,butabouttechnologyandsocialtrendsenablingindividuals’35mentalproblems.:此部分試題請在答題卡2上作答。A)circlesB)desireC)latentD)claimedE)successfullyF)prejudicesG)distinguishingH)missionI)definingJ)negativelyK)upwardL)indulgedM)originN)accomplishesO)roundsnBDirectionsInthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaletter.AnswerthequestionsbymarkingthecorrespondingletteronAnswerSheet2.WomenMoreEducatedthanMenbutStillPaidLess[A]Inrecentyearswomenhaverisentothetopofthecorporateworld.FromIndraNooyiatPepsicotoMaryBarraatGeneralMotors,theriseofwomentoCEOofmajorcompanieshasbeencelebrated.Morenoteworthyhasbeenthedominanceofwomeninhighereducation.Aftercenturiesofmaledominance,worldwidewomennowoutnumbermeninbothuniversityattendanceandgraduation.[B]Yettheseimpressivegainshavebeenlimitedbyandlargetodevelopednations,andeventheredisparityanddiscriminationcallforcontinuousstruggle.Broadersocietymustacknowledgeandaddressthepressuresofthisgenderschoolingdivide.[C]Universityenrollmentparitybetweenthesexeswasachievedshortlyafterthestartofthe21stcentury.Sincethenaverageratiosofuniversityparticipationofwomenhavesurpassedmen.Whiletheaverageglobaluniversityenrollmentratioin1970was160menper100women,todayitstandsataround93menper100women.Women’suniversityenrollmentratiosexceedthoseofmenintwooutofeverythreecountrieswithdata.InnearlyallcountriesthataremembersoftheOrganizationforEconomicCo-operationandDevelopment(經(jīng)濟(jì)合作與發(fā)展組織),themajorityofuniversitygraduatesarewomen.Insomecountries,suchasEstonia,IcelandandPoland,abouttwo-thirdsofuniversitygraduatesarewomen.NotableexceptionsareJapan,SouthKoreaandTurkey,wheretheproportionsoffemaleuniversitygraduatesarebetween40and50percent.[D]InthelargestOECDcountry,theUnitedStates,womenarealmost60percentoftheannualuniversitygraduatesandmorethan70percentof2012highschoolvaledictorians(致辭的優(yōu)等畢業(yè)生).Womenaccountfor60percentofmaster'sdegreesand52percentofdoctoratesbeingawardedintheUS.Althoughmencontinuetooutnumberwomeninuniversityenrollmentinsomedevelopingcountries,especiallyinsub-SaharanAfricaandSouthAsia,inmanyothers,suchasArgentina,Iran,NigeriaandSaudiArabia,womenconstitutethemajorityofuniversitystudents.Also,amongtheworld’stwolargestpopulations,ChinaandIndia,womenaremovingtowardparitywithmeninuniversityparticipation,48and42percent,respectively.[E]Despitetheseeducationalgains,womencontinuetolagbehindmeninemployment,income,businessownership,researchandpolitics.Thispatternofinequalitysuggeststhatsocietalexpectationsandculturalnormsregardingtheappropriaterolesformenandwomenaswellasinherentbiologicaldifferencesbetweenthesexesarelimitingthebenefitsofwomen’seducationaladvantage.[F]Differencesbetweenmenandwomenareapparentattheearliestages.Researchersobservethatboyandgirlbabiesdiffereveninthecrib,withboysmorevisuallyalertandphysicallyactiveandgirlsmorevocalandsensitivetosounds.Girltoddlerstendtomaturemorequicklythanboytoddlersanddeveloplanguageskillssooner.[G]Sexdifferencesineducationalachievementareevidentinearlychildhood.Evenbeforeprimaryschool,boystendtobebehindgirlsineducationaldevelopment,especiallyverbalskills.Teachersreportthatgirlsaremorepreparedtoenterschoolthanboysandfindthatgirlsbeginreadingatearlieragesthanboys.Numerouscountrystudiesatthesecondary-schoollevelhavefoundthat,onaverage,girlsconsistentlyscorehigherinreadingskills,whileboysexceedslightlyinmathematics.Ingeneral,girlsoutperformboyswithbetterclassroomgrades,teacherassessmentsandscoresoncollegeentranceexams.Asaresult,someuniversitieshaveadoptedaffirmativeactionpoliciesforboystoachieveadesiredsexbalanceinstudentenrollment.