In this task, you're given an article, a question which often contains a blank and four options (associated with "A", "B", "C", "D"). Your task is to find the correct answer (from the given options) for the question from the given article and return one of the options from "A", "B", "C", and "D". Do not generate anything else apart from one of the following characters: "A", "B", "C", "D". There is only one correct answer for each question.

[Q]: Article: Have you ever felt so anxious during an examination that you couldn't even put down the answers you knew? If so, you were suffering from what is known as test anxiety. According to psychologist Ralph Trimble, test anxiety is a very real problem for many people. When you're worried over your performance on an exam, your heart beats faster and your pulse speeds up. These reactions start others: You may sweat more than normal or suffer from a stomachache or headache. Your field of vision narrows and becomes tunnel-like. Before you know it, you're having difficulty focusing. "What I hear students say over and over again," says Dr. Trimble, who is working at the Psychological and Counseling Center at the University of Illinois, "is, 'My mind went blank.'" For a number of years, Dr. Trimble helped many students learn how to perform better during exams and to bring up their grades. Some of these students were interested in sharing what they learned and, with Trimble's help, began holding workshops on overcoming test anxiety. For many students, just being in a workshop(,) with other sufferers made them feel better. They realized that they were not the only ones who had done poorly on tests because of tension. The workshops were so successful that they are still given. In the workshops, students are taught that anxiety is normal. You just have to prevent it from getting the best of you. The first step is to learn to relax. If before or during an examination you start to panic, stretch as hard as you can, tensing the muscles in your arms and legs; then suddenly relax all of them. This will help relieve tension. But keep in mind that you don't want to be too relaxed. Being completely relaxed is no better than being too tense. "If you are so calm you don't care how you do on an examination, you won't do well," Trimble says. "There is an optimum level of concern when you perform at your best. Some stress helps. There are people who can't take even slight stress. They have to learn that in a challenging situation, being anxiously excited is good and will help them to do better. But if they call it anxiety and say, 'It's going to hit me again,' that will make them nervous and worried." As a student you must also realize that if you leave too much studying until a day or two before the examination, you can't do the impossible and learn it all. Instead, concentrate on what you can do and try to think what questions are likely to be asked and what you can do in the time left for studying. When you sit down to study, set a moderate pace and vary it by reading, writing notes, and going over any papers you have already written for the course, as well as the textbooks and notes you took in class. Review what you know. Take breaks and go to sleep early enough to get a good night's rest before the exam. You should also eat a moderate breakfast or lunch, avoid drinks like coffee and stay away from fellow students who get tense. Panic spreads easily. Get to the exam room a few minutes early so that you will have a chance to familiarize yourself with the surroundings and get out your supplies. When the examination is handed out, read the directions twice and underline the significant instructions, making sure you understand them. Ask the teacher to explain if you don't. First answer the easiest questions, then go back to the more difficult. On essay questions, instead of starting right away, take a few minutes to organize your thoughts, make a brief outline, and then start off with a summary sentence. Keep working steadily, and even when time starts to run out, don't speed up.
Question: According to the passage, being completely relaxed before a test _ .
Options: (A) helps a student to perform better in the test (B) can also be harmful to a person's performance in the test (C) helps a student to cope with a challenging situation better (D) may be more harmful that getting too worried over tests
[A]: B

[Q]: Article: A scientist working at her lab bench and a six-old baby playing with his food might seem to have little in common.After all,the scientist is engaged in serious research to uncover the very nature of the physical world,and the baby is,well, just playing...right?Perhaps,but some developmental psychologists have argued that this"play"is more like a scientific investigation than one might think. Take a closer look at the baby playing at the table.Each time the bowl of rice is pushed over the table edge,it falls in the ground---and, in the process, it belongs out important evidence about how physical objects interact ; bowls of rice do not flood in mid-sit, but require support to remain stable. It is likely that babies are not born knowing the basic fact of the universe; nor are they ever clearly taught it. Instead, babies may form an understanding of object support through repeated experiments and then build on this knowledge to learn even more about how objects interact. Though their ranges and tools differ, the baby's investigation and the scientist's experiment appear to share the same aim(to learn about the natural world ), overall approach (gathering direct evidence from the world), and logic (are my observations what I expected?). Some psychologists suggest that young children learn about more than just the physical world in this way---that they investigate human psychology and the rules of language using similar means. For example, it may only be through repeated experiments, evidence gathering, and finally overturning a theory, that a baby will come to accept the idea that other people can have different views and desires from what he or she has, for example, unlike the child , Mommy actually doesn't like Dove chocolate. Viewing childhood development as a scientific investigation throws on how children learn ,but it also offers an inspiring look at science and scientists. Why do young children and scientists seem to be so much alike? Psychologists have suggested that science as an effort ---the desire to explore, explain, and understand our world---is simply something that comes from our babyhood. Perhaps evolution provided human babies with curiosity and a natural drive to explain their worlds, and adult scientists simply make use of the same drive that served them as children. The same cognitive systems that make young children feel good about feel good about figuring something out may have been adopted by adult scientists. As some psychologists put it, "It is not that children are little scientists but that scientists are big children."
Question: According to some developmental psychologists,
Options: (A) a baby's play is nothing more than a game. (B) scientific research into babies; games is possible (C) the nature of babies' play has been thoroughly investigated (D) a baby's play is somehow similar to a scientist's experiment
[A]: D

[Q]: Article: They may be small and not able to speak, but babies are proving their amazing cleverness. Scientists began finding infants' skills are more than they are supposed to be. _ Speaking of music, babies can't seem to resist it. Not only are their ears turned to the beats, babies can actually dance to the music. To test babies' dancing ability, the researchers played recordings of classical music, rhythmic beats and speech to infants, and recorded the results. They also invited professional dancers to analyze how well the babies matched their movements to the music. The babies moved their arms, hands, legs feet and heads in response to the music, much more than to the speech. The finding suggests this dancing ability is innate in humans, though the researchers aren't sure why _ becomes weaker later in their life. Learning Quickly while Sleeping Babies can learn even while asleep, according to a 2011 study. In experiments with 26 sleeping infants, each just 1 to 2 days old, scientists played a musical tone followed by a puff of air to their eyes 200 times over the course of a half-hour. 124 electrodes stuck on the head and face of each baby recorded brain activity during the experiments. The babies rapidly learned to foretell a puff of air upon hearing the tone, showing a four-time increase on average in the chances of tightening their eyelids in response to the sound by the end of the experiments. As newborns spend most of their time asleep, this newfound ability might be crucial to rapidly adapting to the world around them and help to ensure their survival, researchers said. Judging Characters Well Judging another person helpful or harmful is crucial when choosing friends. And that ability starts early. Kiley Hamlin of Yale University showed both 6-and 10-month-olds a puppet show, in which one character helped another climb a hill. In another scene a third character pushed the climber down. The little ones then got to choose which character they preferred. For both age groups, most babies chose the helper character. This character-judging ability could be baby's first step in the formation of morals, Hamlin thought.
Question: The experiment with 26 sleeping infants prove that _ .
Options: (A) babies can learn even while asleep (B) babies can respond to the world around them (C) babies can tighten their eyelids in response to the sound (D) babies can communicate with others while asleep
[A]:
A