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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.
All of the following are students with a "growth mind-set" except those________.
选项 A、who believe brightness is not an inborn nature
B、who never give up when facing ups and downs
C、who are more likely to fulfill dreams in the end
D、who hold that academic achievement is programmed in our genes
答案D
解析 本题是细节题。根据题干关键词“growth mind—set”定位至末段第二句。说明拥有“成长思维”的学生认为聪明才智并非一成不变，相反可通过后天努力变得更好，因此A项符合；他们面对挑战更勇于尝试，B项也符合；也更能在最后获得成功，C项符合。运用排除法，故答案选D。
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