新建题库06271101_在线真题试卷与模拟练习

[材料]Most job hunters take a scatter gun approach to their applications and then end up drifting through various jobs, says Rob Yeung, a business psychologist. "It's important to think about what you actually want to do. Then think about what you need to do to get to that destination. The more you plot it out, the more you are likely to succeed," he says.
Another big mistake that crops up regularly is that candidates do not know the organization they're applying to, says Rob. Researching the company can help you focus. He suggests talking to career advisers about the organization, chatting to students and alumni who have had placements at the company and visiting the relevant stand at careers fairs. "For a broader view, look at a company's values, their community involvement, how they are performing financially and understand their position in the market," he advises.
When you have thorough knowledge about both yourself and the organization, you're to look at yourself as a product and to sell your unique selling point, you should tailor your resume.
For instance, if you're applying to a firm that talks a lot about international opportunities, then you might want to put in your languages at the top of the resume. But if you're going to be in head office for the first six months and it's primarily an administrative role then you should draw on your organizational experience a lot more. Try to avoid easy generalizations. A specific example with a moderate level of details allows recruiters to understand how you behave, whereas generalizations don't.
Congratulations if your resume has passed the screening and you are at the stage of an interview, a game with certain predefined rules. You have to play the game, understand the nature of the questions and put some of your positive characteristics in your answer. Though it's essential to present your best self, it's important to let aspects of your personality shine through as that's what differentiates you.

[问题] Which section of a website is this article most likely to appear in?

[材料]Children are a relatively modern invention. Until a few hundred years ago they did not exist. In medieval and Renaissance paintings you see pint-sized men and women, wearing grown-up clothes and grown-up expressions, performing grown-up tasks. Children did not exist because the family as we know it had not evolved.
Children today not only exist; they have taken over, in no place more than in America, and at no time more than now. It is always Kids' Country here. Our civilization is child-centered, child-obsessed. A kid's body is our physical ideal. In Kids' Country we do not permit middle-age. 30 is promoted over 50, but 30 knows that soon his time to be overtaken will come.
We are the first society in which parents expect to learn from their children. Such a topsy-turvy situation has come about at least in part because, unlike the rest of the world, ours is an immigrant society, and for immigrants the only hope is in the kids. In the Old Country, that is, Europe, hope was in the father, and how much wealth he could accumulate and pass along to his children. In the growth pattern of America and its ever-expanding frontier, the young man was ever advised to GO WEST; the father was ever inheriting from his son. Kids' Country may be the inevitable result.
Kids' Country is not all bad. America is the greatest country in the world to grow up in because it is Kids' Country. We not only wear kids' clothes and eat kids' food; we dream kids' dreams and make them come true. It was, after all, a boy's game to go to the moon.
If in the old days children did not exist, it seems equally true today that adults, as a class, have begun to disappear, condemning all of us to remain boys and girls forever, jogging and doing push-ups against eternity.

[问题]The author uses the example of the Renaissance paintings to show that ______.

[材料]Children are a relatively modern invention. Until a few hundred years ago they did not exist. In medieval and Renaissance paintings you see pint-sized men and women, wearing grown-up clothes and grown-up expressions, performing grown-up tasks. Children did not exist because the family as we know it had not evolved.
Children today not only exist; they have taken over, in no place more than in America, and at no time more than now. It is always Kids' Country here. Our civilization is child-centered, child-obsessed. A kid's body is our physical ideal. In Kids' Country we do not permit middle-age. 30 is promoted over 50, but 30 knows that soon his time to be overtaken will come.
We are the first society in which parents expect to learn from their children. Such a topsy-turvy situation has come about at least in part because, unlike the rest of the world, ours is an immigrant society, and for immigrants the only hope is in the kids. In the Old Country, that is, Europe, hope was in the father, and how much wealth he could accumulate and pass along to his children. In the growth pattern of America and its ever-expanding frontier, the young man was ever advised to GO WEST; the father was ever inheriting from his son. Kids' Country may be the inevitable result.
Kids' Country is not all bad. America is the greatest country in the world to grow up in because it is Kids' Country. We not only wear kids' clothes and eat kids' food; we dream kids' dreams and make them come true. It was, after all, a boy's game to go to the moon.
If in the old days children did not exist, it seems equally true today that adults, as a class, have begun to disappear, condemning all of us to remain boys and girls forever, jogging and doing push-ups against eternity.

[问题]Old Country vs America contrasted to ______.

