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共用题干
Intelligence:a Changed View 1. Intelligence was believed to be a fixed entity,some faculty of the mind that we all possess and which determines in some way the extent of our achievements.Its value therefore,was as a predic-tor of children's future learning. If they differed markedly in their ability to learn complex tasks, then it was clearly necessary to educate them differently and the need for different types of school and even different ability groups within school was obvious.Intelligence tests could be used for streaming children according to ability at an early age;and at 11 these tests were superior to measures of attainment for selecting children for different types of secondary education. 2. Today,we are beginning to think differently. In the last few years,research has thrown doubt on the view that innate intelligence can ever be measured and on the very nature of intelligence it-self. There is considerable evidence now which shows the great influence of environment both on a-chievement and intelligence.Children with poor home backgrounds not only do less well in their school work and intelligence tests but their performance tends to deteriorate gradually compared with that of their more fortunate classmates. 3 .There are evidences that support the view that we have to distinguish between genetic intelli- gence and observed intelligence.Any deficiency in the appropriate genes will restrict development no matter how stimulating the environment. We cannot observe and measure innate intelligence, whereas we can measure the effects of the interaction of whatever is inherited with whatever stimu-lation has been received from the environment. Researches have been investigation what happens in this interaction. 4. Two major findings have emerged from these researches.Firstly,the greater part of the devel-opment of observed intelligence occurs in the earliest years of life.It is estimated that 50 per cent of measurable intelligence at age 17 is already predictable by the age of four. Secondly,the most important factors in the environment are language and psychological aspects of the parent-child re- lationship.Much of the difference in measured intelligence between“privileged”and“disadvan- taged”children may be due to the latter's lack of appropriate verbal stimulation and the poverty of their perceptual experiences. 5. These research findings have led to a revision in our understanding of the nature of intelli- gence.Instead of it being some largely inherited fixed power of the mind,we now see it as a set of developed skills which a person copes with any environment. These skills have to be learned and, indeed,one of them is learning how to learn. 6 .The modern ideas concerning the nature of intelligence are bound to have some effect on our school system.In one respect a change is already occurring.With the move toward comprehensive education and the development of unstreamed classes,fewer children will be given the label “low IQ”which must inevitably condemn a child in his own,if not society's eyes.The idea that we can teach children to be intelligent in the same way that we can teach them reading or arithmetic is ac-cepted by more and more people.
Intelligence:a Changed View 1. Intelligence was believed to be a fixed entity,some faculty of the mind that we all possess and which determines in some way the extent of our achievements.Its value therefore,was as a predic-tor of children's future learning. If they differed markedly in their ability to learn complex tasks, then it was clearly necessary to educate them differently and the need for different types of school and even different ability groups within school was obvious.Intelligence tests could be used for streaming children according to ability at an early age;and at 11 these tests were superior to measures of attainment for selecting children for different types of secondary education. 2. Today,we are beginning to think differently. In the last few years,research has thrown doubt on the view that innate intelligence can ever be measured and on the very nature of intelligence it-self. There is considerable evidence now which shows the great influence of environment both on a-chievement and intelligence.Children with poor home backgrounds not only do less well in their school work and intelligence tests but their performance tends to deteriorate gradually compared with that of their more fortunate classmates. 3 .There are evidences that support the view that we have to distinguish between genetic intelli- gence and observed intelligence.Any deficiency in the appropriate genes will restrict development no matter how stimulating the environment. We cannot observe and measure innate intelligence, whereas we can measure the effects of the interaction of whatever is inherited with whatever stimu-lation has been received from the environment. Researches have been investigation what happens in this interaction. 4. Two major findings have emerged from these researches.Firstly,the greater part of the devel-opment of observed intelligence occurs in the earliest years of life.It is estimated that 50 per cent of measurable intelligence at age 17 is already predictable by the age of four. Secondly,the most important factors in the environment are language and psychological aspects of the parent-child re- lationship.Much of the difference in measured intelligence between“privileged”and“disadvan- taged”children may be due to the latter's lack of appropriate verbal stimulation and the poverty of their perceptual experiences. 5. These research findings have led to a revision in our understanding of the nature of intelli- gence.Instead of it being some largely inherited fixed power of the mind,we now see it as a set of developed skills which a person copes with any environment. These skills have to be learned and, indeed,one of them is learning how to learn. 6 .The modern ideas concerning the nature of intelligence are bound to have some effect on our school system.In one respect a change is already occurring.With the move toward comprehensive education and the development of unstreamed classes,fewer children will be given the label “low IQ”which must inevitably condemn a child in his own,if not society's eyes.The idea that we can teach children to be intelligent in the same way that we can teach them reading or arithmetic is ac-cepted by more and more people.
It was once believed_______,and thus we can tell how successful he/she will be in the fu-ture according to his/her intelligence.
