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.

[Q]: 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.
[A]: B

[Q]: Article: Testing has taken the place of teaching in most public schools. Pretests, drills, tests, and retests. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then read the text quickly for the answers. I believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to say proudly and openly that they teach to the test. Teaching to the test is a curious phenomenon . Instead of deciding what skills students ought to learn, helping students learn them, and then using some methods of assessment to discover whether students have mastered the skills, teachers are encouraged to teach the students in the opposite way. First one looks at a test. Then one chooses the skills needed not to master reading, but to do well in the test. Finally, the test skills are taught. The ability to read or write might suggest the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparations for a test of a skill with the acquisition of that skill. Too many discussions of basic skills make this misunderstanding because people are tested rather than concerned with the nature and quality of what is taught. Recently, many schools have faced what could be called the crisis of comprehension or, in simple words, the phenomenon of students with grammar skills still being unable to understand what they read. These students are quite good at test taking and filling in workbooks. However, they have little or no experience reading or thinking, and talking about what they read. They know the details but can't see or understand the whole. They are taught to be so concerned with grades that they have no time to think about meaning, and reread things if necessary.
Question: The author mentions Erica's performance in her study in order to show _ .
Options: (A) her cleverness in test taking (B) the good way to take tests (C) the improper way of teaching (D) the best way to read textbooks
[A]: C

[Q]: Article: Vellumsound presents Social Distinctions: Patrons and Partnerships 8:00 pm-9:30 pm Harry and Mildred Remis Auditorium (Auditorium 161), Museum of Fine Arts (MFA), Boston Ticket Required MFA Members $20.00 Nonmembers $25.00 Activities The exhibition"Class Distinctions: Dutch Painting in the Age of Rembrandt and Vermeer"and the MFA collection show many purposes that artists have created works -- for the open market, wealthy patrons, religious organizations, and royal commissions. Music has been composed for these reasons as well. Examine how artists create their magnificent works. First, from exhibition curator Ronni Baer, hear an overview of"Class Distinctions", an exhibition designed to encourage close looking at paintings to recognize clues embedded in the works that refer to social rank and status. Then listen to beautiful works for string quartet by Purcell, Mozart, and Bartok. Tips Entry or re-entry after the event starts is not guaranteed and will be at the discretion of the house manager. To order tickets by phone, call 1-800-440-6975; to order in person, visit any MFA ticket desk. For $5 more, enjoy guaranteed Premium Seating in the first three rows of the auditorium.
Question: If you are an MFA member and want to best enjoy the activity, you should pay .
Options: (A) $20.00 (B) $25.00 (C) $30.00 (D) $35.00
[A]:
B