[材料]Children are a relatively modern invention. Until a few hundred years ago they did not exist. In medieval and Renaissance paintings you see pint-sized men and women, wearing grown-up clothes and grown-up expressions, performing grown-up tasks. Children did not exist because the family as we know it had not evolved.
Children today not only exist; they have taken over, in no place more than in America, and at no time more than now. It is always Kids' Country here. Our civilization is child-centered, child-obsessed. A kid's body is our physical ideal. In Kids' Country we do not permit middle-age. 30 is promoted over 50, but 30 knows that soon his time to be overtaken will come.
We are the first society in which parents expect to learn from their children. Such a topsy-turvy situation has come about at least in part because, unlike the rest of the world, ours is an immigrant society, and for immigrants the only hope is in the kids. In the Old Country, that is, Europe, hope was in the father, and how much wealth he could accumulate and pass along to his children. In the growth pattern of America and its ever-expanding frontier, the young man was ever advised to GO WEST; the father was ever inheriting from his son. Kids' Country may be the inevitable result.
Kids' Country is not all bad. America is the greatest country in the world to grow up in because it is Kids' Country. We not only wear kids' clothes and eat kids' food; we dream kids' dreams and make them come true. It was, after all, a boy's game to go to the moon.
If in the old days children did not exist, it seems equally true today that adults, as a class, have begun to disappear, condemning all of us to remain boys and girls forever, jogging and doing push-ups against eternity.

[问题]Going to the moon is an example of ______.

[材料]Children are a relatively modern invention. Until a few hundred years ago they did not exist. In medieval and Renaissance paintings you see pint-sized men and women, wearing grown-up clothes and grown-up expressions, performing grown-up tasks. Children did not exist because the family as we know it had not evolved.
Children today not only exist; they have taken over, in no place more than in America, and at no time more than now. It is always Kids' Country here. Our civilization is child-centered, child-obsessed. A kid's body is our physical ideal. In Kids' Country we do not permit middle-age. 30 is promoted over 50, but 30 knows that soon his time to be overtaken will come.
We are the first society in which parents expect to learn from their children. Such a topsy-turvy situation has come about at least in part because, unlike the rest of the world, ours is an immigrant society, and for immigrants the only hope is in the kids. In the Old Country, that is, Europe, hope was in the father, and how much wealth he could accumulate and pass along to his children. In the growth pattern of America and its ever-expanding frontier, the young man was ever advised to GO WEST; the father was ever inheriting from his son. Kids' Country may be the inevitable result.
Kids' Country is not all bad. America is the greatest country in the world to grow up in because it is Kids' Country. We not only wear kids' clothes and eat kids' food; we dream kids' dreams and make them come true. It was, after all, a boy's game to go to the moon.
If in the old days children did not exist, it seems equally true today that adults, as a class, have begun to disappear, condemning all of us to remain boys and girls forever, jogging and doing push-ups against eternity.

[问题]According to the passage, which of the following is TRUE?

[材料]Children are a relatively modern invention. Until a few hundred years ago they did not exist. In medieval and Renaissance paintings you see pint-sized men and women, wearing grown-up clothes and grown-up expressions, performing grown-up tasks. Children did not exist because the family as we know it had not evolved.
Children today not only exist; they have taken over, in no place more than in America, and at no time more than now. It is always Kids' Country here. Our civilization is child-centered, child-obsessed. A kid's body is our physical ideal. In Kids' Country we do not permit middle-age. 30 is promoted over 50, but 30 knows that soon his time to be overtaken will come.
We are the first society in which parents expect to learn from their children. Such a topsy-turvy situation has come about at least in part because, unlike the rest of the world, ours is an immigrant society, and for immigrants the only hope is in the kids. In the Old Country, that is, Europe, hope was in the father, and how much wealth he could accumulate and pass along to his children. In the growth pattern of America and its ever-expanding frontier, the young man was ever advised to GO WEST; the father was ever inheriting from his son. Kids' Country may be the inevitable result.
Kids' Country is not all bad. America is the greatest country in the world to grow up in because it is Kids' Country. We not only wear kids' clothes and eat kids' food; we dream kids' dreams and make them come true. It was, after all, a boy's game to go to the moon.
If in the old days children did not exist, it seems equally true today that adults, as a class, have begun to disappear, condemning all of us to remain boys and girls forever, jogging and doing push-ups against eternity.

