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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 Dan and Robert’s experiment?
选项 A、People who are born with two special genes are prone to master Chinese tongue twists.
B、Scientists have invented two gene variants to learn tonal languages.
C、There exists some correlation between learning capacity and special genes.
D、Children carrying more risk genes are more likely to fail in math exams.
答案C
解析 本题是细节题。根据题干关键词可定位至第二段末句。该句提到，“爱丁堡大学研究员丹和罗伯特报告说，一些人拥有两种参与大脑发育的基因变体，这可能使他们更容易学习汉语等音调语言”，故排除A项；此外，本段表明，近年来众多发现都表明学习能力与特殊基因相关。可知，丹和罗伯特的实验是对此段论点的证明，故答案选C。文中没有说明科学家发明了学习语言的基因，无中生有，故排除B项；冒险基因与数学的关系研究是伦敦国王学院的研究，与本实验无关，故排除D项。
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