<A.>
From the moment that an animal is born it has to make decisions. It has to decide which of the things around it are for eating, and which are to be avoided; when to attack and when to run away. The animal is, in effect, playing a complicated and potentially very dangerous game with its environment, discomfort or destruction.
This is a difficult and unpleasant business and few animals would survive if they had to start from the beginning and learn about the world wholly by trial and error, for there are too many possible decisions which would prove fatal. So we find, in practice, that the game is always arranged in favor of the young animal in one way or another. Either the animal is protected during the early stages of its learning about the world around it, or the knowledge of which way to respond is built into its nervous system from the start.
The fact that animals behave sensibly can be attributed partly to what we might call genetic learning, to distinguish it from individual learning that an animal does in the cause of its own life time. Genetic learning is learning by a species as a whole, and it is achieved by selection
of those members of each generation that happen to behave in the right way. However, genetic learning depends upon a prediction that the future will more or less exactly resemble the past. The more variable individual experience is likely to be, the less efficient is genetic learning as a means of getting over the problems of the survival game. It is not surprising to find that very few species indeed depend wholly upon genetic learning. In the great majority of animals, behavior is a compound of individual experience and genetic learning to behave in particular ways.
1. The survival game is considered complicated and potentially very dangerous because ____.
  (A.) decisions made by animals may prove fatal
  (B.) environment is not fit for animals to survive
(C.) animals make decisions entirely by trial
(D.) animals are often in danger of being attacked
2. Most animals survive because they can make right decisions by ________.
  (A.) knowledge obtained in their life time
  (B.) a series of trials and errors
(C.) the nervous system
(D.) genetic learning and individual experience
3. Concerning the relationship between genetic learning and individual experience, which of the following is right?
  (A.) They are irrelevant to each other.
  (B.) Genetic learning is more efficient than individual experience.
  (C.) They are contradictory, but individual experience is the dominant.
(D.) Genetic learning is likely to function more if individual experience doesn't vary much.
4. “Genetic learning” refers to ________.
  (A.) learning after an animal is born
(B.) learning gained by all the members in a species
(C.) learning gained by young animals from their experience
(D.) learning obtained by some members of each generation who happen to behave properly
5. What CANNOT be inferred from the article?
(A.) The majority of animals depend thoroughly upon genetic learning.
(B.) If an animal depended wholly upon individual experience, its chance of survival would be little.
(C.) Animal behave in particular ways as a result of both individual experience and genetic learning.
  (d) Genetic learning depends on the assumption of the resemblance between the future and the past.
<B.>
sort of things什么意思There are two factors which determine an individual's intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual － the sort of environment in which he is reared. If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.
The importance of environment in determining an individual's intelligence can be demonstrated by the case history of the identical twins, Peter and Marx X. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old, their parents died, and they were placed in separate foste
r homes. Peter was reared by parents of low intelligence in an isolated community with poor educational opportunities. Mark was reared in the home of well-to-do parents who had been to college. He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually. This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence. Mark's I.Q. was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level.

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