Many people feel that their parents were harder on them than on their brother or sister. And many are quick to blame negative results in adulthood on it. But results from a Temple University study published this month suggest that it is not necessarily true. Researchers have found that among siblings in the same family,recalled negative early experiences such as conflicts with parents seem to have little influence over psychological wellbeing in midlife. "Existing research suggests the importance of early childhood parental treatment on later wellbeing,but respondents in this study who thought they were treated less favorably than their siblings have been found to be just as satisfied in their lives,"said Adam Davey,a psychologist in the College of Health Professions. Davey's study looked at data collected from 1,369 siblings between the ages of 26--74 from 498 different families to determine the extent to which different childhood treatment reached into adulthood. Each sibling answered a series of questions about their memories of parental affection ,conflicts with their parents when they were young and current wellbeing. Davey and his team found that those who remembered having more conflicts with their parents than their siblings still tended to have generally high levels of wellbeing in adulthood. Not surprisingly,they also found that happier memories,such as memories of affection and warmth,can have positive effects. Older respondents who were married and had children of their own tended to have a more positive recollection of their childhood. Davey says these findings could suggest that life experience acts as a filter for remembering childhood memories. He adds that personality also plays a role:those who were more outgoing tended to have a better recollection of their childhood. "Even people who grow up in the same environment can have different ways of recalling the past. And it's not necessarily what happens in the past,but the way we remember it that makes a difference to our wellbeing,"said Davey. According to Davey,what influences our wellbeing in adulthood? A) What happened in the past. B) How we remember the past. C) The role we play in society. D) How much we have.
B
Once there was an 11-year-old boy who went fishing with his father in the middle of a New Hampshire lake. On the day before bass season opened, they were fishing early in the evening, catching other fish with worms. Then the boy tied on a small silver lure and put it into the lake. Suddenly he felt that something very big pulling on the lure. His father watched with admiration as the boy skillfully brought the fish beside the bank. Finally he lifted the tired fish from the water. It was the largest one he had ever seen, but it was a bass. The boy and his father looked at the big fish. The father lit a match and looked at his watch. It was 10 p.m.--two hours before the season opened. He looked at the fish, then at the boy. "You'll have to put it back, son," he said. "Dad!" cried the boy. "There will be other fish," said his father. "Not as big as this one," cried the boy. He looked around the lake. No other fishermen or boats were in sight in the moonlight. He looked again at his father. Even though no one had seen them, nor could anyone ever know what time he had caught the fish, the boy could tell from his father's voice that the decision couldn't be changed. He threw the huge bass into the black water. The big fish disappeared. The boy thought that he would never again see such a big fish. That was 34 years ago. Today the boy is a successful architect in New York City. He often takes his own son and daughters to fish at the same place. And he was right. He has never again caught such a large fish as the one he got that night long ago. But he does see that same fish ... again and again ... every time he has an ethical decision to make. For, as his father had taught him, ethics are simple matters of right and wrong. It is only the practice of ethics that is difficult. How did the boy feel when the huge bass was thrown into the water? A) Excited. B) Embarrassed. C) Disappointed. D) Annoyed.
C
Q: The displays of bad temper are nothing new in kindergarten and first grade, but the behavior of a 6-year-old girl this fall at a school in Fort Worth, Texas, had even the most experienced staff members wanting to run for cover. Asked to put a toy away, the youngster began to scream. Told to calm down, she knocked over her desk and crawled under the teacher's desk, kicking it and throwing out the contents of the drawers. Then things really began to worsen. Still screaming, the child stood up and began casting books at her terrified classmates, who had to be accompanied to safety. Just a bad day at school? More like a bad season. The desk-throwing incident followed scores of other crazy acts by some of the youngest Fort Worth students at schools across the district, and even the country. There have been an increasing number of kindergartners and first-graders with violent behavior and it has become an alarming trend. The youngest school kids are acting out in really ridiculous ways and violence is getting younger and younger. Why? Educators and psychologist argue that they are witnessing the result of a number of social trends that have come together in a most unfortunate way. Many mention economic stress, which has parents working longer hours than ever before, kids spending more time in day care and everyone coming home too tired to engage in the kind of relationships that build social skills. In addition, many educators worry about rising academic pressure in kindergarten and first grade as the students have to take the yearly tests demanded by the No Child Left Behind Act. They believe that even more important than early reading is the learning of play skills. Other experts also point out that violent behavior in children has been closely linked to exposure to violence on TV and in movies, video games and other media. They insist schools try to teach kids what they have failed to learn at home, for example, having varieties of anti-violence and character-education programs, instructing children to interact... The author leads in the topic of the passage with _ . A) detailed examples B) scientific analysis C) satisfactory evidence D) rich imagination
A: A
*Question*
Mr and Mrs Davies had left their Christmas shopping very late. There were only a few days more before Christmas, and of course the shops and streets were terribly crowded, but they had to get presents for their family and friends, so they started out early one morning for the big city, and spent several tiring hours buying the things they wanted in the big shops. By lunch-time, Mr Davies was carrying parcels of all shaps and sizes. He could hardly see where he was going as he and his wife left the last shop on their way to the railway station and home. Outside the shop they had to cross a busy street, made even busier than usual by the thousands of people who had come by car to do their last-minute Christmas shopping. Mr and Mrs Davies had to wait for the traffic lights to turn green, but as Mr Davies could not see very well in front of him, he gradually moved forward into the road without realizing it. Mrs Davies saw this and became worried. Several times she told her husband to come back off the road, but without success. He could not hear her because of the noise of the traffic. Finally she shouted in a voice that could be heard clearly above all the noise, "Henry! If you want to stand in that dangerous position a moment longer, give me the parcels!" _ were the last to do Christmas shopping. A) Mr and Mrs Davies B) lots of people in the street C) Mr and Mrs Davies could not find any people who D) No other people than the old couple
**Answer**
C