[H]AmongOECDcountrieswomen’scollegecompletionrateisonaverage10percentagepointshigherthanmen’s.Closerexaminationofuniversityeducation,however,indicatessignificantdifferencesinfieldsofstudychosenbymenandwomen.Whereasmendominateinsuchfieldsasengineering,manufacturing,computersciences,oftenexceeding80percentofbachelor’sdegrees,womenareconcentratedinfieldsthatarelessremunerativesuchaseducation,humanitiesandarts,andhealthandwelfare.Evenincountriesthatstriveforgenderquality,suchasSweden,womenaccountforabout60percentofthecollegestudentsmajoringinthehumanitiesversus30percentinengineering,manufacturingandconstruction.[I]Despitetheireducationaladvantage,collegewomenhavelowerratesofemploymentthanmalecounterpartsinmostcountries,thoughthegaphasdecreasedrecently.AcrossOECDcountries,forexample,theemploymentratesamongthecollege-educatedaged25to64yearsarelowerforwomenthancollegemen,about80percentversus90percentonaveragewithlargerdifferencesinsomecountries,includingJapan,SouthKoreaandTurkey.Also,inmanyArabcountries,suchasLebanon,QatarandSaudiArabia,womenmakeupthemajorityofuniversitystudentsbutconstituteaminorityofthelaborforce.[J]Thosewomenwhodecidetojointhelaborforceandadvancetheircareersofteninterrupttheiremploymentwithmotherhoodresponsibilities.Careerinterruptionsofseveralyearsorpart-timeemploymentforchild-rearinghindertheriseofcollege-educatedwomentohighechelons(階層)inindustry,researchandgovernment.Thesewomenarealsomorelikelythanmentotaketimeofffromemploymentforfamilymatters,includingcareforelderlyrelatives.[K]Withwomenoutnumberingmenonmostcollegecampuses,therearerelativeshortagesofeducatedmen.Highlyeducatedandsociallyautonomouswomeninparticularareencounteringdifficultiesinmeetinganddatingmarriageable,equallysuccessfulmen.InAustralia,forexample,oneinfourofdegree-educatedwomenintheir30sareexpectedtomissoutonfindingasuitablemalepartnerofsimilarageandeducationalattainment.Womenincreasinglyfacethechoiceofmarryingbelowtheireducationallevel,somethingbothmenandwomenhavetraditionallyavoided,ornotmarryingatall.[L]Women’seducationaladvantagealsohasdemographiceffectsonmarriage,divorceandbirthrates.Welleducatedandfinanciallyself-sufficientwomenarelesslikelytofeelaneedtomarry;ifmarried,theyarelesswillingtotolerateatroubledrelationship.Inaddition,thosepursuingprofessionalcareersoralreadyinhigh-levelpositionsaremorelikelytoremainchildlessorhaveasinglechild.Perhapsadditionaltimeisneededforwomen’seducationaladvantagetobringaboutgenderequalityacrossmajorsocial,economicandpoliticalrealmsofsociety.Inthemeantime,societiescouldenactmeasurestobenefitfromtheskillsandtalentsofwomenandovercomethelimitationsoftheglassceiling.[M]Greaterefforts,forexample,areneededtoovercomegenderstereotypesthatreinforcestatus,hierarchies,biasesandsexism.Adoptionofgender-sensitivelegislationwouldpromoteequalitybetweenthesexes,includingequalpayforequalworkandaccesstofinanceforwomen.Moreflexibleworkschedules,improvedparentalleavepoliciesandgreateropportunitiesforwomentorejointheworkplaceaftershortinterruptionsduetofamilybuildingwouldalsofacilitategenderequality.[N]Whilewidelyacceptedthatboysandgirlsshouldhavetheopportunitytopursueacareeroftheirownchoosing,manyeducatorswouldliketorequire,oratleastencourage,thatbothsexestakethesamecourseworkthroughoutthesecondarylevel,includingmath,science,humanitiesandtheartstoachievesimilargenderbalancesinprofessions.