C
When John was growing up, other kids felt sorry for him. His parents always had him weeding the garden, carrying out the garbage and delivering newspapers. But when John reached adulthood, he was better off than his childhood playmates. He had more job satisfaction, a better marriage and was healthier. Most of all, he was happier. Far happier.
These are the findings of a 40-year study that followed the lives of 456 teenage boys from Boston. The study showed that those who had worked as boys enjoyed happier and more productive lives than those who had not. “Boys who worked in the home or community gained competence (能力) and came to feel they were worthwhile members of society,” said George Vaillant, the psychologist (心理学家) who made the discovery. “And because they felt good about themselves, others felt good about them.”
Vaillant’s study followed these males in great detail. Interviews were repeated at ages 25, 31 and 47. Under Vaillant, the researchers compared the men’s mental-health scores with their boyhood-activity scores with their boyhood-activity scores. Points were awarded for part-time jobs, housework, effort in school, and ability to deal with problems.
The link between what the men had done as boys and how they turned out as adults was surprisingly sharp. Those who had done the most boyhood activities were twice as likely to have warm relations with a wide variety of people, five times as likely to be well paid and 16 times less likely to have been unemployed. The researchers also found that IQ and family social and economic class made no real difference in how the boys turned out. Working----at any age----is important. Childhood activities help a child develop responsibility, independence, confidence and competence---the underpinnings (基础) of emotional health. They also help him understand that people must cooperate and work toward common goals. The most competent adults are those who know how to do this. Yet work isn’t everything. As Tolstoy once said, “One can live magnificently in this world if one knows how to work and how to love, to work for the person one loves and to love one’s work.”
46. What do we know about John?
47. Vaillant’s words in Paragraph 2 serve as _____.
48. Vaillant’s team obtained their findings by _____.
49. What does the underlined word “sharp” probably mean in Paragraph 4?
50. What can be inferred from the last paragraph?
A项，意为“他享受他的事业和婚姻”；B项，意为“他有更少的童年玩伴”，文章未提及，故B项错误；C项，意为“他受到更少的家庭关爱”，文章未提及，故C项错误；D项，意为“他的童年被其他人嫉妒”，文章未提及，故D项错误。故正确答案为A。
根据文章第一段第四句到第六句 “He had more job satisfaction, a better marriage and was healthier. Most of all, he was happier. Far happier.” 可知，John 比他的童年玩伴对工作更满意，婚姻更幸福也更健康。最重要的是他更幸福。
“satisfaction”理解不清致错。
A项，意为“个人价值和社会价值的描述”，B项，意为“关于工作怎样与能力相关的分析”，C项，意为“关于父母对他们的子女期望的举例”，均不符合文意，故正确答案为D。
根据文章第二段第三句 “Boys who worked in the home or community gained competence and came to feel they were worthwhile members of society” 意为“那些在家里或者社区工作而获得能力的男孩会感到他们在社会中是有价值的”以及第四句 “And they felt good about themselves, others felt good about them” 意为“这些男孩自我感觉良好同时别人也认为他们很优秀”可知，那些成人后很幸福的男性在童年时期都有一定的工作的经历。由此可以推测本段中引用 Vaillant 的话为了解释为什么有些男生可以成长成快乐的男人。
对第二段理解不清致错。
Vaillant 的团队通过对比不同的分数来获得他们的结论。故正确答案为C。
根据第三段第二句 “the researchers compared the men’s mental-health scores with their boyhood-activity scores”研究者将男人心里健康的成绩与孩时活动成绩作对比。
“compare”理解不清致错。
A项，意为“快速反应”，B项，意为“有一个很尖锐的边缘”，D项，意为“短暂快速的”，均不符合文意。故正确答案为C。
根据第四段第二句 “Those who had done the most boyhood activities were twice as likely to have warm relations with a wide variety of people, five times as likely to be well paid and 16 times less likely to have been unemployed.” 可知，童年有最多经历的男生成年以后比同龄人高出两倍的良好的人际关系，五倍于其他男生获得好的薪水，低于其他男生16倍的失业率。由此可见，差异是十分显著的。
对第四段不理解致错。
A项，意为“有能力的成年人比起工作知道更多关于爱的问题”，C项，意为“爱比工作给人们带来更多欢乐”，D项，意为“独立是一个人成功的关键”，均不符合文意。故正确答案为B。
最后一段是对上文的总结，段意为“童年时期的轰动可以帮助儿童发展包括责任感、独立、自信以及能力的情感健康的基础并且让他们知道合作的重要性”。
对最后一段意思不清致错。