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 mean 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 peers, rather than simply dividing the mental age 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 test 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 test 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.
6. Which of the following may be required in an intelligent test?
[A] Answering philosophical questions.
[B] Folding or cutting paper into different shapes.
[C] Telling the difference between certain concepts.
[D] Choosing words or graphs similar to the given ones.
7. What can be inferred about intelligence testing from Paragraph 3?
[A] People no longer use IQ scores as an indicator of intelligence.
[B] More versions of IQ tests are now available on the Internet.
[C] The test contents and formats for adults and children may be different.
[D] Scientists have defined the important elements of human intelligence.
8. People nowadays can no longer achieve IQ scores as high as vos Savant’s because
[A] the scores are obtained through different computational procedures.
[B] creativity rather than analytical skills is emphasized now.
[C] vos Savant’s case is an extreme one that will not repeat.
[D] the defining characteristic of IQ tests has changed.
9. We can conclude from the last paragraph that
[A] test scores may not be reliable indicators of one’s ability.
[B] IQ scores and SAT results are highly correlated.
[C] testing involves a lot of guesswork.
[D] traditional test are out of date.
10. What is the author’s attitude towards IQ test?
[A] Supportive. [B] Skeptical. [C] Impartial. [D] Biased.
Unit 14（2007） Part2
試題解析：
6. 【正確答案】【D】
【解析】細(xì)節(jié)題，題干中的“Which of the following”表明本題是判斷正誤細(xì)節(jié)題。本題考查考生對(duì)文章第一段和最后一段內(nèi)容的理解。文章第一段指出，智商測(cè)試要求你完成口頭和視覺(jué)分析，要求你在紙張被折疊、剪切后想象它的形狀，要求你推論數(shù)字的順序，以及其他類似的項(xiàng)目，最后一段指出，傳統(tǒng)的測(cè)試最恰當(dāng)?shù)卦u(píng)估了分析能力和語(yǔ)言表達(dá)能力，但沒(méi)有測(cè)量創(chuàng)造性和實(shí)際知識(shí)。這說(shuō)明，在智力測(cè)試中可能需要?jiǎng)?chuàng)造性和實(shí)際知識(shí)。D為正確選項(xiàng)。A和C屬于無(wú)中生有；B與文意不符。
7. 【正確答案】【C】
【解析】推論題，題干中的“can be inferred”表明本題是推論題。本題考查考生對(duì)文章第三段內(nèi)容的理解。文章第三段指出，智商測(cè)試主要表現(xiàn)為兩種形式，也就是斯坦福—比奈智力量表和威斯勒智力量表，這兩種都有成人和兒童測(cè)試類型。由此可知，對(duì)成人和兒童的測(cè)試內(nèi)容可能不相同。C為正確選項(xiàng)。A與該段第一句話的意思不符；B與該段第三句話中“although”引導(dǎo)的句子意思不符；D屬于無(wú)中生有。
8. 【正確答案】【A】
【解析】細(xì)節(jié)題，題干中的“because”表明本題是原因細(xì)節(jié)題。本題考查考生對(duì)文章第三段內(nèi)容的理解。題干中的信號(hào)詞是“IQ scores ”和“Vos Savant’s”，出自文章第三段第四句話中。文章第三段指出，得到像沃斯?薩文特這樣的超高分?jǐn)?shù)再也不可能了，因?yàn)楝F(xiàn)在的分?jǐn)?shù)依據(jù)的是相同年齡者的統(tǒng)計(jì)學(xué)群體分布狀況，而不是簡(jiǎn)單地通過(guò)實(shí)足年齡乘以100來(lái)劃分智能年齡。這說(shuō)明，原因是現(xiàn)在的計(jì)算方法與以前不同。A為正確選項(xiàng)。B是第四段的信息，與題目的要求不符；C明顯與文意不符；D屬于無(wú)中生有。
