In this task, you're given an article and an answer. Your task is to generate the question for the answer based on the given article.

Example Input: Article: Color is very important in our daily life. It can influence our choice of purchase when we go shopping and can also affect the way we look and feel. A person can be naturally attracted to one particular color1 while finding another color1 repulsive. The influence of color1 on human emotions and feelings is very powerful and designers, advertisers, artists and even doctors use _ in their professions for different purposes. Every day, without even thinking about it, we use color1 to communicate our feelings. For example, the color1 we choose to wear is one way of expressing ourselves. It says something about the person, how he or she feels, and how he or she wants others to feel about the wearer. In other words, color1 talks. A person who wants to appear stylish and mature will usually wear dark color1s or black. A person who wishes to appear youngish, pure and innocent dresses in white, like the choice of a bride's wedding gown. Also clothed in white are doctors, dentists, nurses and hospital in-patients as the color1 expresses comfort, cleanliness and professionalism. Brown, blue or grey clothes are the usual color1s worn by office workers so as not to draw unnecessary attention to them. They are, in a way, conveying the message that they want to be noticed for their work, not their appearance. People who wear bright, strong color1s like to be attractive and these color1s are particularly popular with actresses, singers and party goers. In the past, common people were not allowed to wear certain color1s. In Thailand, for example, only kings, queens and members of the royal family could wear purple while in ancient China, yellow was the color1 reserved for the emperor and the empress. Nowadays, people can wear whatever color1 they like or as they think appropriate.
Answer: It is able to influence the consumers' choice of purchase.
Example Output: How does color1 affect a product?

Example Input: Article: The first ancient Olympic Games for which we still have written records were held in 776 BC. Coroebus won the only event at the Olympics. This made him the first Olympic champion in history. Then the Olympic Games developed and continued to be held every four years. In 393 AD, the Roman Emperor Theodosius I, a Christian, put a stop to the Games. In 1892, a young Frenchman named Pierre de Coubertin suggested starting the Olympic Games again but failed. Two years later, Coubertin organized a meeting with 79 people representing nine countries. At this meeting he got what he wanted. All the delegates at the meeting voted for the Olympic Games. They also decided to have Coubertin found an international committee to organize the Games. This committee became the International Olympic Committee (IOC) and Demetrious Vikelas from Greece was chosen to be its first president. Athens was chosen for the revival of the Olympic Games and the planning began. The first modern Olympic Games opened in the first week of April, 1896. Since the Greek government didn't have enough money to build a stadium, a wealthy Greek man, Georgios Averoff, donated over $100,000 to repair the Panathenaic Stadium built in 330 BC.Since the Games were not well publicized internationally, athletes were not nationally chosen but rather came by themselves. Some athletes were tourists who happened to be in the area during the Games.
Answer: There was only one event in it.
Example Output: What can we know about the first Olympic Games?

Example Input: Article: Frederic Mishkin, who's been a professor at Columbia Business School for almost 30 years, is good at solving problems and expressing ideas. Whether he's standing in front of a lecture hall or engaged in a casual conversation, his hands are always waving and pointing. When he was in graduate school, one of his professors was so annoyed by this constant gesturing that he made the young economist sit on his hands whenever he visited the professor's office. It turns out, however, that Mishkin's professor had it exactly wrong. Gesture doesn't prevent but promotes clear thought and speech. Research demonstrates that the movements we make with our hands when we talk form a kind of second language, adding information that's absent from our words. It's learning's secret code: Gesture reveals what we know. It reveals what we don't know. What's more, the agreement (or lack of agreement) between what our voices say and how our hands move offers a clue to our readiness to learn. Many of the studies establishing the importance of gesture to learning have been conducted by Susan Goldin-Meadow, a professor of psychology at the University of Chicago. "We change our minds by moving our hands," writes Goldin-Meadow in a review of this work. Particularly significant are what she calls "mismatches" between oral expression and physical gestures. A student might say that a heavier ball falls faster than a light one, for example, but make a gesture indicating that they fall at the same rate, which is correct. Such differences indicate that we're moving from one level of understanding to another. The thoughts expressed by hand motions are often our newest and most advanced ideas about the problem we're working on; we can't yet absorb these concepts into language, but we can capture them in movement. Goldin-Meadow's more recent work strews not only that gesture shows our readiness to learn, but that it actually helps to bring learning about. It does so in two ways. First, it elicits helpful behavior from others around us. Goldin-Meadow has found that adults respond to children's speech-gesture mismatches by adjusting their way of instruction. Parents and teachers apparently receive the signal that children are ready to learn, and they act on it by offering a greater variety of problem-solving techniques. The act of gesturing itself also seems to quicken learning, bringing new knowledge into consciousness and aiding the understanding of new concepts. A 2007 study by Susan Wagner Cook, an assistant professor of psychology at the University of Iowa, reported that third-graders who were asked to gesture while learning algebra were nearly three times more likely to remember what they'd learned than classmates who did not gesture.
Answer: It draws tasteful responses from others and increases learning speed.
Example Output:
How is gesturing important in acquiring knowledge?