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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.
What can we conclude from this text?
选项 A、There exist genes for learning.
B、Academic success is expandable through diligence.
C、Intelligence is inborn and cannot be acquired.
D、Brightness is all in our genes.
答案B
解析 本题是主旨题。文章前两段说明人的基因与其学术成就紧密相连，但第三和四段中，科学家也承认学术成就，一半来自基因，另一半受家庭、父母、环境、个人等因素影响。因此个人努力可以促进学业的成功，故答案选B。文章的主旨是学业成就一般归基因，一半归环境、家庭、个人等因素，故排除A项；C项过于片面，夸大先天决定因素而忽略了后天的努力，故排除；D项夸大了基因因素，故排除。
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