Article: Children who are spanked have lower IQs worldwide, including in the United States. All parents want smart children. Avoiding spanking and correcting misbehavior in other ways can help that happen. A new research by Professor Murray Straus found that children in the United States who were spanked had lower IQs four years later than those who weren't spanked. Straus and Mallie Paschall, a senior research scientist, studied nationally examples of 806 children aged 2 to 4, and 704 aged 5 to 9. Both groups were retested four years later. The IQs of children IQs aged 2 to 4 who weren't spanked were 5 points higher four year later than the IQs of those who were spanked. The IQs of children aged 5 to 9 who weren't spanked were 2.8 points higher four years later than the IQs of children at the same age who were spanked. How often parents spanked made a difference. The more spanking, the slower the development of children's mental ability. But even small amounts of spanking made a difference. Straus also found a lower national average IQ in nations in which spanking was more popular. His analysis shows the strongest link between physical punishment and IQ is for those whose parents continue to use physical punishment even when they are teenagers. Straus also found a lower national average IQ in nations in which spanking was more popular. His analysis shows the strongest link between physical punishment and IQ is for those whose parents continue to use physical punishment even when they are teenagers. Straus and colleagues in 32 nations used data on physical punishment experienced by 17,404 university students when they were children. According to Straus, there're two explanations for the relation of physical punishment to lower IQ. First, physical punishment is extremely stressful and can become a long-lasting stressor for young children, who typically experience punishment three or more times a week. For many it continues for years. The stress of physical punishment often leads to being fearful that terrible things... Question: According to Straus's research, children's being spanked is probably related to parents' _ . Yes or no, is the answer "low income"?
No

Article: Few of us haven't read Cinderella , the story of a young woman living in poverty who meets the prince of her dreams. Some might not want to admit it, but there is a hidden Cinderella in everyone's heart--we all wish we could achieve recognition or success after a period of obscurity . Mary Santiago has that secret dream, too. Her story is featured in Another Cinderella Story, a film set in a US high school. Mary is shy but loves to dance. Compared with other girls, she is invisible. However, her world changes completely when a famous teenager pop singer, Joey Parker, appears. Joey is everything the rest of the boys in her class are not--kind, handsome and desirable. Mary and Joey's paths cross at a ball. They meet and fall in love with each other. But when Mary has to rush back home, she leaves behind her MP3 player, which becomes the only clue Joey has to find the girl of his dreams. Of course, there is a wicked stepmother, who turns out to be Dominique Blatt and she takes in Mary after her dancer mother dies. Dominique treats Mary like a maid and does everything she can to make sure Mary doesn't get into the top dance school. Her two daughters are equally determined to stop Joey falling for Mary, even if that means embarrassing her. The story, though it mostly follows Cinderella, does add a few modern day twists to the classic fairy tale. Refreshingly, the film, unlike many high school films, does not focus on looks, although the actors are all beautiful. There is also a lot less materialism in Another Cinderella Story than in many similar movies. "The movie takes the Cinderella fairytale as its jumping off point," writes movie critic Amber Wilkinson, "The focus is firmly on following your dream." Question: What can we infer from the passage? Yes or no, is the answer "The MP3 player helps Joey in finding Mary."?
Yes

Q: Article: It is found that American students spend less than 15% of their time in school. While there's no doubt that school is important, a number of recent studies reminds us that parents are even more so. A study published earlier this month by researchers at North Carolina State University, for example, finds that parental involvement -- checking homework, attending school meetings and events, discussing school activities at home -- has a more powerful influence on students' academic performance than anything about the school the students attend. Another study, published in the Review of Economics and Statistics, reports that the effort put forth by parents (reading stories aloud, meeting with teachers) has a bigger impact on their children's educational achievement than the effort devoted by either teachers or the students themselves. And a third study concludes that schools would have to increase their spending by more than $1,000 per pupil in order to achieve the same results that are gained with parental involvement. So parents matter. But it is also revealed in researches that parents, of all backgrounds, don't need to buy expensive educational toys or digital devices for their kids in order to give them an advantage. They don't need to drive their offspring (,)to enrichment classes or test-preparation courses. What they need to do with their children is much simpler: talk. But not just any talk. Recent research has indicated exactly what kinds of talk at home encourage children's success at school. For example, a study conducted by researchers at the UCLA School of Public Health and published in the journal Pediatrics found that two-way adult-child conversations were six times as potent in promoting language development as the ones in which the adult did all the talking. Engaging in this reciprocal back-and-forth gives children a chance to try out language for themselves, and also gives them the sense that their thoughts and opinions matter. The content of parents' conversations with kids matters, too.... Question: The word "potent" is closest in meaning to _ . Yes or no, is the answer "powerful"?
A: No

(Q).
Article: It takes years of school to develop math skills, but learning about numbers starts earlier than you might think. Now according to a new study, at three months, babies have already started acquiring a concept of "how much". Previous research had suggested that very young babies can tell when the number of objects in a group has changed. But the babies in these studies were simply reacting generally to the fact that something had changed, they suspected. Researchers of Harvard University studied 36 babies, all three months old. During the tests, each baby wore a hat with sensors . The babies watched a series of images on a computer screen. _ showed the same object, such as a cartoon character. For a while, the number of the objects in the pictures didn't change. Then the images began to display a different object, or a different number of one of the objects the babies had previously looked at. As soon as something changed, the babies' brains responded with a specific pattern of electrical signals, which would be recorded by sensors. By analyzing these signals, the researchers discovered that one part of the brain (near the top on the left side) responded when the object in the image changed. A different part of the brain (lower and on the right side) responded when the number of objects in the image changed. This was not the area of the brain that is involved in attention. That suggests that the babies' brains are doing more than just reacting to a change in what they're seeing - they actually seem to be able to tell number changes from other types of changes. Numbers and amounts are important concepts in our lives. Even though babies are years away from adding, subtracting , multiplying, and dividing, their brains seem to be preparing for a time when they finally will. Question: The purpose of the study is to prove that _ . Yes or no, is the answer "babies really do have some sense of numbers"?
(A).
No