instruction:
In this task, you're given an article, a question which often contains a blank, four options (associated with "A", "B", "C", "D") and the answer to that question. Your task is to classify whether the given answer is correct or not by providing "Yes" or "No", based on the article.
question:
Article: When someone gives you advice, listen without judgment, try to find value in what you're hearing, and say: "Thank you". This wise advice is easy to understand yet hard to practice. I'll give you an example from my life when I totally _ in terms of practicing what I teach. In my work I travel constantly. I always put off going to the airport until the last second. My wife, Lyda, was sitting next to me in the front seat. I was racing along and not paying much attention. Lyda cried out: "Look out! There is a red light up ahead. " Being a trained behavioral science professional--who teaches others the value of encouraging advice--I naturally screamed at her: "I know there is a red light up ahead! Don't you think I can see?" When we arrived at the airport, Lyda didn't speak to me. I wondered why she seemed mad at me. During the flight to prefix = st1 /New York, I did a cost-benefit analysis. I asked myself: "What was the cost of just listening when Lyda called out the warning? Zero." I then reasoned: "What was the potential benefit? What could have been saved?" Several potential benefits came to mind, including her life, my life, and the lives of other people. I landed in New Yorkfeeling ashamed of myself. I immediately called Lyda and told her my cost-benefit story. I convinced her: "The next time you help me with my driving, I am just going to say, 'Thank you.'" A few months passed, and I had long forgotten the incident. Again, I was racing off to the airport, when Lyda cried out: "Look out for the red light!" I was embarrassed, and then shouted: "Thank you!" I'm a long way from perfect, but I'm getting better. My suggestion is that you get in the habit of asking the important people in your life how you can do things better. And be ready for an answer. Some people may tell you things like "Look out for the red light." When this happens, remember that there is possibly some potential benefit. Then just say: "Thank you."
Question: What do we know about the author?
Options: (A) He is expert at behavioral science. (B) He is gifted in cost-benefit analysis. (C) He seldom takes his wife's advice. (D) He often runs the red traffic light.
Asnwer: D
answer:
No

question:
Article: One Tuesday evening in the beginning of the fall 1996 semester at Shippensburg University, sirens sounded. These sirens were not in celebration; they were a cry to the university that something was wrong. A house, only one block away, was on fire. Nine of the university's students lived there. From the minute the word got out that help was needed, it seemed like everyone showed up. The victims of the fire were offered endless invitations for housing for the night. The very next day, everyone to do their part in helping them. Flyers were posted with items that were immediately needed, just to get these students through this next couple of days. Boxes for donations and money jars were placed in every residence hall . As a residence director,I went before the students in my hall to ask them to do what they could. I knew that college students don't have much, but I asked them to do their best: "Every little bit will help." I really didn't think they could do much. I was proved wrong. At the hall council meeting the night after the fire, my residents decided to have a wing competition, where each wing of the building would team up to see who could bring In the most donations. I announced that the wing who won would receive a free pizza party. Thursday evening we announced over the PA system that we were beginning the wing competition. Within minutes, the place exploded. The single large box that I had placed in the lobby was over-flowing. We quickly grabbed more boxes, and we watched in amazement as they, too, filled to the brim. Members of the resident assistant staff and I began to count the items. I was astonished by what I saw, and I was inspired by these kids. When we came to the final tally , the winners turned to me and announced that they would like to donate their winnings as well. They wanted the victims of the fire to have their pizza party. Tears welled up in my eyes. I had watched these students jump to action, work tirelessly and donate all that they could. And then, as if that were not enough, they handed over their reward's was touched and so very proud of them.
Question: The writer mainly wanted to _ by the story.
Options: (A) tell us the suffering of nine of the college students from a fire (B) praise the college students helping the victims selflessly (C) tell us how successful the wing competition was (D) show he was deeply moved by the college students' action
Asnwer: B
answer:
Yes

question:
Article: Grown-ups know that people and objects are solid. At the movies, we know that if we reach out to touch Tom Cruise, all we will feel is air. But does a baby have this understanding? To see whether babies know objects are solid. T. Bower designed a method for projecting an optical illusion of a hanging ball. His plan was to first give babies a real ball, one they could be expected to show surprise in their faces and movements. All the 16 to 24-week-old babies tested were surprised when they reached for the illusion and found that the ball was not there. Grown-ups also have a sense of _ . We know that if we put a box in a room and lock the door, the box will still be there when we come back. But does a baby realize that a ball that rolls under a chair does not disappear and go to never-never land ? Experiments done by Bower suggest that babies develop a sense of object permanence when they are about 18 weeks old. In his experiments, Bower used a toy train that went behind a screen. When 16-week-old and 22-week-old babies watched the toy train disappear behind the left side of the screen, they looked to the right, expecting it to re-appear. If the experiment took the train off the table and lifted the screen, all the babies seemed surprised not to see the train. This seems to show that all the babies had a sense of object permanence. But the second part of the experiment showed that this was not really the case. The researcher substituted a ball for the train when it went behind the screen. The 22-week-old babies seemed surprised and looked back to the left side for the train. But the 16-week-old babies did not seem to notice the switch . Thus, the 16-week-old babies seemed to have a sense of "something permanence," while the 22-week-old babies had a sense of object permanence related to a particular object.
Question: The passage is mainly about _ .
Options: (A) babies' sense of sight (B) effects of experiments on babies (C) babies' understanding of objects (D) different tests on babies' feelings
Asnwer: B
answer:
No