单选题   Para. 1 ①When fathers appear in children's picture books, they're angling for laughs, taking their sons on adventures or modeling physical strength or stoic independence. ②There is the rare exception in children's books where a father baldly demonstrates—without symbolic gestures—his love for his son. ③Just as women's studies classes have long examined the ways that gendered language undermines women and girls, a growing body of research shows that stereotypical messages are similarly damaging to boys.
    Para. 2 ①A study in Pediatrics found that mothers interacted vocally more often with their infant daughters than they did their infant sons. ②In a different study, a team of British researchers found that Spanish mothers were more likely to use emotional words and emotional topics when speaking with their 4-year-old daughters than with their 4-year-old sons. ③Interestingly, the same study revealed that daughters were more likely than sons to speak about their emotions with their fathers when talking about past experiences. ④And during these reminiscing conversations, fathers used more emotion-laden words with their 4-year-old daughters than with their 4-year-old sons.
    Para. 3 ①What's more, a study led by Emory University researchers discovered, among other things, that fathers also sing and smile more to their daughters, and they use language that is more 'analytical' and that acknowledges their sadness far more than they do with their sons. ②The words they use with sons are more focused on achievement—such as 'win' and 'proud.' ③Researchers believe that these discrepancies in fathers' language may contribute to 'the consistent findings that girls outperform boys in school achievement outcomes.'
    Para. 4 ①Judy Chu, a human biologist, conducted a two-year study of 4- and 5-year-old boys and found that they were as astute as girls at reading other people's emotions and at cultivating close, meaningful friendships. ②In her book 'When Boys Become Boys' she maintains that by the time the boys reached first grade, sometimes earlier, they traded their innate empathy for a learned stoicism and greater emotional distance from friends. ③Interestingly, they adopted this new behavior in public, exclusively, but not at home or when their parents were around.
    Para. 5 Why do we limit the emotional vocabulary of boys?
    Para. 6 ①We tell ourselves we are preparing our sons to fight (literally and figuratively), to compete in a world and economy that's brutish and callous. ②The sooner we can groom them for this dystopian future, the better off they'll be. ③But the Harvard psychologist Susan David insists the opposite is true: 'Research shows that people who suppress emotions have lower-level resilience and emotional health.'
    Para. 7 ①How can we change this? ②we can start, says Dr. David, by letting boys experience their emotions, all of them, without judgment—or by offering them solutions. ③This means helping them learn the crucial lessons that 'Emotions aren't good or bad' and that 'their emotions aren't bigger than they are. ④They aren't something to fear.'
    Para. 8 ①say to boys: 'I can see that you're upset,' or ask them, 'What are you feeling?' or 'What's going on for you right now?' ②There doesn't have to be any grand plan beyond this, she says. ③' Just show up for them. ④Get them talking. ⑤Show that you want to hear what they're saying.'