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  3. Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good

Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good

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问题      Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good to say about their school experience. In one study of 400 adults who had achieved distinction in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were un- happy in school. Few MacArthur Prize fellows, winners of the Macarthur Award for creative accomplishment, had good things to say about their precollegiate schooling if they had not been placed in advanced programs.
     Anecdotal reports support this. Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats all disliked school. So did Winston Churchill, who almost failed out of Harrow, an elite British school. About Oliver Goldsmith, one of his teachers remarked, "Never was so dull a boy." Often these children realize that they know more than their teachers, and their teachers often feel that these children are arrogant, inattentive, or unmotivated.
     Some of these gifted people may have done poorly in school because their gifts were not scholastic. Maybe we can account for Picaaso in this way. But most fared poorly in school not because they lacked ability but be- cause they found sehool unchallenging and consequently lost interest. Yeats described the lack of fit between his mind and schoo1, "Because I had found it difficult to attend to anything less interesting than my own thoughts, I was difficult to teach."
     As noted earlier, gifted children of all kinds tend to be strong-wiled nonconformists. Nonconformity and
stubbornness (and Yeats level of arrogance and serf-absorption) are likely to lead to conflicts with teachers.
     When highly gifted students in any domain talk about what was important to the development of their abill ties, they are far more likely to mention their families than their schools or teachers. A writing prodigy studied by David Feldman and Lynn Goldsmith was taught far more about wring by his journalist father than his English teacher. High IQ children, in Australia studied by Miraca Gross had much more positive feelings about their families than their schools. About half of the mathematicians studied by Ber0amin Bloom had little good to say about school. They all did well in school and took honors classes when available, and some skipped grades.  
One can conclude from the passage that ______.
选项 A、gifted children are often not favoured by teachers
B、highly intelligent students are receptive mainly to parental help
C、most gifted people have poor academic performances
D、families are generally at odds with schools over approaches of education
答案A
解析 推断题。对应原文倒数第二段:Nonconformity and stubbiness (and Yeats level of arrogance and self-absorption) are likely to lead to conflicts with teachers, 可知天才儿童通常不被老师所喜爱，答案 A。B是已给信息。D为过度推断。C中的数量与原文矛盾。倒数第三段讲一些天才儿童在校成绩差，而不是大多数。 Nonconformity n.不遵照准则或规范 selef-absorption n 自我中心
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