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Plomin's IQ-gene study is similar to the chopsticks gene finding in that ______.A.there ma

Plomin's IQ-gene study is similar to the chopsticks gene finding in that ______.

A.there may not be a causal link between gene and intelligence

B.there is a close correlation between gene and' intelligence

C.there may be a close relation between chopsticks flexibility and children's academic score

D.there is not a close relation between chopsticks flexibility and children's academic score

提问人:网友lwjjjj 发布时间:2022-01-07
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第1题
IQ-gene In the angry debate over how much of IQ comes from the genes that children inherit

IQ-gene

In the angry debate over how much of IQ comes from the genes that children inherit from parents and how much comes from experiences, one little fact gets overlooked: no one has identified any genes (other than those that cause retardation) that affect intelligence. So researchers led by Robert Plomin of London's Institute of Psychiatry decided to look for some. They figured that if you want to find a "smart gene" you should look in smart kids. They therefore examined the DNA of students like those who are so bright that they take college entrance exams four years early — and still score at Princeton—caliber levels. The scientists found what they sought. "We have," says Plomin, "the first specific gene ever associated with general intelligence."

Plomin's colleagues drew blood from two groups of 51 children each, all 6 to 15 years old and living in six counties around Cleveland. In one group, the average IQ is 103. All the children are white. Isolating the blood cells, the researchers then examined each child's chromosome 6 of the 37

landmarks on chromosome 6 that the researchers looked for, one jumped out: a form. of gene called IGF2R occurred in twice as many children in the high-IQ group as in the average group — 32 percent versus 16 percent. The study, in the May issue of the journal Psychological Science, concludes that it is this form. of the IGF2R gene that contributes to intelligence. Some geneticists see major problems with the IQ-gene study. One is the possibility that Plomin's group fell for "chopsticks fallacy". Geneticists might think they've found a gene for chopsticks flexibility. But all they've really found is a gene more common m Asians than, say, Africans. Similarly, Plomin's IQ gene might simply be one that is more common in groups mat emphasize academic achievement." What is the gene that they've found reflects ethnicity?" asks geneticist Andrew Feinberg of Johns Hopkins University. "That alone might explain the link to intelligence, since IQ tests are known for being culturally sensitive and affected by a child's environment." And Neil Risch of Stand ford University points out that if you look for 37 genes on a chromosome, as the researchers did, and find that one is more common in smarter kids, that might reflect pure chance rather than a causal link between the gene and Intelligence. Warns Feinberg, "I would take these findings with a whole box of salt."

In the beginning of paragraph one we are told that scientists can not agree ______.

A.how much of IQ comes from intelligence

B.how many children inherit genes from parents

C.how much of IQ comes from genes

D.how many children learn by experience

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第2题
In the angry debate over how much of IQ comes from the genes that children inherit from pa
rents and how much comes from experiences, one little fact gets overlooked: no one has identified any genes (other than those in the case of retardation) that affect intelligence. So researchers led by Robert Plomin of London's Institute of Psychiatry decided to look for some.

Plomin's colleagues drew blood from two groups of 51 children each. They are all White living in six counties around Cleveland. In one group, the average IQ is 136.@In the other group, the average IQ is 103.@Isolating the blood cells, the researchers then examined each child's chromosome 6 (One of 23 human chromosomes along which genes made of DNA). Of the 37 landmarks on chromo-some 6 that the researchers looked for, one jumped out: a form. of gene called IGF2R occurred in twice as many children in high-IQ group as in the average group—32 percent versus 16 percent. The survey concludes that it is this form. of the IGF2R gene, called allele 5, that contributes to intelligence.

Plomin cautions that "this is not a genius gene. h is one of many." (About half the differences in intelligence between one person and another are thought to reflect different genes, and half reflect different life experiences.) The gene accounts for no more than four extra IQ points. And it is neither necessary nor sufficient for high IQ: 23 percent of the average-IQ kids did have it, but 54 percent of genius kids did not.

The smart gene is known by the interesting name "insulinlike growth factor 2 receptor" (IGF2R to its fun). It lets hormones like one similar to insulin dock with cells. Although a gene involved with insulin is not the most obvious candidate for an IQ gene, new evidence suggests it might indeed play the role. Sometimes when a hormone docks with the cell, it makes the cell grow; sometimes it makes the cell commit suicide. Both responses could organize the development of the brain. Scientists at the National Institutes of Health find that insulin can stimulate nerves to grow. And in rat brains, regions involved in learning and memory are chock full of insulin receptors.

Even though this supports the idea that IGF2R can affect the brain and hence intelligence, some geneticists see major problem with the IQ-gene study. One is the possibility that Plomin's group fell for what's called the chopsticks fallacy. Geneticists might think they've found a gene for chopsticks skill, but all they've really found is a gene more common in Asian than, say, Africans. Similarly, Plomin's IQ gene might simply be one that is more common in groups that emphasize academic achievement. "What if the gene they've found reflects ethnic differences?" asks geneticist Andrew Feinberg of Johns Hopkins University. "I would take these findings with a whole box of salt."

As for how much of IQ comes from genes and how much comes from experiences.

A.scientists have reached an agreement.

B.scientists' opinions vary.

C.no genes have ever been identified.

D.scientists have found many smart genes.

