Children who generally tended to progress academically were______

A:those whose mothers gave them more affection B:children who had been given a balanced diet C:those whose fathers worked the night shift D:those who had no brothers or- sisters

There are no inevitable outcomes of social class in child rearing. At the same time, there is no question that social class is important factor in how children are raised and the kind of adults that children become. Regarding social class, sociologists have found that parents socialize their children into the behaviors and norms of their work worlds. Members of the working class are closely supervised and are expected to follow explicit rules at their jobs. If they do not follow the precise rules and do as they are told, they will not keep their jobs. Their experience influences how they deal with their children. As a result, their concern is less with their children’s motivations and more with their children’s outward conformity. Thus they are more apt to use physical punishment in managing their children. On the other hand, middle-class parents, who are expected to take more initiative on the job, are more concerned that their children develop curiosity, self-expression, and self-control. They are also more likely to withdraw privileges or affection than to use physical punishment.

According to this passage, working-class parents are more likely than middle-class parents to （　）

A:use physical punishment for discipline B:have children who finish college C:have children who are out of control D:show less love to their children

Many children do not go to school either because their parents want them at home as carers for siblings, or simply because their parents cannot be bothered to send them. Thousands more are not registered at any school at all, because of their families’ unstable lives.
Underlying this dreadful situation there are two central truths. First of all, the problem of children not going to school often has more to do with their parents than with the children themselves. Secondly, once children go to school, we need to make sure that the experience is a positive one so that they want to keep on going.
In Britain, the Ministry of Education has introduced a complex package of sticks and carrots to persuade schools to bring truants (children who do not go to school when they should) and excluded children back into the classroom. It is paying grants so that a thousand schools can set up special units to help these children. Schools receive the grant if they bring a target number of children back to school; if they do not meet the target, the grant is withdrawn. Parents are the subject of this campaign, too: the Home Office has introduced fines for parents who fail to send their children to school, and has given the police power to pick up truants on the streets.

The Home Office （　）

A:will punish parents who fail to send their children to school B:will give money to parents to send children to school C:has given powers to the police to pick up parents D:persuaded children not to escape from school

There are no inevitable outcomes of social class in child rearing. At the same time, there is no question that social class is important factor in how children are raised and the kind of adults that children become. Regarding social class, sociologists have found that parents socialize their children into the behaviors and norms of their work worlds. Members of the working class are closely supervised and are expected to follow explicit rules at their jobs. If they do not follow the precise rules and do as they are told, they will not keep their jobs. Their experience influences how they deal with their children. As a result, their concern is less with their children’s motivations and more with their children’s outward conformity. Thus they are more apt to use physical punishment in managing their children. On the other hand, middle-class parents, who are expected to take more initiative on the job, are more concerned that their children develop curiosity, self-expression, and self-control. They are also more likely to withdraw privileges or affection than to use physical punishment.
According to this passage, working-class parents are more likely than middle-class parents to ______.

A:use physical punishment for discipline B:have children who finish college C:have children who are out of control D:show less love to their children

There are no inevitable outcomes of social class in child rearing. At the same time, there is no question that social class is important factor in how children are raised and the kind of adults that children become. Regarding social class, sociologists have found that parents socialize their children into the behaviors and norms of their work worlds. Members of the working class are closely supervised and are expected to follow explicit rules at their jobs. If they do not follow the precise rules and do as they are told, they will not keep their jobs. Their experience influences how they deal with their children. As a result, their concern is less with their children’s motivations and more with their children’s out- ward conformity. Thus they are more apt to use physical punishment in managing their children. On the other hand, middle-class parents, who are expected to take more initiative on the job, are more concerned that their children develop curiosity, self-expression, and self-control. They are also more likely to withdraw privileges or affection than to use physical punishment.
According to this passage, working-class parents are more likely than middle-class parents to______.

A:use physical punishment for discipline B:have children who finish college C:have children who are out of control D:show less love to their children

There are no inevitable outcomes of social class in child rearing. At the same time, there is no question that social class is important factor in how children are raised and the kind of adults that children become. Regarding social class, sociologists have found that parents socialize their children into the behaviors and norms of their work worlds. Members of the working class are closely supervised and are expected to follow explicit rules at their jobs. If they do not follow the precise rules and do as they are told, they will not keep their jobs. Their experience influences how they deal with their children. As a result, their concern is less with their children’s motivations and more with their children’s out- ward conformity. Thus they are more apt to use physical punishment in managing their children. On the other hand, middle-class parents, who are expected to take more initiative on the job, are more concerned that their children develop curiosity, self-expression, and self-control. They are also more likely to withdraw privileges or affection than to use physical punishment.

According to this passage, working-class parents are more likely than middle-class parents to（）

A:use physical punishment for discipline B:have children who finish college C:have children who are out of control D:show less love to their children

In the U. S. , Straus and his colleague Mallie Paschall of the Pacific Institute for Research and Evaluation, looked at 1,510 children--806 kids ages 2 to 4, and 704 ages 5 to 9--and found that roughly three--quarters had endured some kind of corporal punishment in the previous two weeks, according to interviews with the mothers. Researchers measured the children’s IQ initially, then again four years later. Those kids who hadn’t been spanked in the initial survey period scored significantly better on intelligence and achievement tests than those who had been hit. Among the 2 - to - 4 - year - olds, the difference in IQ was five points ; among the older kids, there was a 2.8 - point gap. That association held after taking into account parental education, income and other environmental factors, says Straus.
Which group of the children scored better in the survey

A:The children who had been spanked often. B:The children who had been spanked occasionally’. C:The children who had not been spanked. D:The children who had been spanked only once.

In the U. S. , Straus and his colleague Mallie Paschall of the Pacific Institute for Research and Evaluation, looked at 1,510 children--806 kids ages 2 to 4, and 704 ages 5 to 9--and found that roughly three--quarters had endured some kind of corporal punishment in the previous two weeks, according to interviews with the mothers. Researchers measured the children’s IQ initially, then again four years later. Those kids who hadn’t been spanked in the initial survey period scored significantly better on intelligence and achievement tests than those who had been hit. Among the 2 - to - 4 - year - olds, the difference in IQ was five points ; among the older kids, there was a 2.8 - point gap. That association held after taking into account parental education, income and other environmental factors, says Straus.
Which group of the children scored better in the survey

A:The children who had been spanked often. B:The children who had been spanked occasionally’. C:The children who had not been spanked. D:The children who had been spanked only onc