题目内容：

    In 1992, Teen Talk Barbie was released with the controversial voice fragment, “Math class is hard.” While the toy's release met with strong public reaction, this underlying assumption persists, spreading the myth that women do not thrive in science, technology, engineering and mathematic (STEM) fields due to biological inadequacies in math aptitude. However, in 2019 Jessica Cantlon at Carnegie Mellon University led a research team that comprehensively examined the brain development of young boys and girls and found no gender difference in brain function or math ability.

Cantlon and her team conducted the first neuroimaging study to evaluate biological gender differences in math aptitude of young children. Her team used functional MRI（核磁共振）to measure the brain activity in 104 young children (3-to-10-year-old; 55 girls) while watching an educational video covering early math topics, like counting and addition. The researchers compared scans from the boys and girls to evaluate brain similarity. In addition, the team examined brain maturity by comparing the children's scans to those taken from a group of adults (63 adults; 25 women) who watched the same math videos.

After numerous statistical comparisons, Cantlon and her team found no difference in the brain development of girls and boys. In addition, the researchers found no difference in how boys and girls processed math skills and were equally engaged while watching the educational videos. Finally, boys' and girls' brain maturity were statistically equivalent when compared to either men or women in the adult group.

Cantlon said she thinks society and culture are likely steering girls and young women away from math and STEM fields, as previous studies show that families spend more time with young boys in play that involves spatial cognition（空间认知）. “Typical socialization can make worse small differences between boys and girls that can snowball into how we treat them in science and math,” Cantlon said. “We need to be aware of these origins to ensure we aren't the ones causing the gender inequities.”

However, this project is focused on early childhood development using a limited set of math tasks. Cantlon wants to continue this work using a broader scope of math skills, such as spatial processing and memory, and follow the children over many years.

1.What can we infer about the toy’s release?

A.It has raised a storm of applause.

B.Girls perform no worse than boys in math.

C.Math is a subject difficult to every one of us.

D.Women are born with insufficient math abilities.

2.What can we learn from the study conducted by Cantlon?

A.Boys process math skills more quickly than girls.

B.Boys and girls have similar brain in math abilities.

C.Boys and girls have similar interest in math.

D.Adults have better brain than children in math.

3.What will Cantlon most likely agree with?

A.Parents should lengthen the time spent with girls.

B.Society is causing a greater gender difference in math abilities.

C.Culture plays a leading role in children’s brain development.

D.We should cultivate boys’ and girls’ math abilities equally.

4.How will Cantlon further her research?

A.By using a wider range of math skills.

B.By involving a broader scope of subjects.

C.By increasing the complexity of math tasks.

D.By following the children until their adulthood.