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第3题
In the angry debate over how much of IQ comes from the genes that children inherit from pa
rents and how much comes from experiences, one little fact gets overlooked: no one has identified any genes (other than those that cause retardation) that affect intelligence. So researchers led by Robert Plomin of London's Institute of Psychiatry decided to look for some:

Plomin's colleagues drew blood from two groups of 51 children each. They are all White living in six counties around Cleveland. In one group, the average IQ is 136. In the other group, the average IQ is 103. Isolating the blood cells, the researchers then examined each child's chromosome 6 (One of the 23 human chromosomes). Of the 37 land marks on chromosome 6 that the researchers looked for, one jumped out: a form. of gene called IGF2R occurred in twice as many children in high IQ group as in the average growth—32 percent versus 16 percent. The study concludes that it is this form. of the IGF2R gene, called allele 5, that contributes to intelligence.

Plomin cautions that "This is not a genius gene. It is one of many". (About half the differences in intelligence between one person and another are thought to reflect different genes, and half reflect different life experiences.)The gene accounts for no more than four extra IQ points. And it is neither necessary nor sufficient for high IQ: 23 percent of the average-IQ kids did have it, but 54 percent of genius kids did not.

The smart gene is known by the snappy name "insulin like growth factor 2 receptor" (IGH2R to its fun). It lets hormones like one similar to insulin dock with cells. Although a gene involved with insulin is not the most obvious candidate for an IQ gene, new evidence suggests it might indeed play the role. Sometimes when s hormone docks with the cell, it makes the cell grow; sometimes it makes the cell commit suicide. Both responses could choreograph the development of the brain. Scientists at the National Institutes of Health find that insulin can stimulate nerves to grow. And in rat brains, regions involved in learning and memory are chock full of insulin receptors.

Even though this supports the idea that IGF2R can affect the brain and hence intelligence, some geneticists see major problems with the IQ-gene study. One is the possibility that Plomin's group fell for what's called the chopsticks fallacy. Geneticists might think they've found a gene for chopsticks dexterity, but all they've really found is a gene more common in Asians than, say, Africans. Similarly, Plomin's IQ gene might simply be one that is more common in groups that emphasize academic achievement. "What if the gene they've found reflects ethnicity?" asks geneticist Andrew Feinberg of Johns Hopkins University. "I would take these findings with a whole box of salt".

As for how much of IQ comes from the genes and how much come from experiences,______.

A.scientists have reached an agreement

B.scientists' opinions vary

C.no genes have ever been identified

D.scientists have found many smart genes

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第4题
将文本中所有的 stu 替换为 Student ,下面哪些做法是正确的?

A.:1,$s/stu/Student/g

B.:1,$s/stu/Student/gc

C.:1,Ns/stu/Student/g

D.:1,$/stu/Student/g

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第5题
已有定义 struct student{ char name[20]; int math; int chi; float avr; }stu[20]; 输入第1个学生姓名的语句错误的是________。

A.gets(&stu[0].name[0]);

B.scanf(“%s”,stu[0].&name[0]);

C.scanf(“%s”,&stu[0].name[0]);

D.gets(stu[0].name);

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第6题
如果stu是结构体变量,可以通过printf("%s",stu);输出它的各个成员
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第7题
有以下程序: #include <strino.h> struct STU {int num; float TotalScore;
}; void f(struct STU p) {struct STU s[2]={{20044,550},{20045,537}}; p.num=s[1].num;p.TotalScore=s[1].TotalScore; } main() {struct STU s[2]={{20041,703},{20042,580}}; f(s[0]); printf("%d%3.0t\n",s[0].num,s[0].TotalScore); } 程序运行后的输出结果是 ______。

A.20045 537

B.20044 550

C.20042 580

D.20041 703

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第8题
有以下程序#include <string.h>struct STU{ int num; float TotalScore; };void f(struct

有以下程序#include <string.h>struct STU{ int num; float TotalScore; };void f(struct STU p){ struct STU s[2]={{1047,530},{1048,531}}; p.num = s[1].num; p.TotalScore = s[1].TotalScore;}main(){ struct STU s[2]={{2041,730},{2042,731}}; f(s[0]); printf("%d,%3.0f\n",s[0].num,s[0].TotalScore);}程序的运行结果是A.1047,530 B.1048,531C.2041,730 D.2042,731

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第9题
有以下程序: struct STU {char name[10];int num;float TotalScore;}; void f(struct S

有以下程序: struct STU {char name[10];int num;float TotalScore;}; void f(struct STU *p) {struct STU s[2]={{"SunDan",20044,550},{"Penghua",20045,537}},*q=s; ++p;++q; *p=*q; } main() {struct STU s[3]={{"YangSan",20041,703},{"LiSiGuo",20042,580}}; f(s); printf("%s%d%3.0f\n",s[1].name,s[1].num,s[1].TotalScore); } 程序运行后的输出结果是 ______。

A.SunDan 20044 550

B.Penghua 20045 537

C.LiSiGuo 20042 580

D.SunDan 20041 703

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第10题
设有如下语句: struct stu { int num; int age; }; struct stu s[3]={{101,18},{102,21},{103,19}}; struct stu *p=s; 则下面表达式的值为102的是()。

A.(p++)->num

B.(*++p).num

C.(*p++).num

D.*(p)->num

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