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.

Article: FROM dogs and cats to pandas and penguins, lists of adorable animals can be very varied. However, when it comes to scary animals, the answers are often more or less the same - snakes and spiders are among the most dreadful ones for the majority of us. However, most of us have never been bitten by a snake or a spider. So does this mean we are born with a fear of certain things? Scientists have been actively looking into it for a long time. For example, studies have suggested that babies find live animals much more interesting than stuffed ones. This interest continues even if those animals are snakes and spiders. A study published in Psychological Science in 2008 seemed to show that snakes did have a different impact on babies. When scientists presented babies with animal videos along with random sounds of happy or frightened human voices, they found that babies looked at snakes for longer than any other animal however the voices sounded. Now, a team from Rutgers University in New Jersey, US has tried to challenge the idea that babies are born with a fear of snakes and spiders. According to the BBC, the researchers measured babies' physiological responses as they watched videos of snakes and elephants paired with both fearful and happy voices. Scientists then set out to surprise the babies to see how they would react. They presented them with an unexpected bright flash of light as they watched a video. As the BBC explained, a surprise like this would be more intense if the babies were already scared, just like when we watch scary films and jump more if we are already scared. However, according to their findings, published recently in the Journal of Experimental Child Psychology, babies' surprised responses were not bigger when watching a video of a snake, even when it was shown with a fearful voice. Their heart response was also lower, which also made it seem that babies were not scared. "Children do not have an _ fear of snakes," concluded the study. Even if previous studies had suggested that babies have different responses to snakes, it isn't necessarily related to fear. "It's possible that paying more attention to something might make fear learning easier later on. It leads to fear learning," said research co-author Vanessa LoBue. She further explained that it was a good thing that humans didn't have an inborn fear of snakes because it would make a young infant's desire to explore new things less strong. Instead, we have evolved to quickly learn to be afraid of something if it turns out to be dangerous.
Question: What is the article mainly about?
Options: (A) How people's fear of snakes and spiders has evolved. (B) Whether humans are born with a fear of snakes and spiders. (C) Why snakes and spiders are considered the most dreadful animals. (D) How babies react differently from adults to snakes and spiders.
B

Article: A clique(,) is a group of friends who hang out together and act in similar ways. Cliques are common feature of the teen years. Members of a clique usually have certain things in common. For example, they might all be good students. Membership in a clique is limited. Not everyone who wants to belong can join. Cliques can have a positive or negative influence. Because most teens have a strong need to belong, they want to feel that they fit into a group. Cliques can help them meet this need. Sometimes teens feel unsure of themselves, and they use a clique to gain approval of what they wear or how they act. Cliques can become harmful, however, if they pressure members to behave the same way as the group that may damage their health. Cliques may discourage members from making their own decisions, giving their own opinions, or having other friends who aren't accepted by the clique. Cliques may even pressure members to act in ways that go against their own values and beliefs, such as lying to parents or teachers. Cliques can also hurt people outside the group. For example, members might make fun of a teen who isn't in the clique. If you find yourself under this type of pressure from a clique, here are some actions you can take to improve your situation. * Suggest other activities. Offer ideas that don't involve hurting others or putting anyone at risk. * Find new friends. If staying in the clique is becoming a negative experience, you will be better off with new friends.
Question: Why do teens want to be a member of a clique?
Options: (A) Because it is popular with teens. (B) Because it meets teens' need of belonging. (C) Because it is where teens can be themselves. (D) Because it provides an opportunity for them to be away from their parents.
B

Article: In the mid-1950s, I was a somewhat bored early-adolescent male student who believed that _ . One day, this approach threw me into embarrassment In Mrs. Totten's eighth-grade math class at Central Avenue School in Anderson, Indiana, we were learning to add and subtract decimals . Our teacher typically assigned daily homework, which would be recited in class the following day. On most days, our grades were based on our oral answer to homework questions. Mrs. Totten usually walked up and down the rows of desks requesting answers from student after student in the order the questions had appeared on our homework sheets. She would start either at the front or the back of the classroom and work toward the other end. Since I was seated near the middle of about 35 students, it was easy to figure out which questions I might have to answer. This particular time, I had completed my usual two or three problems according to my calculations. What I failed to expect was that several students were absent, which threw off my estimate. As Mrs. Totten made her way from the beginning of the class,I desperately tried to determine which math problem I would get. I tried to work it out before she got to me, but I had brain freeze and couldn't function. When Mrs. Totten reached my desk,she asked what answer I'd got for problem No. 14. "I...I didn't get anything," I answered,and my face felt warm. "Correct," she said. It turned out that the correct answer was zero. What did I learn that day? First, always do all your homework. Second, in real life it isn't always what you say but how you say it that matters. Third,I would never make it as a mathematician. If I could choose one school day that taught me the most, it would be that one.
Question: Usually, Mrs. Totten asked her students to _ .
Options: (A) recite their homework together (B) grade their homework themselves (C) answer their homework questions orally (D) check the answers to their homework questions
C