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Two scores more, ______ we could have won the last game.
A．but
B．so
C．and
D．or
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There are,(56), differences in the standard deviations(偏差)or variability of the(57) of the two sexes in many IQ tests,(58)men showing the greater variation. The(59)of many IQ test scores are such(60)they approximate to the normal curve(正规曲线). If we regard some arbitrary lower score on a test as a classification like "educational subnormal(智力上逊常的人)" (ESN) and some equally arbitrary(61)score as "gifted", we then find that there is higher ratio of ESN males to women and likewise we(62)that there are more gifted men than women, even though the average scores are the same.
The(63)of men and women are known to differ somewhat in size, with women having about 200g less tissue(64)the other hand, they also tend to(65)less body mass, and over the phylogenetic(系统发育的)scale, the best index of species intelligence is the ratio of body mass to brain size.
A．studies
B．numbers
C．scores
D．items
Section A
Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item with a single line through the center. You may not use any of the words in the bank more than once.
The more time children spend watching television the poorer they perform. academically, according to three studies published on Monday.【S1】______television viewing has been blamed for increasing rates of childhood obesity(肥胖)and for aggressive behavior, while its【S2】______on schooling have been inconclusive, researchers said.
But studies published on the topic in this month' s Archives of Pediatrics(小儿科)& Adolescent Medicine concluded television viewing【S3】______to have an adverse effect(反作用)on academic pursuits. For【S4】______, children who had televisions in their bedrooms--and【S5】______watched more TV--scored lower on standardized tests than those who did not have sets in their rooms. In contrast, the study found having a home computer with【S6】______to the Internet resulted in comparatively higher test scores.
"Consistently, those with a bedroom television but no【S7】______home computer had, on aver age, the lowest scores and those with home computer but no bedroom television had the highest scores," wrote study author Dina Borzekowski of Johns Hopkins University.
The American Academy of Pediatrics has【S8】______parents to limit children' s television viewing to no more than one to two hours per day--and to try to keep younger Children away from TV altogether.
In two other studies published in the same journal, children who【S9】______watched television before the age of 3 ended up with lower test scores later on, and children and adolescents who watched more television were less【S10】______. to go on to finish high school or earn a college degree.
A)Inadequate I)urged
B)available J)Excessive
C)regularly K)instance
D)therefore L)reception
E)access M)tended
F)likely N)Ordinary
G)impact O)Limitless
H)converted
【S1】
Leisure time is increasingly taken up with playing computer games and watching TV instead of reading and holding conversations. Education experts said a growing tendency in schools to "teach to the test" was affecting youngsters' ability to think laterally. Other studies have shown how pervasive teenage youth culture is, and what we see is parents' influence on IQ slowly diminishing with age. Previous studies have claimed that using text messages and email can temporarily reduce IQ by causing concentration to drop, while smoking marijuana has also been linked with a decline in IQ.
【C1】
A．persistent
B．consistent
C．continuous
D．useful
Just your luck: you face the stiffest competition in the history college admissions. Your competitors are more numerous than eve about two thirds of all high-school graduates will go on to some form. higher education next fall, compared with just over half in the late 1960s. And by most yardsticks, your fellow applicants have the best qualifications ever. The class of 2004 will start freshman year with twice as many college credits-earned from advanced-placement courses and other special high-school work--as their counterparts had a decade before. Their SAT and ACT scores will be the highest in 15 years. "When we receive phone calls from students in April asking why they were not admitted, we sometimes have difficulty finding a reason," says Lee Stetson, dean of admissions at the University of Pennsylvania.
But the tough competition isn't just your problem. It's also a huge challenge for the colleges. They are swamped with applicants, many of whom are applying to a dozen or more institutions--partly as a kind of failsafe, and partly because the students can't decide what they want. Admissions offices have to separate the serious prospects from the window shoppers and the multiple hookers. For you, the good news is that there's a place somewhere for just about everyone. The question is, how will you and your ideal college find each other？
There are lots of choices out there. When Bob Kinnally, Stanford's director of admissions and financial aid, gets complaints from parents whose kids were rejected, he asks them where their offspring did get in. "They rattle off this amazing list of choices," he says. "I tell them Congratulations, school so-and-so is an excellent match for your child. It's all about a good match."
