8. 选 H )。 此处应填形容词。由此句中 high grades 和 uninspired 可以推出此处应填的词应与 high 形成对比，故只有 ordinary 符合。
9 . 选 N )。 由空格前的 and 可知，此处应填动词。可选项有 avoid 和 restore ，但由 tighten 可推出，既然是使平分标准严格，那么就会有高分和低分，也会有不及格，故只有 restore “恢复”符合题意。 avoid “避免(不及格)”不符合原文意思。
10 . 选 B )。 很明显此处应填名词。原文为“实行所谓象征性奖励，在努力提高学生创造力方面有 …… ，”可选项有 promise 和 hope ，而 hope 是一般人主观的愿望，希望，但此处强调的是“ …… 有实现的可能性，有前景”，故排除 hope 而选 promise 。
导读：
Psychologists take opposing views( 意为“持有相反的观点”，即说明了心理学家们对于外在的奖励会怎样影响一个人的动力与创造力，持有截然不同的看法 ) of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can L)improve performance at work and school. Cognitive( 认识派的 ) researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on I)approval and gifts from others.
The latter view has gained many supporters, F)especially among educators. But the careful use of small J)monetary rewards speaks ( 意为“表示，表达”，在此应理解为“刺激” ) creativity in grade school children, suggesting that properly presented inducements( 刺激 ) indeed G)aid inventiveness, according to a study in the June Journal of Personality and Social Psychology.
“If kids know they’re working for a reward and can focus on a relatively M)challenging task, they show the most creativity,” says Robert Eisenberger of the University of Delaware in Newark. “But it’s easy to C)kill creativity by giving rewards for poor performance or creating too much anticipation for rewards.
A teacher who continually draws attention to rewards or who hands our high grades for H)ordinary achievement ends uPwith uninspired students ( A teacher…uninspired students… 。 这是一个复杂的复合句。主句的主语是 Eisenberger ， 谓语是 holds ， 宾语是省略了 that 的从句，即是 A teacher ends uPwith uninspired students, 而由 or 连接的两个由 who 引导的定语从句，则是都是用来修饰 A teacher ) , Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten ( 意为“拉紧”，但在此处应理解为“严格” ) grading standards and N)restore failing grades.
In early grades, the use of so-called token economies, in which students handle challenging
problems and receive performance-based points to ward valued rewards, shows B)promise in raising efforts and creativity, the Delaware psychologist ( 值得就是 Robert Eisenberger ， 因此可推知最后三段都是 Robert Eisenberger 在对文章开头提出的两种不同观点进行论述) claims.
全文翻译：
心理学家们对于外在的奖励——从热情的称赞到冰冷冷的金钱刺激，会怎样影响一个人的动力与创造力，持有截然不同的看法。研究行为和结果之间关系的行为学家认为：奖励能够提高人们的工作和学习表现。研究各种精神生活方面的认知派研究专家却认为：由于奖励助长了人们期望得到别人认同的心理和对物质奖励的依赖心理，往往会破坏创造力。