[填空题]（中国矿业大学2009年试题） Solving a problem can be broken into several steps. First, the problem must be identified correctly. Psychologists refer【1】this step as problem representation. For many problems, figuring【2】which information is relevant and which is extraneous can be difficult and can interfere【3】arriving at a good solution. Clearly, before a problem can be solved, it must be obvious【4】the problem is, however, this is not as easy【5】it might seem. One obstacle to efficient problem representation is functional fixedness, that is, allowing preconceived notions and even prejudices to color the facts. Most people tend【6】see objects and events in certain fixed ways, and by being inflexible in viewing the problem, they may be unable to notice the tools【7】the solution. Once the problem is identified accurately,【8】, the second step consists【9】considering the alternatives for a solution. A common way to evaluate alternatives is to write them【10】and then make a list【11】advantages and disadvantages for each solution. Here again, people may be limited by prior experiences. Often people adopt mental sets【12】lead them to the same problem-solving strategies that were successful for problems【13】the past. Although that can be helpful most【14】the time, sometimes a new situation requires a different strategy.【15】that case, the mental set must be abandoned, and new alternatives must be explored.【5】
[填空题]（浙江大学2010年试题） The character of European education demands that the student develop【1】and social individuality. The American student is given a choice between relying on himself【2】on others. Scholastically, the fundamental difference is between the European lecture system and the American discussion system. The European system is both the strength and the limit of European education. The strength is the challenge【3】the student to rely on himself; the system imposes a limit because it is【4】and at times even cruelly, qualitative; only a few are able to survive. A second difference is the American campus, a term which has no【5】in Europe. There, the campus is formed【6】by the various classrooms, faculty offices and laboratories. No extracurricular activities are carried on. The students and the professors go to the universities when they have classes and leave as soon as they are【7】. The European universities provide no social life; on the【8】, it creates a social atmosphere. The student【9】never organizes campus activities; everything is left to the【10】of the individual students. In the【11】of these considerations, I think I can answer the challenge of that pretty coed, though my answer is bound to be incomplete. My【12】to the American educational system are two. The first【13】American students. What【14】me most about them is their conformity and their fear of【15】. Perhaps campus life【16】by necessity to conformity. Almost every student belongs to at least two organizations. What is the【17】of this associative mania,【18】not the basic desire to be supported by people who think【19】and sympathize with the same idea Nobody likes being alone, but it seems to me that American students like【20】too much.【5】
A. A．equation
B．equivalent
C．equator
D．equivalence