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The Wechsler tests are not nearly as prominent as the Stanford Binet tests.
A．Y
B．N
C．NG
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更多“The Wechsler tests are not nearly as prominent as the Stanford Binet tests.A．YB．NC．NG”相关的问题
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.
Measuring Human Behavior
Psychological Testing is the measurement of some aspect of human behavior. by procedures consisting of carefully prescribed con tent, methods of administration, and interpretation. The test may address any aspect of intellectual or emotional functioning, including personality traits, attitudes, intelligence, or emotional concerns. Interpretation is based on a comparison of the individual's responses with those previously obtained to establish appropriate standards for the test scores. The usefulness of psychological tests depends on their accuracy in predicting behavior. By providing information about the probability of a person's responses or performance, tests aid in making a variety of decisions.
The primary drive behind the development of the major tests used today was the need for practical guidelines for solving social problems. The first useful intelligence test was prepared in 1905 by the French psychologists Alfred Binet and Theodore Simon. The two developed a 30item scale to ensure that no child could be denied instruction in the Paris school system without formal examination. In 1916, the American psychologist Lewis Terman produced the first Stanford Revision of the BinetSimon scale to provide comparison standards for Americans from age three to adulthood. The test was further revised in 1937 and 1960, and today the Stanford Binet remains one of the most widely used intelligence tests.
The need to classify soldiers during World War I resulted in the development of two group intelligence tests—Army Alpha and Army Beta. To help detect soldiers who might break down in combat, the American psychologist Robert Woodworth designed the Personal Data Sheet, a forerunner of the modern personality inventory. During the 1930s controversies over the nature of intelligence led to the development of the WechslerBellevue Intelligence Scale, which not only provided an index of general mental ability but also revealed patterns of intellectual strengths and weaknesses. The Wechsler tests now extend from the preschool through the adult age range and are at least as prominent as the StanfordBinet.
As interest in the newly emerging field of psychoanalysis grew in the 1930s, two important projective techniques introduced systematic ways to study unconscious motivation: the Rorschach or inkblot testdeveloped by the Swiss psychiatrist Hermann Rorschach—using a series of inkblots on cards, and a storytelling procedure called the Thematic Apperception Testdeveloped by the American psychologists Henry A. Murray and C. D. Morgan. Both of these tests are frequently included in contemporary personality assessment.
In educational settings, intelligence and achievement tests are administered routinely to assess individual accomplishment and to improve instruction and curriculum planning. Elementary schools use kindergarten and firstgrade screening procedures to determine readiness for reading and writing programs. Screening tests also identify developmental, visual, and auditory problems for which the child may need special assistance. If the child's progress in school is un usually slow, or if he or she shows signs of a learning disability or behavior. disorder, testing may clarify whether the difficulty is neurologically or emotionally based. Many high schools administer interest inventories and aptitude tests to assist in the students' educational or vocational planning.
In clinics or hospitals, psychological tests may be administered for purposes of diagnosis and treatment planning. Clinical tests can provide information about overall personality functioning and the need for psychotherapy; testing also may focus of some specific question, such as the presence or absence of organically based brain disorder. Clinical testing usually involves a battery of test, interpreted as a whole, to describe intellectual and emotional states. Dec
A．Y
B．N
C．NG
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？”。 Sternberg 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 sills 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 bas toiled through SAT will testify that test-taking skill also matters， whether it‘s knowing when to guess or what questions of skip.
第26题：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.
No country embraced the IQ--and the application of IQ testing to restructure society--more thoroughly than the U.S.. Every year millions of Americans have their IQ measured, many with a direct descendant of Binet's original test, the Stanford-Binet, although not necessarily for the purpose Binet intended. He developed his test as a way of identifying public school students who needed extra help in learning, and that is still one of its leading uses.
But the broader and more controversial use of IQ testing has its roots in a theory of intelligence--part science, part sociology --that developed in the late 19th century, before Binte's work and entirely separate from it. Championed first by Charles Darwin' s cousin Francis Galton, it held that intelligence was the most valuable human attribute, and that if people who had a lot of it could be identified and put in leadership positions, all of society would benefit.
Terman believed IQ tests should be used to conduct a great sorting out of the population, so that young people would be assigned on the basis of their scores to particular levels in the school system, which would lead to corresponding socioeconomic destinations in adult life. The beginning of the IQ-testing movement overlapped with the eugenics movement--hugely popular in America and Europe among the "better sort" before Hitler gave it a bad name--which held that intelligence was mostly inherited and that people-deficient in it should be discouraged from reproducing. The state sterilization that Justice Oliver Wendell Holmes notoriously endorsed in a 1927 Supreme Court decision was done with an IQ score as justification.
The American IQ promoters scored a great coup during World War I when they persuaded the Army to give IQ tests to 1.7 million inductees. It was the world's first mass administration of an intelligence test, and many of the standardized tests in use today can be traced back to it: the now ubiquitous and obsessed-over SAT(Study Ability Test); the Wechsler, taken by several million people a year, according to its publisher; and Terman' s own National Intelligence Test, originally used in tracking elementary school children. All these tests took from the Army the basic technique of measuring intelligence mainly by asking vocabulary questions (synonyms, antonyms, analogies, reading comprehension).