Harvard has turned down more than 200 high-school seniors who had perfect SAT scores this year because ______.
A．good scores don't secure good performance
B．there are students with higher scores
C．Harvard has changed its admission policy
D．Harvard is unable to enroll all of them
Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.
The most prevalent use of intelligence test scores is to predict degree of academic success. Such scores are used in some communities as bases for admitting able children to schools at ages younger than normal, and they are very generally used to determine admissions to schools beyond public secondary school. Another use common in elementary schools involves comparing such scores with performances in various subjects to identify children who are working below capacity.
The greatest problem in using intelligence tests for the purpose of prediction is that no dependable criterion of their accuracy exists. The ideal criteria would be objective and reliable achievement tests following instruction in each subject, but there are few such tests, especially at the college level. Studies have shown that correlations between intelligence tests and achievement tests in various subjects through secondary school range roughly from 0.5 to 0.8. Such correlations are fairly high, but they do not suggest anywhere near complete agreement.
At the college level there are two major tests used as criteria of admission. By far the more important is the College Entrance Examination, constructed by the Educational Testing Service authorized by the College Entrance Examination Board. These tests are returned to the Educational Testing Service for scoring, and the results are then made available to the various colleges authorized by the students to receive them. The second test of this type is the American College Test, which operates in essentially the same fashion.
Both tests constitute measures of certain skills, abilities, and knowledge that have been found to be related to success in college. Their correlations with academic success are limited for three outstanding reasons. First, measures of achievement in college are themselves perhaps no more reliable than those in elementary and secondary schools. Second, intellectual factors do not alone determine academic success, especially at the college level. Many students drop out of schools because they are inadequately motivated or because they dislike the instructional programme. Third, correlations are lowered because the use of such tests for denying admission to some students means that the range of scores for those admitted is restricted, and such restrictions tend to reduce correlation.
The intelligence scores can be used in the following way EXCEPT ______.
A．telling in advance the degree of academic success
B．admitting intelligent children to school at the age younger than ordinary
C．finding out children with lower ability in primary schools
D．selecting pupils by public secondary schools
Salovey tells of a simple test. Some four-year-old kids were invited into a room and were given the following instruction: " You can have this marshmallow right now; or if you wait, you can have two marshmallows when I get back. " Then, the researcher left. Some kids grabbed for the treat as soon as the researcher was out the door, while others waited for the researcher to return. By the time the kids reached high school, significant differences appeared between the two groups. The kids who held out for two marshmallows were better adjusted, more popular, more adventurous, more confident, and more dependable than kids in the quick gratification group. The latter group was also more likely to be lonely, more easily frustrated, more stubborn, more likely to buckle under stress, and more likely to shy away from challenges. When both groups took scholastic aptitude tests, the "hold out group" walloped the "quick gratification group" by 210 points (the test scores range from a minimum of 200 points to a maximum of 800, with an average for all students of 500 points).
Researchers have been discussing whether it' s possible to raise a person' s IQ. Geneticists say No, while social scientists say Yes. But while brain power researchers continue the debate, social science researchers have concluded that it's possible to improve a person' s EQ, and in particular, a person' s "people skills, " such as empathy, graciousness, and the ability to "read" a social situation.
According to the social scientists, there is little doubt that people without sufficient EQ will have a hard time surviving in life. EQ is perhaps best observed in people described as either pessimists or optimists. Optimistic people have high EQ and treat obstacles as minor, while the pessimistic people have low-EQ and personalizes all setbacks. In social research circles, EQ denotes one' s ability to survive, and it' s here that there may be an overlap between EQ, IQ, genetics and environment. As to that, I am reminded of the words of Darwin, "The biggest, the smartest, and the strongest are not the survivors. Rather, the survivors are the most adaptable. " Those of us who survive and thrive in this complex world are not only the most adaptable, but also the most optimistic and the most likely to have a high EQ.
EQ gets you promoted, not because________.
A．a person with high EQ is better adjusted
B．a person with high EQ is more stubborn
C．a person with high EQ is more confident
D．A person with high EQ is more popular
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