【易伯华出品】雅思阅读机经真题解析-The Impact of Environment to Children

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The Impact of Environment to Children

You should spend about 20 minutes on Question 14-26 which are based on

Reading Passage below.

A

What determines how a child develops? In reality, it would be impossible to

account for each and every influence that ultimately determines who a child

becomes. What we can look at are some of the most apparent influences such as

genetics, parenting, experiences, friends, family relationships and school to

help us understand the influences that help contribute to a child's growth.

B

Think of these influences as building blocks. While roost people tend to have

the same basic building blocks, these components can be put together in an

infinite number of ways. Consider your own overall personality. How much of who

you are today was shaped by your genetic inheritance, and how much is a result

of your lifetime of experiences? This question has puzzled philosophers,

psychologists and educators for hundreds of years and is frequently referred to

as the nature versus nurture debate. Generally » the given rate of influence to

children is 40 % to 50%. It may refer to all of siblings of a family. Are we the

result of nature (our genetic background) or nurture (our environment)? Today,

most researchers agree that child development involves a complex interaction of

both nature and nurture, while some aspects of development may be strongly

influenced by biology, environmental influences may also play a role. For

example, the timing of when the onset of puberty occurs is largely the results

of heredity, but environmental factors such as nutrition can also have an

effect.

C

The From the earliest moments of life, the interaction of heredity and the

environment works to shape who children are and who they will become. While the

genetic instructions a child inherits from his parents may set out a road map

for development, the environment can impact how these directions are expressed,

shaped or event silenced. The complex interaction of nature and nurture does not

just occur at certain moments or at certain periods of time; it is persistent

and lifelong.

D

The shared environment (also called common environment) refers to

environmental influences that have the effect of making siblings more similar to

one another. Shared environmental influences can include shared family

experiences, shared peer groups, and sharing the same school and community. In

general, there has not been strong evidence for shared environmental effects on

many behaviors, particularly those measured in adults. Possible reasons for this

are discussed. Shared environmental effects are evident in children and

adolescents, but these effects generally decrease across the life span. New

developments in behavior genetic methods have made it possible to specify shared

environments of importance and to tease apart familial and nonfamilial sources

of shared environmental influence. It may also refer to all of siblings of a

family, but the rate of influence is less than 10 per cent.

E

The importance of non-shared environment lay hidden within quantitative

genetic studies since they began nearly a century ago. Quantitative genetic

methods, such as twin and adoption methods, were designed to tease apart nature

and nurture in order to explain family resemblance. For nearly all complex

phenotypes, it has emerged that the answer to the question of the origins of

family resemblance is nature-things run in families primarily for genetic

reasons. However, the best available evidence for the importance of

environmental influence comes from this same quantitative genetic research

because genetic influence never explains all of the variance for complex

phenotypes, and the remaining variance must be ascribed to environmental

influences. Non-shared environment, it may refer to part of siblings of a

family, the rate of influence to children is 40 % to 50%.

F

Yet it took many decades for the full meaning of these findings to emerge. If

genetics explains why siblings growing up in the same family are similar, but

the environment is important, then it must be the case that the salient

environmental effects do not make siblings similar. That is, they are not shared

by children growing up in the same family-they must be 'non-shared'. This

implication about non-shared environmental import lay fallow in the field of

quantitative genetics because the field's attention was then firmly on the

nature-nurture debate. 'Nurture' in the nature-nurture debate was implicitly

taken to mean shared environment because from Freud onwards, theories of

socialization had assumed that children's environments are doled out on a

family-by-family basis. In contrast, the point of non-shared environment is that

environments are doled out on a child-by-child basis. Note that the phrase

'non-shared environment' is shorthand for a component of phenotypic variance-it

refers to 'effects' rather than 'events', as discussed later. Research in recent

years suggested that the impact from parents will be easy to be interrupted by

the influence from the children of the same age .That also showed that

variations of knowledge that children get from other culture is increasing. A

number of interests between, whatever, fathers and mothers or parents and their

children are conflicting.

G

Because siblings living in the same home share some but not all of the

potential genetic and environmental factors that influence their behaviors,

teasing apart the potential influences of genetic and non-genetic factors that

differentiate siblings is very difficult. Turkheimer and Waldron (2000) have

noted that non-shared environmental influences——which include all of the random

measurement error——may not be systematic, but instead may operate

idiosyncratically and in ways that cannot be ascertained. Thus, the question is

whether or not quasi-experimental behavioral genetic designs can be used to

actually identify systematic non-shared environmental mechanisms cross

sectionally and longitudinally. This is the impetus for the current study.

Questions 14-18

Complete the table now. Choose No More Than Three Words from the Reading

Passage for each answer.

Type of Impact to ChildrenRange of Reference to SiblingsRate of Influence

14 background from parents and familyIncluding to all of siblings40%-50%

Shared Environment to 15 less than 16

17 to part of siblings 18 -50%

Questions 19-21

Complete the following summary of the paragraphs of Reading Passage, using No

More Than Three Words from the Reading Passage for each answer. Write your

answers in boxes 19-21 on your answer sheet.

Research in recent years illuminated that the impact from parents will

frequently be 19 by the peers pressure. It was also indicated that 20 of

knowledge that children learned from other culture is increasing. Study has

found quantities of competing 21 between parents and children or even between

parents themselves.

Questions 22-25

Do the following statements agree with the claims of the writer in Reading

Passage?

In boxes 22-25 on your answer sheet, write

YES if the statement agrees with the claims of the writer

NO if the statement contradicts the claims of the writer

NOT GIVEN if it is impossible to say what the writer thinks about this

22. The more children there are in a family, the more impacts of environment

it is.

23. Methods based on twin studies still meet unexpected differences that can

not be ascribed to be purely genetic explanation.

24. Children prefer to speak the language from the children of the same age

to the language spoken by their parents.

25. The Study of non-shared environment influence can be a generally agreed

idea among researchers in the field.

Questions 26

Choose the correct letter, A, B, C, or D.

Write your answers in boxes 26 on your answer sheet

26 According to this passage, which comment is TURE about the current Study

of non-shared environment influence to children

A. a little biased in nature

B. not sufficiently proved

C. very systematic

D. can be workable

文章题目：环境对孩子的影响

篇章结构

体裁论说文

题目环境对孩子的影响

结构A段：决定孩子成长的影响因素

B段：后天环境对孩子成长的影响

C段：后天环境决定孩子的将来和一生

D段：共同环境影响的介绍

E段：非共同环境影响的介绍

F段：非共同环境影响的重要性

G段：问题促进研究的进行

（转第二页）