[问题] By saying "condemning all of us to remain boys and girls forever, jogging and doing push-ups against eternity, the author means that ______.

[材料]In January 1955, Jill Kinmont, then 19, seemed certain to make the United States Olympic ski team. Since age twelve, she had focused on this goal. Throughout high school in Bishop, California, she had competed at most Western ski areas, including Mammoth Mountain, Sun Valley, Aspen, Jackson, and Brighton. She had won both the women's and the junior national slalom championships before traveling to Alta, Utah, to compete in the pre-Olympic tryout. As Jill says, "Skiing was it — everything — my world."
Jill's world collapsed on January 30 when she skied off the Alta run and landed helpless on the slope. Her fourth, fifth, and sixth cervical vertebrae were broken. For days, Jill hovered between life and death. By April, it became clear that she would be paralyzed from the shoulders down.
Jill underwent rehabilitation therapy with cheerful determination. She learned to write, to type, and to feed herself. Once she had mastered daily living skills, she enrolled in the University of California at Los Angeles, where she studied art, German, and English. After overcoming yet another personal tragedy, the death of her boyfriend in a plane crash, Jill graduated in 1961.
By this time, Jill had chosen a new career goal: teaching elementary school children. Officials at UCLA, however, rejected her application for admission to the graduate school of education because of her paralysis. But she persevered, working with children in the UCLA Clinic School. When her family moved to Seattle, Jill was able to fulfill her new dream. She attended the School of Education at the University of Washington and began her new life's work as a teacher.

[问题] This passage could be entitled ______.

[材料]In January 1955, Jill Kinmont, then 19, seemed certain to make the United States Olympic ski team. Since age twelve, she had focused on this goal. Throughout high school in Bishop, California, she had competed at most Western ski areas, including Mammoth Mountain, Sun Valley, Aspen, Jackson, and Brighton. She had won both the women's and the junior national slalom championships before traveling to Alta, Utah, to compete in the pre-Olympic tryout. As Jill says, "Skiing was it — everything — my world."
Jill's world collapsed on January 30 when she skied off the Alta run and landed helpless on the slope. Her fourth, fifth, and sixth cervical vertebrae were broken. For days, Jill hovered between life and death. By April, it became clear that she would be paralyzed from the shoulders down.
Jill underwent rehabilitation therapy with cheerful determination. She learned to write, to type, and to feed herself. Once she had mastered daily living skills, she enrolled in the University of California at Los Angeles, where she studied art, German, and English. After overcoming yet another personal tragedy, the death of her boyfriend in a plane crash, Jill graduated in 1961.
By this time, Jill had chosen a new career goal: teaching elementary school children. Officials at UCLA, however, rejected her application for admission to the graduate school of education because of her paralysis. But she persevered, working with children in the UCLA Clinic School. When her family moved to Seattle, Jill was able to fulfill her new dream. She attended the School of Education at the University of Washington and began her new life's work as a teacher.

[问题]What accomplishment did Jill make before she had the accident?

[材料]In January 1955, Jill Kinmont, then 19, seemed certain to make the United States Olympic ski team. Since age twelve, she had focused on this goal. Throughout high school in Bishop, California, she had competed at most Western ski areas, including Mammoth Mountain, Sun Valley, Aspen, Jackson, and Brighton. She had won both the women's and the junior national slalom championships before traveling to Alta, Utah, to compete in the pre-Olympic tryout. As Jill says, "Skiing was it — everything — my world."
Jill's world collapsed on January 30 when she skied off the Alta run and landed helpless on the slope. Her fourth, fifth, and sixth cervical vertebrae were broken. For days, Jill hovered between life and death. By April, it became clear that she would be paralyzed from the shoulders down.
Jill underwent rehabilitation therapy with cheerful determination. She learned to write, to type, and to feed herself. Once she had mastered daily living skills, she enrolled in the University of California at Los Angeles, where she studied art, German, and English. After overcoming yet another personal tragedy, the death of her boyfriend in a plane crash, Jill graduated in 1961.
By this time, Jill had chosen a new career goal: teaching elementary school children. Officials at UCLA, however, rejected her application for admission to the graduate school of education because of her paralysis. But she persevered, working with children in the UCLA Clinic School. When her family moved to Seattle, Jill was able to fulfill her new dream. She attended the School of Education at the University of Washington and began her new life's work as a teacher.