9. 【正確答案】【A】
【解析】歸納題，題干中的“We can conclude”表明本題是歸納題。本題考查考生對(duì)文章最后一段內(nèi)容的理解。文章最后一段指出，有專家認(rèn)為，標(biāo)準(zhǔn)測(cè)試不可能評(píng)估在學(xué)校和生活中取得成功所需的所有重要因素，隨后解釋了這種觀點(diǎn)，指出，傳統(tǒng)的測(cè)試最恰當(dāng)?shù)卦u(píng)估了分析能力和語(yǔ)言表達(dá)能力，而且，一旦人口或環(huán)境發(fā)生變化，智商測(cè)試就不一定預(yù)測(cè)得那么準(zhǔn)確，并且應(yīng)試能力也很重要。這說(shuō)明，智商測(cè)試不可能真實(shí)反映一個(gè)人的能力。A為正確選項(xiàng)。A不準(zhǔn)確；B與文意相反；C屬于夸大其詞；D屬于無(wú)中生有。
10. 【正確答案】 【B】
【解析】態(tài)度題，題干中的“the author’s attitude”表明本題是態(tài)度題。本題考查考生對(duì)全文內(nèi)容的理解。作者文中使用了“有點(diǎn)困惑”、“ 但沒(méi)有測(cè)量創(chuàng)造性和實(shí)際知識(shí)，這些也是解決問(wèn)題、在生活中取得成功的關(guān)鍵因素”以及“ 它預(yù)測(cè)的結(jié)果是相反的”等詞句，說(shuō)明作者對(duì)智商測(cè)試持懷疑態(tài)度。B為正確選項(xiàng)。A與作者的態(tài)度相反；C和D是誤解了作者的態(tài)度。
全文翻譯：
過(guò)去幾年，《星期日?qǐng)?bào)》的增刊《檢閱》開設(shè)了一個(gè)名叫“詢問(wèn)瑪麗琳”的專欄。人們被邀請(qǐng)去詢問(wèn)瑪麗琳?沃斯?薩文特——她在10歲時(shí)測(cè)試的智力水平達(dá)到別人23歲時(shí)的水平，這使得她的智商高達(dá)228（是有記錄的水平）。智商測(cè)試要求你完成口頭和視覺(jué)分析，要求你在紙張被折疊、剪切后想象它的形狀，要求你推論數(shù)字的順序，以及其他類似的項(xiàng)目。所以，當(dāng)沃斯?薩文特面對(duì)普通人（其智商為100）提出的像“熱愛(ài)與喜愛(ài)之間的區(qū)別是什么？”或者“運(yùn)氣與巧合的特征是什么？”這樣的問(wèn)題時(shí)，她感到有點(diǎn)困惑。設(shè)想物體、判斷數(shù)字模式的能力如何使一個(gè)人能夠回答難倒了一些最杰出的詩(shī)人和哲學(xué)家的問(wèn)題，這一點(diǎn)并不明顯。
很明顯，智力包含的不只是一次測(cè)試所得的分?jǐn)?shù)。而聰明意味著什么？可以明確顯示多少智力？我們能夠從神經(jīng)學(xué)、遺傳學(xué)、計(jì)算機(jī)科學(xué)以及其他領(lǐng)域了解多少智力？
人類有關(guān)智力的定義性術(shù)語(yǔ)似乎仍然是智商分?jǐn)?shù)，即使人們并不像以前那樣經(jīng)常進(jìn)行智商測(cè)試。智商測(cè)試主要表現(xiàn)為兩種形式：斯坦?！饶沃橇α勘砗屯估罩橇α勘恚▋煞N都有成人和兒童測(cè)試類型）。由于這些測(cè)試一般要花費(fèi)幾百美元，所以通常只有心理學(xué)家才進(jìn)行這些測(cè)試，盡管這些測(cè)試的變種在書店和環(huán)球網(wǎng)上流行。得到像沃斯?薩文特這樣的超高分?jǐn)?shù)再也不可能了，因?yàn)楝F(xiàn)在的分?jǐn)?shù)依據(jù)的是相同年齡者的統(tǒng)計(jì)學(xué)群體分布狀況，而不是簡(jiǎn)單地通過(guò)實(shí)足年齡乘以100來(lái)劃分智能年齡。其他標(biāo)準(zhǔn)測(cè)試，比如學(xué)術(shù)能力檢測(cè)以及研究生入學(xué)考試，包含了智商測(cè)試的主要方面。
羅博特?J?斯頓伯格認(rèn)為，這樣的標(biāo)準(zhǔn)測(cè)試不可能評(píng)估在學(xué)校和生活中取得成功所需的所有重要因素。在其名為“智力測(cè)試如何明智？”這篇文章中，斯頓伯格指出，傳統(tǒng)的測(cè)試最恰當(dāng)?shù)卦u(píng)估了分析能力和語(yǔ)言表達(dá)能力，但沒(méi)有測(cè)量創(chuàng)造性和實(shí)際知識(shí)，這些也是解決問(wèn)題、在生活中取得成功的關(guān)鍵因素。而且，一旦人口或環(huán)境發(fā)生變化，智商測(cè)試就不一定預(yù)測(cè)得那么準(zhǔn)確。研究發(fā)現(xiàn)，如果在低壓力狀況下進(jìn)行智商測(cè)試，那么這種測(cè)試就可以預(yù)測(cè)領(lǐng)導(dǎo)才能，但是，在高壓力狀況下，智商測(cè)試所得的結(jié)果與領(lǐng)導(dǎo)才能的關(guān)系是否定的，也就是說(shuō)，它預(yù)測(cè)的結(jié)果是相反的。任何經(jīng)歷過(guò)學(xué)術(shù)能力檢測(cè)的人都會(huì)認(rèn)為，應(yīng)試能力也很重要，無(wú)論是知道何時(shí)應(yīng)該進(jìn)行推測(cè)還是知道應(yīng)該忽略什么問(wèn)題。
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 mean 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 peers, rather than simply dividing the mental age 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 test 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 test 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.
