题目内容
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Intelligence tests showed that______.
A．bright children were unlikely to be mentally healthy
B．between childhood and adulthood there was a considerable loss of intelligence
C．talented children were most likely to become gifted adults
D．when talented children grew into adults, they made low scores
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更多“Intelligence tests showed that______.A．bright children were unlikely to be mentally health”相关的问题
The passage suggests that ______.
A．one's intelligence is born by nature
B．people can be trained to make best use of their mental abilities
C．IQ tests are totally unreliable
D．most psychologists are in favor of the idea of "self-efficacy"
A．intelligence tests have come to be seen rightly or wrongly
B．intelligence tests have become primarily a tool for selecting people
C．intelligence tests have become an irritating test
D．intelligence tests can hardly justify one's intellect
The basic purpose of IQ tests is to______.
A．measure children"s intelligence
B．test linguistic and numerical skills
C．test why some children perform. better at school
D．find out why some children are not appreciated
The items that Binet and his colleague Theophile Simon included on the test were chosen on the basis of their ideas about intelligence. Binet and Simon believed intelligence includes such abilities as understanding the meaning of words; solving problems, and making commonsense judgements. Two other important assumptions also shaped Binet' s and Simon' s work. (1) that children with more intelligence will do better in school and (2) that older children have a greater ability than younger children.
Binet' s first test consisted of thirty tasks. They were simple things most children learn as a re ;suit of their everyday experiences. The tasks were arranged in groups, according to age. Binet decided which tasks were appropriate for a given age group by giving them first to a large number of children of different ages. If more than half of the children of a given age passed a test, it was considered appropriate for that age group.
The main purpose of this passage is to ______.
A．tell the origin of intelligence tests
B．explain the basic principle of intelligence tests
C．describe the changes in the content of intelligence tests
D．state the development of intelligence tests
The recent legal action taken by some black parents in California aimed to ______.
A．draw public attention to IQ testing
B．put an end to special education
C．remove the state's ban on intelligence tests
D．have their children enter white schools
According to the passage which of the following statements is TRUE’？
A) Conventional intelligence tests are not reliable.
B) For ordinary people intelligence is something inborn and fixed.
C) Einstein was apparently a genius in playing games as well as in scientific research.
D) Einstein’s early defects in abilities contributed to his later mental developme
Early intelligence tests were not without their critics. Many enduring concerns were first raised by the influential journalist Walter Lippman, in a series of published debates with Lewis Terman, of Stanford University, the father of IQ testing in America. Lippman pointed out the superficiality of the questions, their possible cultural biases, and the risks of trying to determine a person's intellectual potential with a brief oral or paper-and-pencil measure.
Perhaps surprisingly, the conceptualization of intelligence did not advance much in the decades following Terman's pioneering contributions. Intelligence tests came to be seen, rightly or wrongly, as primarily a tool for selecting people to fill academic or vocational niches. In one of the most famous -- if irritating -- remarks about intelligence testing, the influential Harvard psychologist E. G. Boring declared, "intelligence is what the tests test." So long as these tests did what they were supposed to do(that is, give some indication of school success), it did not seem necessary or prudent to probe too deeply into their meaning or to explore alternative views of the human intellect.
Psychologists who study intelligence have argued chiefly about two questions. The first: Is intelligence singular, or does it consist of various more or less independent intellectual faculties？ The purists -- ranging from the turn-of-the-century English psychologist Charles Spearman to his latter-day disciples Richard J. Herrntein and Charles Murray -- defend the notion of a single overarching "g", or general intelligence. The pluralists -- ranging from L. L. Thurstone, of the University of Chicago, who posited seven vectors of the mind, to J. P. Guilford, of the University of Southern California, who discerned 150 factors of the intellect-construe intelligence as composed of some or even many dissociable components.
The public is more interested in the second question: Is intelligence (or are intelligences) largely inherited.'？ This is by and large a Western question. In the Confucian societies of East Asia individual differences in endowment are assumed to be modest, and differences in achievement are thought to be due largely to effort. In the West, however, many students of the subject sympathize with the view -- defended within psychology by Lewis Terman, among others -- that intelligence is inborn and one can do little to alter one's intellectual birthright.
Studies of identical twins reared apart provide surprisingly strong support for the "heritability" of psychometric intelligence. That is, if one wants to predict someone's score on an intelligence test, the scores of the biological parents (even if the child has not had appreciable contact with them) are more likely to prove relevant than the scores of the adoptive parents. By the same token, the IQs of identical twins are more similar than the IQs of fraternal twins. And, contrary to common sense, the IQs of biologically related people grow closer in the later years of life.
Paragraph 1 of this passage suggests that ______.
A．intelligence tests are criticized by many people
B．Walter Lippman is an influential journalist
C．Lewis Terman of Stanford University is the father of IQ testing in America
D．Walter Lippman suspects the authenticity of IQ testing
Section B
Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D.
