正确答案: A

父母

题目：( )对未成年人的法制教育负有直接责任。

解析：《中华人民共和国预防未成年人犯罪法》第十条规定：未成年人的父母或者其他监护人对未成年人的法制教育负有直接责任。故选择A。

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学习资料的答案和解析：

[单选题]( )应对流浪乞讨等生活无着的未成年人承担临时监护责任。

县级以上人民政府及其民政部门

解析：《中华人民共和国未成年人保护法》第四十三条规定：县级以上人民政府及其民政部门应当根据需要设立救助场所，对流浪乞讨等生活无着未成年人实施救助，承担临时监护责任。故选择C。

[单选题]对某受害人的五位朋友进行侦查分析后，四个警员各自做出了如下推测：甲说："这五个人都有嫌疑。"乙说："老陈不能逃脱干系，他有嫌疑。"丙说："这五个人不都是有嫌疑的。丁说："五人中肯定有人作案。"如果四个人中只有一个人推测正确，那么以下哪项为真( )。

丙推测正确，老陈没有嫌疑

解析：分析题干信息可知，甲的话和丙的话互为矛盾关系，必有一真一假，又因为只有一真，可知乙和丁的话均为假，由乙的话为假可知老陈没有嫌疑，进而可以推出丙的话为真，甲的话为假。故选择B项。

[单选题]教育的生物起源论和教育的心理起源论都认为教育是先天的而不是后天获得的，否定了教育的( )。

社会属性

解析：生物起源说是第一个有关教育起源的学说，其代表人物是19世纪法国的利托尔诺、美国的桑代克和英国的沛西·能。生物起源说认为人类的教育起源于动物界的生存本能活动。该理论把教育的起源归之于动物的本能行为，完全否认了人与动物的区别，否认了教育的社会属性。

[单选题]语言、思维，记忆等发展都存在不同的关键期，这说明人的身心发展具有( )。

不平衡性

解析：A项，儿童的发展，在一定年龄时期，往往反映出一些新的典型特点。这些典型特点的出现，标志着儿童的发展在量的增长过程中，产生了质的变化，进入了一个新的发展时期。人们根据这些特点的典型性与普遍性，确定了儿童发展的阶段性。B项，个体的发展具有不平衡的特点，主要表现为发展速度不均衡。它体现在两个方面：一是个体在不同年龄阶段某一方面发展不均衡：二是个体在不同年龄阶段不同方面发展不均衡。C项，人的身心发展是一个持续不断变化的过程，具有顺序性特征。如身体发展是按照首尾方向（即从头部到躯干的下肢）和中心外周方向（即从中间部位到边缘部位）进行的。心理的发展也有一定的顺序，如儿童思维的发展总是从具体动作思维到形象思维，再从形象思维到抽象逻辑思维：记忆发展的顺序是从机械记忆到意义记忆：注意的发展顺序是从无意注意到有意注意等。D项，差异性是指在每个阶段内，每个儿童之间，他们的发展表现出明显的差异性。题干描述的是身心发展的不平衡性的表现，答案选B。

[单选题]一般情况下，一个人对活动的目的、任务的重要意义理解得越清楚、越深刻，对完成任务的愿望越强烈，与完成任务有关的一切事物也就越能引起和保持其( )。

有意注意

解析：引起和维持有意注意的条件之一是加深对活动的任务的理解。因为有意注意是有预定目的的注意，所以对所从事的学习、工作的目的、任务越明确，对其意义理解越深刻，完成任务达到目的的愿望越强烈，越能引起和保持有意注意。