[O]Finally,whilefewwoulddisputetheindividualandsocietalbenefitsofwomen’seducationalachievements,parents,teachersandpolicymakersareincreasinglytroubledbymen’seducationalperformancefallingbehindwomen,especiallyindevelopedeconomies.Attheprimarylevelboysaregenerallylessinterested,motivatedandengagedinschoolworkthangirls.Dropoutratesatthesecondaryleveltendtobehigherforboysandthosewhocompletesecondaryarelesslikelytoattendcollege.Achievingeducationalequalityamongthesexesrequiresspecialattentionaimedatimprovingtheeducationofboysandmen.：此部分試題請在答題卡2上作答。Withagoodeducationandincome,womenmaytendtothinkthatthereismuchlessneedfromthemtogetmarried.Intheworldstwolargestdevelopingcountries,ChinaandIndia,nowwomenalmosttakeupasimilarproportionofuniversitypopulationasthatofmalestudents.Measuresshouldbetakentoensuregenderequality,suchaspassinggender-sensitivelegislation,adoptingmoreflexibleworkschedulesforwomenworkers,andsoon.Studiesshowthatgirlstudentsaremorelikelytogainhigherscoresoncollegeentranceexaminationsthanboystudents.Manyeducatorsthinkit’sessentialforboysandgirlstotakethesimilaracademiccoursesinhighschool,includingmath,scienceandthearts.Indevelopingcountries,theremaybeagreatchallengeforthesocietytoensuregenderequalityinreceivinghighereducation.Aftergraduationfromcollege,womenaremorelikelythanmentostepasidefromtheircareertotakecareofchildrenorelderlyrelatives.InAustralia,anincreasingnumberofwomenwithcollegeeducationarelikelytogetmarriedtoamalewhoisatasimilarageandwithacomparableeducationalbackground.InOECDcountries,evenwiththeirexcellentacademicperformanceincollege,womenfinditharderforthemtofindemploymentthantheirmalecounterparts.InSweden,femalecollegestudentsaremoreinclinedtochoosetostudythehumanitiesinsteadofotheracademicdisciplineslikeengineeringorconstruction.ctionCDirections:Thereare2passagesinthissection.Eachpassageisfollowedbysomequestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA),B),CandD).YoushoulddecideonthebestchoiceandmarkthecorrespondingletteronAnswerSheet2withasinglelinethroughthecentre.sageOneQuestionstoarebasedonthefollowingpassage.Publicschoolsservinggreaternumbersofdisadvantagedstudentsreceivefewereducationalresourcesthanschoolswithmoreaffluentstudents,accordingtoanewstudyreleasedtodaybythePublicPolicyInstituteofCalifornia(PPIC).However,thestudyalsofoundthattheseinequities(不公正)dolittletoexplainthegulfinachievementbetweendisadvantagedschoolsthatperformpoorlyandadvantagedschoolsthatperformwell.Thestudyprovidesadetailedpictureofhowschoolandclassroomresources—measuredintermsofclasssizecurriculumandteachers’education,credentials,andexperience—varyamongschoolsUsingadatabaseof7,321schoolsinCalifornia,thestudyfoundthatwhileaverageclasssizevarieslittleacrossCaliforniaschools,thereareprofounddifferencesinteacherpreparationandinthenumberofcollegepreparatorycoursesoffered.Thesedifferencesexistbothgeographically—withsignificantvariationsamongrural,suburban,andurbanschools—andwithinindividualschooldistricts.Theauthorsalsofoundthatschoolsservingthemostdisadvantagedstudentshavefewerfullycredentialedteachers,agreaternumberofteacherswithlittleornoexperience,fewerAdvancedPlacementclasses,andfewercollege-requirementcoursesthanschoolsservingmiddleandupper-middleincomestudents.Bydividingelementaryschoolsacrossthestateintofiveeconomicgroups,theauthorsfound,forexample,that22percentofteachersinthemostdisadvantagedgroupofschoolswerenotcertified,comparedtojust2percentinthemostaffluentgroup.ThesefindingsconfirmwhatCaliforniansalreadysuspectArecentPPICStatewideSurveyfoundthatnearlyeightintenstateresidentsbelievethatschoolsinlower-incomeareasofthestatedonothavethesameamountofresources,includinggoodteachers,asschoolsinwealthierareasAnd0percentsaidtheybelievedthatschooldistrictswiththeloweststudenttestscoresinthestateshouldreceivemoreresourcesthanotherschooldistricts.