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  3. Earlier this month, researcher Beaver of Florida State University reported that he and his co-authors had identified genetic mar

Earlier this month, researcher Beaver of Florida State University reported that he and his co-authors had identified genetic mar

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问题     Earlier this month, researcher Beaver of Florida State University reported that he and his co-authors had identified genetic markers associated with academic achievement. In their study, the scientists found that young people who possessed particular versions of three genes were more likely to finish high school and go on to college than those who carried other forms of the genes. The genes in question—DAT1, DRD2 and DRD4—are involved in regulating the action of dopamine in the brain, and have been linked in other studies to levels of motivation, attention and intelligence. The notion that how well we learn is influenced considerably by our genes has gone from being "taboo", Beaver writes, to achieving something like "common acceptance".
    It is true that in recent years, scientists have produced a growing number of studies linking the capacity to learn to specific genes. A team at King’s College London, for example, has published several articles relating ability in mathematics to variations in DNA. Children who carried 10 or more of the "risk" gene variants were nearly twice as likely to perform poorly in math, according to a 2010 study generated by the group. In another intriguing experiment, scientists Dan and Robert of the University of Edinburgh reported that some individuals possess variants of two genes involved in brain development that may make it easier for them to learn tonal languages like Chinese.
    But scientists have long warned against attributing complex human behaviors to the action of a few genes—and learning is among the most complex things we do. The authors of these studies acknowledge this. "Mathematical ability and disability are influenced by many genes generating small effects across the entire spectrum of ability," writes Docherty, who heads the King’s College team. Moreover, environment matters, even in the context of genes: Docherty’s research finds that children with the "risk" gene variants were especially likely to do poorly in math when they lived in chaotic homes and had negative, punitive parents. More generally, Florida’s Beaver notes, research indicates that genetic factors account for about half of the variance in educational achievement.
    Indeed, studies from another realm of research, conducted by Stanford University psychologist Dweck, demonstrate the importance of focusing on the contribution made by our own actions and choices. Dweck’s work shows that students with a "growth mind-set"—those who believe that intelligence is not fixed but is expandable through effort and practice—are more likely to keep trying when faced with a challenge, and ultimately more likely to succeed, than those who are convinced that intelligence is something you’re born with. From the perspective of Dweck’s research, one lesson we shouldn’t draw from science is that academic achievement is all in our genes.
According to the text, what can be inferred about the article published by King’s College team?
选项 A、Math capacity and incapability are attributed to specific genes.
B、Specific genes may influence learning capacity without determining it.
C、Environments and parenting matter little to children with the "risk" genes.
D、Genetic factors account for why individuals achieve high in learning.
答案B
解析 本题是推断题。根据题干关键词King’s College定位至第二和三段。第二段第二句中以国王学院的研究证明第二段论点，即学习能力与特殊基因相关。第三段段首But转折之后才是文章的关键信息点。第三段段首说明本段主题，科学家反对把学习能力全部归功于个别基因，接着以国王学院的研究加以论证，故答案选B。第三段首句提出论点，基因仅是决定学习能力的部分因素，接着举例论证，数学学得好坏与部分基因相关，而这些基因对学习的影响有限，不能推出数学学得好坏归因于特定基因，故排除A项；第三段以Moreover递进，说明家庭环境恶劣、父母培养不善也会导致孩子数学尤其不好，可见其影响之大，故排除C项；第二和三段中国王学院的研究发现基因是学习学得好的部分原因，还有环境、父母培养等其他因素，故排除D项。
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