[问题] Jill made up her mind to become a teacher

[材料]In January 1955, Jill Kinmont, then 19, seemed certain to make the United States Olympic ski team. Since age twelve, she had focused on this goal. Throughout high school in Bishop, California, she had competed at most Western ski areas, including Mammoth Mountain, Sun Valley, Aspen, Jackson, and Brighton. She had won both the women's and the junior national slalom championships before traveling to Alta, Utah, to compete in the pre-Olympic tryout. As Jill says, "Skiing was it — everything — my world."
Jill's world collapsed on January 30 when she skied off the Alta run and landed helpless on the slope. Her fourth, fifth, and sixth cervical vertebrae were broken. For days, Jill hovered between life and death. By April, it became clear that she would be paralyzed from the shoulders down.
Jill underwent rehabilitation therapy with cheerful determination. She learned to write, to type, and to feed herself. Once she had mastered daily living skills, she enrolled in the University of California at Los Angeles, where she studied art, German, and English. After overcoming yet another personal tragedy, the death of her boyfriend in a plane crash, Jill graduated in 1961.
By this time, Jill had chosen a new career goal: teaching elementary school children. Officials at UCLA, however, rejected her application for admission to the graduate school of education because of her paralysis. But she persevered, working with children in the UCLA Clinic School. When her family moved to Seattle, Jill was able to fulfill her new dream. She attended the School of Education at the University of Washington and began her new life's work as a teacher.

[问题] It could be inferred from the passage that: ______.

[材料]In January 1955, Jill Kinmont, then 19, seemed certain to make the United States Olympic ski team. Since age twelve, she had focused on this goal. Throughout high school in Bishop, California, she had competed at most Western ski areas, including Mammoth Mountain, Sun Valley, Aspen, Jackson, and Brighton. She had won both the women's and the junior national slalom championships before traveling to Alta, Utah, to compete in the pre-Olympic tryout. As Jill says, "Skiing was it — everything — my world."
Jill's world collapsed on January 30 when she skied off the Alta run and landed helpless on the slope. Her fourth, fifth, and sixth cervical vertebrae were broken. For days, Jill hovered between life and death. By April, it became clear that she would be paralyzed from the shoulders down.
Jill underwent rehabilitation therapy with cheerful determination. She learned to write, to type, and to feed herself. Once she had mastered daily living skills, she enrolled in the University of California at Los Angeles, where she studied art, German, and English. After overcoming yet another personal tragedy, the death of her boyfriend in a plane crash, Jill graduated in 1961.
By this time, Jill had chosen a new career goal: teaching elementary school children. Officials at UCLA, however, rejected her application for admission to the graduate school of education because of her paralysis. But she persevered, working with children in the UCLA Clinic School. When her family moved to Seattle, Jill was able to fulfill her new dream. She attended the School of Education at the University of Washington and began her new life's work as a teacher.

[问题]The author will probably talk about Jill's ______.in the following paragraphs

[材料]America's genius with high technology may have put men on the moon, but there is growing skepticism about its ability to solve human problems closer to home.
In fact, a subtle but significant shift from purely technological solutions is already underway as scientists argue openly for new directions in research.
A growing number of scientists insist that answers to the world's problems will not come from a flashier array of electronics and machines. Instead, as they see it, solutions must evolve from a better understanding of the humans that drive the system and from a fuller appreciation of the limits and potential of the earth's resources.
What this means is an increased emphasis on the life and earth sciences, on sociology, psychology, economics and even philosophy.
More and more of the best minds in science, particularly young researchers, are being drawn into these developing fields.
All this is not to say that technological creativity will not play a critical role in solving energy and food shortages, or that answers to environmental difficulties will not come from further advances in the same technologies that may have helped cause the problems.
Where the real challenge lies, in the view of the new breeds of scientists, is finding ways to produce goods to meet the world's needs, using less of the raw materials that are becoming scarce.

[问题]Which of the following best expresses the main idea?

[材料]America's genius with high technology may have put men on the moon, but there is growing skepticism about its ability to solve human problems closer to home.
In fact, a subtle but significant shift from purely technological solutions is already underway as scientists argue openly for new directions in research.
A growing number of scientists insist that answers to the world's problems will not come from a flashier array of electronics and machines. Instead, as they see it, solutions must evolve from a better understanding of the humans that drive the system and from a fuller appreciation of the limits and potential of the earth's resources.
What this means is an increased emphasis on the life and earth sciences, on sociology, psychology, economics and even philosophy.
More and more of the best minds in science, particularly young researchers, are being drawn into these developing fields.
All this is not to say that technological creativity will not play a critical role in solving energy and food shortages, or that answers to environmental difficulties will not come from further advances in the same technologies that may have helped cause the problems.
Where the real challenge lies, in the view of the new breeds of scientists, is finding ways to produce goods to meet the world's needs, using less of the raw materials that are becoming scarce.