“Bymanymeasures,wefindstartlinginequitiesbetweenschoolsservingthestate’spoorstudentsandthoseservingtheaffluent,”saideconomistBetts.“Thisraisestoughquestionsabouttheeffectivenessofthestate’sdecades-longefforttoequalizeresources,especiallybecausemuchoftheinequalitywefoundoccursinschoolswithinthesamedistrict.Atthesametime,ourfindingspointtoamuchlargerandmorestubbornobstacletothesuccessofstudentsatthesedisadvantagedandunderperformingschools,theirfamily’seconomicwell-being.”Indeedthestrongestpredictoroftestscoresinaschoolisnotteacherqualityorcurriculumbutthepercentageofeconomicallydisadvantagedstudents.Theanalysissuggestedthatiftwoschoolswereidenticalintermsoftheresourcesexceptforthesocioeconomicstatus(SES)ofthestudents,30percentmorestudentsinahighSESschoolwouldscoreabovethenationalaverageonthereadingtestthanwouldstudentsinalowSESschool.：此部分試題請在答題卡2上作答。AccordingParagraph1,whatcausesadifferenceinacademicachievementsamongentschoolsA)Anunidentifiedfactor.B)Unbalanceddistributionofeducationalresources.C)Familybackgroundoftheteachers.D)Levelofmotivationamongstudents.47.Accordingtothetext,schoolsinCalifornia______.AenjoyevenlydistributededucationalresourcesBhaveapproximatelysimilarclasssizeenrollaffluentstudentsonlyDarelocatedfarfromoneanothergeographically48.Welearnfromthetextthatinelementaryschools______.AsometeachersarenotfullyqualifiedBthefinancialconditionofstudents’familyisdecisiveintheiracademicperformancemoststudentscomefrompoorfamiliesDuppermiddleincomestudentsaremostwelcomed49.Accordingtothetext,mostCaliforniansseemtothinkthat______.AmoregoodteachersaretobeemployedBpoorlyperformedschoolsshouldreceivemoreresourcesCthereshouldbeanevendistributionofeducationalresourcesamongalltheschoolsDtheresanurgentneedtoprovidestudentswithmoreschoolchoicesHowdoeseconomistBettsfeelaboutCaliforniascampaigntoequalizeeducationalesourcesA)Optimistic.B)Neutral.C)Disappointed.D)Doubtful.sageTwoQuestionstoarebasedonthefollowingpassage.Howwellyougetalongwithyourparentsinyourteensmightinfluenceyourromanticrelationshipsadecadelater,anewstudysuggests.Theresultsshowacloserelationshipwithonesmotherinearlyadolescencewasassociatedwithbetter-qualityromanticrelationshipsasyoungadultsThefindingshighlighttheimportanceoftheparent-childbondforbuildingrelationshipslaterinlife,theresearcherssay.“Parents’relationshipswiththeirchildrenareextremelyimportantandthat’showwedevelopourabilitytohavesuccessfulrelationshipsasadults,ourparentsareourmodels,”saidstudyresearcherConstanceGager,ofMontclairStateUniversity.“Soifkidsarenotfeelingclosewiththeirparentsthenthey’reprobablynotgoingtomodelthepositiveaspectsofthatrelationshipwhentheyreachadulthood.”However,thestrengthoftheparent-childconnectionlaterinadolescence,aftertheageof,didnotseemtoinfluencethechildren’sromanticrelationshipswhentheywereolder.Thismightbebecauselateadolescenceistoolatetohaveanimpact,Gagersaid.“Adolescentsmaybemorefullyformedbyage14sothatthere’snotasmucheffectoftheirparents’relationshiponthem,”shetoldLiveScience.Gagerandhercolleaguesanalyzedtheresultsofanationalsurveyinvolvingnearly7,000marriedcouplesintheUnitedStates.Between1992and1994,themothers,fathersandchildren,aged10through17,wereaskedabouttheirrelationshipswitheachother.Aboutadecadelater,between2001and2004,thechildrenweresurveyedabouttheirrelationshipswithpeopletheyweredating.Theparentsandchildrenwereaskedtoratestatementsaboutthe“warmth”andclosenessoftheirrelationships,suchas“It’s