歷年考研英語(yǔ)完型填空2002年

[00:03.09]2002 [00:06.29]Comparisons were drawn between the development [00:08.71]of television in the 20th century [00:11.03]and the diffusion of printing in the 15th and 16th centuries. [00:15.73]Yet much had happened (1)between. [00:18.14]As was discussed before, [00:19.97]it was not (2)until the 19th century [00:21.98]that the newspaper became [00:23.19]the dominant pre-electronic (3)medium, [00:25.82]following in the wake of the pamphlet [00:27.83]and the book and in the (4)company of the periodical. [00:31.16]It was during the same time [00:32.76]that the communications revolution (5)speeded up, [00:35.79]beginning with transport, the railway, [00:38.26]and leading (6)on through the telegraph, [00:40.78]the telephone, radio, and motion pictures [00:43.71](7)into the 20th-century world of the motor car [00:46.52]and the airplane. [00:48.14]Not everyone sees that process in (8)perspective. [00:51.17]It is important to do so. [00:53.09]It is generally recognized, (9)however, [00:55.52]that the introduction of the computer [00:57.34]in the early 20th century, [00:59.26](10)followed by the invention [01:00.47]of the integrated circuit during the 1960s, [01:03.20]radically changed the process, [01:05.72](11)although its impact on the media [01:07.07]was not immediately (12)apparent. [01:09.60]As time went by, computers became smaller [01:12.20]and more powerful, [01:13.63]and they became "personal" too, [01:15.88]as well as (13)institutional, [01:17.59]with display becoming sharper [01:19.30]and storage (14)capacity increasing. [01:22.13]They were thought of, like people, (15)in terms of generations, [01:25.97]with the distance between generations much (16)smaller. [01:29.40]It was within the computer age [01:31.42]that the term "information society" [01:33.44]began to be widely used [01:35.17]to describethe (17)context within which we now live. [01:38.90]The communications revolution [01:40.72]has (18)influenced both work and leisure [01:43.13]and how we think and feel both about place and time, [01:46.87]but there have been (19)controversial views about [01:49.08]its economic, political, social and cultural implications. [01:53.02]"Benefits" have been weighed [01:55.14](20)against "harmful" outcomes. [01:56.76]And generalizations have proved difficult.

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