A: born to be more intelligent or less intelligent
B: have a better chance to develop his intelligence
C:taught to be more intelligent
D:that intelligence was something a baby was born with
E: and because of the lack of communication with his classmates
F: and partly has to do with a child's living environment
A: born to be more intelligent or less intelligent
B: have a better chance to develop his intelligence
C:taught to be more intelligent
D:that intelligence was something a baby was born with
E: and because of the lack of communication with his classmates
F: and partly has to do with a child's living environment
参考答案
参考解析
解析：在段落中第三句发现了“influence of environment both on. achievement and intelli-gence”，该含义与C的内容一致（环境对智力的影响），而且在段落的后面部分发现了用“穷孩子和富人家的孩子进行比较”的例子，因此肯定C是答案。
本段第一句就把该段的内容讲得很清楚。介绍的是“Two major findings have e-merged from these researches” ,main results只是major findings的另一种说法，故A项正确。
本段的第一句话就说清楚了：研究结果导致我们时智力本质看法的改变。
最后一段第一句话就说与智力本质有关的现代见解必定会对学校体系产生影响，下面又讲了一些正在发生的变化。
空格处需要真正的主语（It是形式主语），因此根据语法结构判断D是答案。该句大意是“人们曾经一度相信，智力是一个孩子天生所具有的，因为我们可以根据他／她的智力水平判断他／她在将来是否会取得成功。”
题干中partly的出现，暗示后半句中很可能还会出现另一个partly。因此判断F是答案。该句大意是“最近的研究已经表明智力一部分是来自遗传，一部分是与孩子的生活环境有关。”
will后面应该直接跟动词原形，因此判断B是答案。该句大意是“从文章中可以推断出如果一个孩子有更多的机会和他人用语言交流，他发展智力的可能性就更大。”
借助搭配语意判断A更加合适。该句含义“孩子不是天生更聪明或较笨，然而他们能够通过在学校学习变得更加聪明。”
本段第一句就把该段的内容讲得很清楚。介绍的是“Two major findings have e-merged from these researches” ,main results只是major findings的另一种说法，故A项正确。
本段的第一句话就说清楚了：研究结果导致我们时智力本质看法的改变。
最后一段第一句话就说与智力本质有关的现代见解必定会对学校体系产生影响，下面又讲了一些正在发生的变化。
空格处需要真正的主语（It是形式主语），因此根据语法结构判断D是答案。该句大意是“人们曾经一度相信，智力是一个孩子天生所具有的，因为我们可以根据他／她的智力水平判断他／她在将来是否会取得成功。”
题干中partly的出现，暗示后半句中很可能还会出现另一个partly。因此判断F是答案。该句大意是“最近的研究已经表明智力一部分是来自遗传，一部分是与孩子的生活环境有关。”
will后面应该直接跟动词原形，因此判断B是答案。该句大意是“从文章中可以推断出如果一个孩子有更多的机会和他人用语言交流，他发展智力的可能性就更大。”
借助搭配语意判断A更加合适。该句含义“孩子不是天生更聪明或较笨，然而他们能够通过在学校学习变得更加聪明。”
更多 “共用题干 Intelligence:a Changed View 1. Intelligence was believed to be a fixed entity,some faculty of the mind that we all possess and which determines in some way the extent of our achievements.Its value therefore,was as a predic-tor of children's future learning. If they differed markedly in their ability to learn complex tasks, then it was clearly necessary to educate them differently and the need for different types of school and even different ability groups within school was obvious.Intelligence tests could be used for streaming children according to ability at an early age;and at 11 these tests were superior to measures of attainment for selecting children for different types of secondary education. 2. Today,we are beginning to think differently. In the last few years,research has thrown doubt on the view that innate intelligence can ever be measured and on the very nature of intelligence it-self. There is considerable evidence now which shows the great influence of environment both on a-chievement and intelligence.Children with poor home backgrounds not only do less well in their school work and intelligence tests but their performance tends to deteriorate gradually compared with that of their more fortunate classmates. 3 .There are evidences that support the view that we have to distinguish between genetic intelli- gence and observed intelligence.Any deficiency in the appropriate genes will restrict development no matter how stimulating the environment. We cannot observe and measure innate intelligence, whereas we can measure the effects of the interaction of whatever is inherited with whatever stimu-lation has been received from the environment. Researches have been investigation what happens in this interaction. 4. Two major findings have emerged from these researches.Firstly,the greater part of the devel-opment of observed intelligence occurs in the earliest years of life.It is estimated that 50 per cent of measurable intelligence at age 17 is already predictable by the age of four. Secondly,the most important factors in the environment are language and psychological aspects of the parent-child re- lationship.Much of the difference in measured intelligence between“privileged”and“disadvan- taged”children may be due to the latter's lack of appropriate verbal stimulation and the poverty of their perceptual experiences. 5. These research findings have led to a revision in our understanding of the nature of intelli- gence.Instead of it being some largely inherited fixed power of the mind,we now see it as a set of developed skills which a person copes with any environment. These skills have to be learned and, indeed,one of them is learning how to learn. 6 .The modern ideas concerning the nature of intelligence are bound to have some effect on our school system.In one respect a change is already occurring.With the move toward comprehensive education and the development of unstreamed classes,fewer children will be given the label “low IQ”which must inevitably condemn a child in his own,if not society's eyes.The idea that we can teach children to be intelligent in the same way that we can teach them reading or arithmetic is ac-cepted by more and more people.It was once believed_______,and thus we can tell how successful he/she will be in the fu-ture according to his/her intelligence.A: born to be more intelligent or less intelligentB: have a better chance to develop his intelligenceC:taught to be more intelligentD:that intelligence was something a baby was born withE: and because of the lack of communication with his classmatesF: and partly has to do with a child's living environment” 相关考题
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