According to Termon's theory, a twelve-year-old boy's mental age is 10, then his IQ number is about______.
A．0.8
B．0.9
C．1.0
D．1.2
Researchers have tried a different IQ test, one that requires no social interaction. As they report in the journal Psychological Science, autistic children's scores came out starkly different than on the oral, interactive IQ test—suggesting a burning intelligence inside these kids that educators are failing to uncover.
For the study, children took two IQ tests. In the more widely used Wechsler, they tried to arrange and complete pictures, do simple arithmetic, demonstrate vocabulary comprehension and answer questions—almost all in response to a stranger's questions. In the Raven's Progressive Matrices test, they got brief instructions, then went off on their own to analyze three-by-three arrays of geometric designs, with one missing, and choose the design that belonged in the empty place. The disparity in scores was striking. Overall, the autistics scored around the 30th percentile on the Wechsler, which corresponds to "low average" IQ. But they averaged in the 56th percentile on the Raven's. not a single autistic child scored in the "high intelligence" range on the Wechsler; on the Raven's, one third did. Healthy children showed no such disparity.
That presents a puzzle. If many autistics are more intelligent than an IQ test shows, why haven't their parents noticed？ Partly because many parents welcome a low score, which brings their child more special services from schools and public agencies. But another force is at work. "We often think of intelligence as what you can show, such as by speaking fluently", says a psychologist. "Parents as well as professionals might be biased to look at that" rather than dig for the hidden intellectual spark.
The challenge is to coax that spark into the kind of intelligence that manifests itself in practice. That is something autism researchers are far from doing. Many experts dismiss autistics' exceptional reading, artistic or other abilities as side effects of abnormal brain function. They advise parents to steer their child away from what he excels at and obsesses over, and toward what he struggles with. It makes you wonder how many other children, whose intellectual potential we're too blind to see, we've also given up on.
Autistic children always get lower scores in IQ tests than other children because ______
A．they are retarded due to lack of communication.
B．the test methods require too may interactions.
C．their intelligence level is lower than other children.
D．they cannot understand the instructions of strangers.
Text 2
For the past several years， the Sunday newspaper supplement Parade has featured a column called “Ask Marilyn.” People are invited to query Marilyn vos Savant， who at age 10 had tested at a mental level of someone about 23 years old； that gave her an IQ of 228-the highest score ever recorded. IQ tests ask you to complete verbal and visual analogies， to envision paper after it has been folded and cut， and to deduce numerical sequences， among other similar tasks. So it is a bit confusing when vos Savant fields such queries from the average Joe （whose IQ is 100） as， What's the difference between love and fondness？ Or what is the nature of luck and coincidence？ It's not obvious how the capacity to visualize objects and to figure out numerical patterns suits one to answer questions that have eluded some of the best poets and philosophers.
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？”。 Sternberg 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 sills 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 bas toiled through SAT will testify that test-taking skill also matters， whether it‘s knowing when to guess or what questions of skip.
[451 words]
26. 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.
The primary impetus for the development of the major tests used today was the need for practical guidelines for solving social problems. The first useful intelligence test was prepared in 1905 by the French psychologists Alfred Binet and Theodore Simon (1873-1961). The two developed a 30-item scale to ensure that no child could be denied instruction in the Paris school system without formal examination. In 1916 the American psychologist Lewis Terman produced the first Stanford Revision of the Binet-Simon scale to provide comparison standards for Americans from age three to adulthood. The test was further revised in 1937 and 1960, and today the Stanford-Binet remains one of the most widely used intelligence tests.
The need to classify soldiers during World War I resulted in the development of two group intelligence tests—Army Alpha and Army Beta. To help detect soldiers who might break down in combat, the American psychologist Robert Woodworth (1869—1962) designed the Personal Data Sheet, a forerunner of the modern personality inventory.
During the 1930s controversies over the nature of intelligence led to the development of the Wechsler-Bellevue Intelligence Scale, which not only provided an index of general mental ability but also revealed patterns of intellectual strengths and weaknesses. The Wechsler tests now extend from the preschool through the adult age range and are at least as prominent as the Stanford-Binet.
As interest in the newly emerging field of psychoanalysis grew in the 1930s, two important projective techniques introduced systematic ways to study unconscious motivation: the Rorschach test—developed by the Swiss psychiatrist Hermann Rorschach (1884—1922)— using a series of inkblots on cards, and a story-telling procedure called the Thematic Apperception Test—developed by the American psychologists Henry A. Murray (1893— 1988) and C. D. Morgan. Both of these tests are frequently included in contemporary personality assessment.
During World War II the need for improved methods of personnel selection led to the expansion of large-scale programs involving multiple methods of personality assessment. Following the war, training programs in clinical psychology were systematically supported by U.S. government funding, to ensure availability of mental-health services to returning war veterans. As part of these services, psychological testing flourished, reaching an estimated several million Americans each year. Since the late 1960s increased awareness and criticism from both the public and professional sectors have led to greater efforts to establish legal controls and more explicit safeguards against misuse of testing materials.
According to the author, whether a psychological test is effective or not is determined by______
A．its correctness in foretelling behavior
B．its practical guidelines for solving social problems
C．any aspect of intellectual or emotional functioning
D．the ways to provide information about the probability of one's performance or response
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