[问题]In the passage the term "human problems" or "world problems" refers mainly to=______.

[材料]America's genius with high technology may have put men on the moon, but there is growing skepticism about its ability to solve human problems closer to home.
In fact, a subtle but significant shift from purely technological solutions is already underway as scientists argue openly for new directions in research.
A growing number of scientists insist that answers to the world's problems will not come from a flashier array of electronics and machines. Instead, as they see it, solutions must evolve from a better understanding of the humans that drive the system and from a fuller appreciation of the limits and potential of the earth's resources.
What this means is an increased emphasis on the life and earth sciences, on sociology, psychology, economics and even philosophy.
More and more of the best minds in science, particularly young researchers, are being drawn into these developing fields.
All this is not to say that technological creativity will not play a critical role in solving energy and food shortages, or that answers to environmental difficulties will not come from further advances in the same technologies that may have helped cause the problems.
Where the real challenge lies, in the view of the new breeds of scientists, is finding ways to produce goods to meet the world's needs, using less of the raw materials that are becoming scarce.

[问题]The author states all the following EXCEPT that ______.

[材料]America's genius with high technology may have put men on the moon, but there is growing skepticism about its ability to solve human problems closer to home.
In fact, a subtle but significant shift from purely technological solutions is already underway as scientists argue openly for new directions in research.
A growing number of scientists insist that answers to the world's problems will not come from a flashier array of electronics and machines. Instead, as they see it, solutions must evolve from a better understanding of the humans that drive the system and from a fuller appreciation of the limits and potential of the earth's resources.
What this means is an increased emphasis on the life and earth sciences, on sociology, psychology, economics and even philosophy.
More and more of the best minds in science, particularly young researchers, are being drawn into these developing fields.
All this is not to say that technological creativity will not play a critical role in solving energy and food shortages, or that answers to environmental difficulties will not come from further advances in the same technologies that may have helped cause the problems.
Where the real challenge lies, in the view of the new breeds of scientists, is finding ways to produce goods to meet the world's needs, using less of the raw materials that are becoming scarce.

[问题]Young scientists demand that in order to satisfy human needs ______.

[材料]America's genius with high technology may have put men on the moon, but there is growing skepticism about its ability to solve human problems closer to home.
In fact, a subtle but significant shift from purely technological solutions is already underway as scientists argue openly for new directions in research.
A growing number of scientists insist that answers to the world's problems will not come from a flashier array of electronics and machines. Instead, as they see it, solutions must evolve from a better understanding of the humans that drive the system and from a fuller appreciation of the limits and potential of the earth's resources.
What this means is an increased emphasis on the life and earth sciences, on sociology, psychology, economics and even philosophy.
More and more of the best minds in science, particularly young researchers, are being drawn into these developing fields.
All this is not to say that technological creativity will not play a critical role in solving energy and food shortages, or that answers to environmental difficulties will not come from further advances in the same technologies that may have helped cause the problems.
Where the real challenge lies, in the view of the new breeds of scientists, is finding ways to produce goods to meet the world's needs, using less of the raw materials that are becoming scarce.

[问题]Which of the following would the author probably agree to?

[材料]Emotional intelligence skills are synergistic with cognitive ones: Top performers have both. The more complex the job, the more emotional intelligence matters — if only because a deficiency in these abilities can hinder the use of whatever technical expertise or intellect a person may have. Take, for example, an executive who had just been brought in to run a $65 million, family-owned business, the first president from outside the family.
A researcher, using an interview method to assess the executive's ability to handle cognitive complexity, determined his capacity was the very highest — a "level six," someone smart enough, theoretically, to be CEO of a global firm or head of a country. But during that interview the conversation turned to why he had to leave his previous job: He had been fired because he had failed to confront subordinates and hold them responsible for their poor performance.
"It was still an emotional trigger for him," the researcher told me. "His face got red and flushed, and he started waving his hands — he was clearly agitated. It turned out that his new boss — the owner of the company — had criticized him that very morning for the same thing, and he went on and on about how hard it was for him to confront low-performing employees, especially when they had been with the company for a long time." And, the researcher noted, "While he was so upset, his ability to handle cognitive complexity — to reason — plummeted."
In short, out-of-control emotions can make smart people stupid. The aptitudes you need to succeed start with intellectual horsepower — but people need emotional competence, too, to get the full potential of their talents. The reason why we don't get people's full potential is emotional incompetence.