[单选题]一个自愿到边远贫困地区支教的志愿者的行动说明( )。

低级需要和高级需要并不是绝对对立的

解析：马斯洛需要层次理论认为，低级需要和高级需要并不是绝对对立的，低级需要只要得到部分满足后就可以产生高级需要。二者之间并不冲突。

[单选题]学期结束时，班主任都会对学生思想品德的发展变化情况进行评价。这项工作属于( )。

操行评定

解析：操行评定是学校对学生进行教育的重要方法，操行评定的目的在于教育儿童奋发向上，肯定优点，找出缺点，指出努力的方向，鼓励儿童上进；帮助家长全面了解子女在学校的情况以便与老师密切配合，共同教育儿童；帮助班主任总结工作经验，找出问题以改进工作。故选择D。

[单选题]请阅读 Passage 2,完成 1~5小题。 　　Passage 2 　　Scientists have been surprised at how deeply culture-the language we speak,the values we absorb-shapes the brain,and are rethinking findings derived from studies of Westerners.To take one recent example,a region behind the forehead called the medial prefrontal cortex supposedly represents the self: it is active when we ( "we" being the Americans in the study) think of our own identity and traits.But with Chinese volunteers,the results were strikingly different.The "me" circuit hummed not only when they thought whether a particular adjective described themselves,but also when they considered whether it described their mother.The Westerners showed no such overlap between self and mom.Depending whether one lives in a culture that views the self as autonomous and unique or as connected to and part of a larger whole,this neural circuit takes on quite different functions. 　　"Cultural neuroscience" ,as this new field is calleD.is about discovering such differences.Some of the findings,as with the "me/mom" circuit,buttress longstanding notions of cultural differences.For instance,it is a cultural cliche that Westerners focus on individual objects while East Asians pay attention to context and background (another manifestation of the individualism-collectivism split).Sure enough,when shown complex,busy scenes,Asian-Americans and non-Asian-Americans recruited different brain regions.The Asians showed more activity in areas that process figure-ground relations-holistic context-while the Americans showed more activity in regions that recognize objects. 　　Psychologist Nalini Ambady of Tufts found something similar when she and colleagues showed drawings of people in a submissive pose (head down,shoulders hunched) or a dominant one (arms crosseD.face forward) to Japanese and Americans.The brain's dopamine-fueled reward circuit became most active at the sight of the stance-dominant for Americans,submissive for Japanese-that each volunteer's culture most values,they reported in 2009.This raises an obvious chicken-and-egg question,but the smart money is on culture shaping the brain,not vice versa.Cultural neuroscience wouldn't be making waves if it found neurobiological bases only for well-known cultural differences.It is also uncovering the unexpected.For instance,a 2006 study found that native Chinese speakers use a different region of the brain to do simple arithmetic (3 + 4) or decide which number is larger than native English speakers do,even though both use Arabic numerals.The Chinese use the circuits that process visual and spatial information and plan movements (the latter may be related to the use of the abacus).But English speakers use language circuits.It is as if the West conceives numbers as just words,but the East imbues them with symboliC.spatial freight.(Insert cliche about Asian math geniuses.) "One would think that neural processes involvng basic mathematical computations are universal," says Ambady,but they "seem to be culture-specific". 　　Not to be the skunk at this party,but I thunk it's important to ask whether neuroscience reveals anything more than we already know from,say,anthropology.For instance,it's well known that East Asian cultures prize the collective over the individual,and that Americans do the opposite.Does identifying brain correlates of those values offer any extra insight? After all,it's not as if anyone thought those values are the result of something in the liver. 　　Ambady thinks cultural neuro-science does advance understanding.Take the me/mom finding,which,she argues,"attests to the strength of the overlap between self and people close to you in collectivistic cultures and the separation in individualistic cultures.It is important to push the analysis to the level of the brain." Especially when it shows how fundamental cultural differences are-so fundamental,perhaps,that "universal" notions such as human rights,democracy,and the like may be no such thing.

Which of the following is a significant breakthrough achieved by cultural neuroscience according to the passage?

It correlates cultural differences with different brain activities.

解析：细节题。由第三段及所举例子（在算数时中国人和说英语的人大脑的思维方式不同）可知，文化神经学的重大突破是它把文化差异与大脑活动联系起来。故本题选B。