听力原文： What are intelligence tests？ How are they useful？ The score you make on an intelligence test is called your I. Q. which means intelligence quotient. If your score is high, you have a high I. Q. Most intelligence tests contain questions that test chiefly two kinds of skill: skill with words, or verbal ability, and skill with numbers, or mathematical ability. There are other kinds of intelligence that most tests do not measure.
If you think about this, you will understand that most standard intelligence tests cannot test everyone's mental ability. Neither do they measure all kinds of mental ability. They are designed to test the mental abilities you use in school. That is why girls and boys who have high I. Q. are quite likely to be those who get high grades.
The results of an intelligence test are not final. A child may do poorly on such a test one year for many reasons. He may do better the next year. Children who do not score high on a test are not necessarily stupid. In fact, the people who are most creative, or talented, do not always get the highest scores on such tests.
Intelligence tests can be very useful, however, so can other kinds of tests. All such tests help teachers see how they can best help the pupils. They show how a girl or boy is developing year by year.
(27)
A．Intelligence quotient.
B．Skill with words and numbers.
C．Intelligence test and their use.
D．Stupid and bright children.
Clearly, intelligence encompasses more than a score on a test, Just what does it mean to be smart？ How much of intelligence can be specified, and how much can we earn about it from neurology, genetics, computer and other fields？
The defining term of intelligence in humans still seems to be the IQ score, even though IQ tests are not given as often as alley used to be. The test comes primrily in two forms: the Stanford-Binet Intelligence Scale and the Wechsler Intelligence Scales (both come in adult and children's version). Generally costing several hundred dollars, they are usually given only by psychologists, although variations of them populate book stores and the World Wide Web. Superhigh scores like vos Savant's are no longer possible, because scoring is now based on a statistical population distribution among age peers, Rather than simply dividing the mental age by the chronological age and multiplying by 100. Other standardized tests, such as the Scholastic Assessmen: Test (SAT)and the Graduate Record Exam (GRE),capture the main aspects of IQ tests.
Such standardized tests may not assess all the important elements necessary to succeed in school and in life, argues Robert J. Sternberg. In his article "How Intelligent Is Intelligence Testing？", Sternberg notes that traditional tests best assess analytica and verbal skills but fail to measure creativity and practical knowl- edge, components also critical to problem solving and life success. Moreover IQ tests do not necessarily predict so well once populations or situations change. Research has found that IQ predicted leadership skills when the tests were given under low-stress conditions, but under high-stress conditions, IQ was negatively correlated with leadership—that is, it predicted the opposite. Anyone who has toiled through SAT will testify that test-taking skill also matters, whether it's knowing when to guess or what questions to skip.
Which of the following may be required in an intelligence test？
A．Answering philosophical questions.
B．Folding or cutting paper into different shapes.
C．Telling the differences between certain concepts.
D．Choosing words or graphs similar to the given ones.
Clearly, intelligence encompasses more than a score on a test. Just what does it means to be smart？ How much of intelligence can be specified, and how much can we learn about it from neurology, genetics, computer science and other fields？
The defining term of intelligence in humans still seems to be the IQ score, even though IQ tests are not given as often as they used to be. The test comes primarily in two forms: the Stanford-Binet Intelligence Scale and the Wechsler Intelligence Scales (both come in adult and children's version). Generally costing several hundred dollars, they are usually given only by psychologists, although variations of them populate bookstores and the World Wide Web. Superhigh scores like vos Savant's are no longer possible, because scoring is now based on a statistical population distribution among age pecks, rather tan simply dividing the mental are by the chronological age and multiplying by 100. Other standardized tests, such as the Scholastic Assessment Test (SAT) and the Graduate Record Exam (GRE), capture the main aspects of IQ tests.
Such standardized tests may not assess all the important elements necessary to succeed in school and in life, argues Robert J. Sternberg. In his article "How Intelligent Is Intelligence Testing？". Steinberg notes that traditional tests best assess analytical and verbal skills but fail to measure creativity and practical knowledge, components also critical to problem solving and life success. Moreover, IQ tests do not necessarily predict so well once populations or situations change. Research has found that IQ predicted leadership skills when the tests were given under low-stress conditions, but under high-stress conditions, IQ was negatively correlated with leadership--that is it predicted the opposite. Anyone who has toiled through SAT will testify that test-taking skill also matters, whether it's knowing when to guess or what questions of skip.
Which of the following may be required in an intelligence test？
A．Answering philosophical questions.
B．Folding or cutting paper into different shapes.
C．Telling the differences between certain concepts.
D．Choosing words or graphs similar to the given ones.
Questions 35-39
Do the following statements agree with the claims of the writer in Reading Passage 3？
In boxes 35-39 on your answer sheet write
YES——if the statement agrees with the writer's claims
NO——if the statement contradicts the writer's claims
NOT GIVEN——if it is impossible to say what the writer thinks about this
Intelligence tests have now been proved to be unreliable.
A．YES
B．NO
C．NOT GIVEN
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