[问题]This passage mainly discusses ______.

[材料]Emotional intelligence skills are synergistic with cognitive ones: Top performers have both. The more complex the job, the more emotional intelligence matters — if only because a deficiency in these abilities can hinder the use of whatever technical expertise or intellect a person may have. Take, for example, an executive who had just been brought in to run a $65 million, family-owned business, the first president from outside the family.
A researcher, using an interview method to assess the executive's ability to handle cognitive complexity, determined his capacity was the very highest — a "level six," someone smart enough, theoretically, to be CEO of a global firm or head of a country. But during that interview the conversation turned to why he had to leave his previous job: He had been fired because he had failed to confront subordinates and hold them responsible for their poor performance.
"It was still an emotional trigger for him," the researcher told me. "His face got red and flushed, and he started waving his hands — he was clearly agitated. It turned out that his new boss — the owner of the company — had criticized him that very morning for the same thing, and he went on and on about how hard it was for him to confront low-performing employees, especially when they had been with the company for a long time." And, the researcher noted, "While he was so upset, his ability to handle cognitive complexity — to reason — plummeted."
In short, out-of-control emotions can make smart people stupid. The aptitudes you need to succeed start with intellectual horsepower — but people need emotional competence, too, to get the full potential of their talents. The reason why we don't get people's full potential is emotional incompetence.

[问题]According to the author, technical expertise obviously falls under the category of ______.

[材料]Emotional intelligence skills are synergistic with cognitive ones: Top performers have both. The more complex the job, the more emotional intelligence matters — if only because a deficiency in these abilities can hinder the use of whatever technical expertise or intellect a person may have. Take, for example, an executive who had just been brought in to run a $65 million, family-owned business, the first president from outside the family.
A researcher, using an interview method to assess the executive's ability to handle cognitive complexity, determined his capacity was the very highest — a "level six," someone smart enough, theoretically, to be CEO of a global firm or head of a country. But during that interview the conversation turned to why he had to leave his previous job: He had been fired because he had failed to confront subordinates and hold them responsible for their poor performance.
"It was still an emotional trigger for him," the researcher told me. "His face got red and flushed, and he started waving his hands — he was clearly agitated. It turned out that his new boss — the owner of the company — had criticized him that very morning for the same thing, and he went on and on about how hard it was for him to confront low-performing employees, especially when they had been with the company for a long time." And, the researcher noted, "While he was so upset, his ability to handle cognitive complexity — to reason — plummeted."
In short, out-of-control emotions can make smart people stupid. The aptitudes you need to succeed start with intellectual horsepower — but people need emotional competence, too, to get the full potential of their talents. The reason why we don't get people's full potential is emotional incompetence.

[问题]"From the context we may figure out that the expression "a ‘level six" refers to ______.

[材料]Emotional intelligence skills are synergistic with cognitive ones: Top performers have both. The more complex the job, the more emotional intelligence matters — if only because a deficiency in these abilities can hinder the use of whatever technical expertise or intellect a person may have. Take, for example, an executive who had just been brought in to run a $65 million, family-owned business, the first president from outside the family.
A researcher, using an interview method to assess the executive's ability to handle cognitive complexity, determined his capacity was the very highest — a "level six," someone smart enough, theoretically, to be CEO of a global firm or head of a country. But during that interview the conversation turned to why he had to leave his previous job: He had been fired because he had failed to confront subordinates and hold them responsible for their poor performance.
"It was still an emotional trigger for him," the researcher told me. "His face got red and flushed, and he started waving his hands — he was clearly agitated. It turned out that his new boss — the owner of the company — had criticized him that very morning for the same thing, and he went on and on about how hard it was for him to confront low-performing employees, especially when they had been with the company for a long time." And, the researcher noted, "While he was so upset, his ability to handle cognitive complexity — to reason — plummeted."
In short, out-of-control emotions can make smart people stupid. The aptitudes you need to succeed start with intellectual horsepower — but people need emotional competence, too, to get the full potential of their talents. The reason why we don't get people's full potential is emotional incompetence.

[问题]"An emotional trigger" can best be interpreted as'" = ______.