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  3. Give the lack of fit between gifted students and their schools, it is not surprising that such students often have little good t

Give the lack of fit between gifted students and their schools, it is not surprising that such students often have little good t

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问题     Give the lack of fit between gifted students and their schools, it is not surprising that such students often have little good to say about their school experience. In one study of 400 adults who had achieved distinction in all areas of life, researchers found that three-fifths of these individuals either did badly in school or were unhappy in school. Few MacArthur Prize fellows, winners of the MacArthur Award for creative accomplishment, had good things to say about their precollege schooling if they had not been placed in advanced programs.
    Anecdotal(名人轶事)reports support this. Pablo Picasso, Charles Darwin, Mark Twain, Oliver Goldsmith, and William Butler Yeats all disliked school. So did Winston Churchill, who almost failed out of Harrow, an elite British school. About Oliver Goldsmith, one of his teachers remarked, "Never was so dull a boy. " Often these children realize that they know more than their teachers, and their teachers often feel that these children are arrogant, inattentive, or unmotivated.
    Some of these gifted people may have done poorly in school because their gifts were not scholastic. Maybe we can account for Picasso in this way. But most fared poorly in school not because they lacked ability but because they found school unchallenging and consequently lost interest. Yeats described the lack of fit between his mind and school: "Because I had found it difficult to attend to anything less interesting than my own thoughts, I was difficult to teach. " As noted earlier, gifted children of all kinds tend to be strong-willed nonconformists. Nonconformity and stubbornness(and Yeats’level of arrogance and self-absorption)are likely to lead to conflicts with teachers.
    When highly gifted students in any domain talk about what was important to the development of their abilities, they are far more likely to mention their families than their schools or teachers. A writing prodigy(神童)studied by David Feldman and Lynn Goldsmith was taught far more about writing by his journalist, father than his English teacher. High-IQ children, in Australia studied by Miraca Gross had much more positive feelings about their families than their schools. About half of the mathematicians studied by Benjamin Bloom had little good to say about school. They all did well in school and took honors classes when available, and some skipped grades.
It can be inferred that the development of children’s abilities attributes______.
选项 A、mainly to parental help and their education at home
B、both to school instruction and to their parents coaching
C、more to their parents encouragement than to school training
D、less to their systematic education than to their talent
答案A
解析 细节推理题。题干关键词the development of children’s abilities为原文重现，可定位到原文尾段首句。原文中的far more likely to与选项A中的mainly对应；选项A中的at home是families这个概念的同义转述。故答案为A(主要来自家庭的父母的帮助和教育)。作者在第一句就提出了论点，these gifted people指第一段举的许多名人，承接上文。
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