6. Which of the following may be required in an intelligent test?
[A] Answering philosophical questions.
[B] Folding or cutting paper into different shapes.
[C] Telling the difference between certain concepts.
[D] Choosing words or graphs similar to the given ones.
7. What can be inferred about intelligence testing from Paragraph 3?
[A] People no longer use IQ scores as an indicator of intelligence.
[B] More versions of IQ tests are now available on the Internet.
[C] The test contents and formats for adults and children may be different.
[D] Scientists have defined the important elements of human intelligence.
8. People nowadays can no longer achieve IQ scores as high as vos Savant’s because
[A] the scores are obtained through different computational procedures.
[B] creativity rather than analytical skills is emphasized now.
[C] vos Savant’s case is an extreme one that will not repeat.
[D] the defining characteristic of IQ tests has changed.
9. We can conclude from the last paragraph that
[A] test scores may not be reliable indicators of one’s ability.
[B] IQ scores and SAT results are highly correlated.
[C] testing involves a lot of guesswork.
[D] traditional test are out of date.
10. What is the author’s attitude towards IQ test?
[A] Supportive. [B] Skeptical. [C] Impartial. [D] Biased.
Unit 14（2007） Part2
試題解析：
6. 【正確答案】【D】
【解析】細(xì)節(jié)題，題干中的“Which of the following”表明本題是判斷正誤細(xì)節(jié)題。本題考查考生對(duì)文章第一段和最后一段內(nèi)容的理解。文章第一段指出，智商測(cè)試要求你完成口頭和視覺(jué)分析，要求你在紙張被折疊、剪切后想象它的形狀，要求你推論數(shù)字的順序，以及其他類似的項(xiàng)目，最后一段指出，傳統(tǒng)的測(cè)試最恰當(dāng)?shù)卦u(píng)估了分析能力和語(yǔ)言表達(dá)能力，但沒(méi)有測(cè)量創(chuàng)造性和實(shí)際知識(shí)。這說(shuō)明，在智力測(cè)試中可能需要?jiǎng)?chuàng)造性和實(shí)際知識(shí)。D為正確選項(xiàng)。A和C屬于無(wú)中生有；B與文意不符。
7. 【正確答案】【C】
【解析】推論題，題干中的“can be inferred”表明本題是推論題。本題考查考生對(duì)文章第三段內(nèi)容的理解。文章第三段指出，智商測(cè)試主要表現(xiàn)為兩種形式，也就是斯坦福—比奈智力量表和威斯勒智力量表，這兩種都有成人和兒童測(cè)試類型。由此可知，對(duì)成人和兒童的測(cè)試內(nèi)容可能不相同。C為正確選項(xiàng)。A與該段第一句話的意思不符；B與該段第三句話中“although”引導(dǎo)的句子意思不符；D屬于無(wú)中生有。
8. 【正確答案】【A】
【解析】細(xì)節(jié)題，題干中的“because”表明本題是原因細(xì)節(jié)題。本題考查考生對(duì)文章第三段內(nèi)容的理解。題干中的信號(hào)詞是“IQ scores ”和“Vos Savant’s”，出自文章第三段第四句話中。文章第三段指出，得到像沃斯?薩文特這樣的超高分?jǐn)?shù)再也不可能了，因?yàn)楝F(xiàn)在的分?jǐn)?shù)依據(jù)的是相同年齡者的統(tǒng)計(jì)學(xué)群體分布狀況，而不是簡(jiǎn)單地通過(guò)實(shí)足年齡乘以100來(lái)劃分智能年齡。這說(shuō)明，原因是現(xiàn)在的計(jì)算方法與以前不同。A為正確選項(xiàng)。B是第四段的信息，與題目的要求不符；C明顯與文意不符；D屬于無(wú)中生有。
9. 【正確答案】【A】
【解析】歸納題，題干中的“We can conclude”表明本題是歸納題。本題考查考生對(duì)文章最后一段內(nèi)容的理解。文章最后一段指出，有專家認(rèn)為，標(biāo)準(zhǔn)測(cè)試不可能評(píng)估在學(xué)校和生活中取得成功所需的所有重要因素，隨后解釋了這種觀點(diǎn)，指出，傳統(tǒng)的測(cè)試最恰當(dāng)?shù)卦u(píng)估了分析能力和語(yǔ)言表達(dá)能力，而且，一旦人口或環(huán)境發(fā)生變化，智商測(cè)試就不一定預(yù)測(cè)得那么準(zhǔn)確，并且應(yīng)試能力也很重要。這說(shuō)明，智商測(cè)試不可能真實(shí)反映一個(gè)人的能力。A為正確選項(xiàng)。A不準(zhǔn)確；B與文意相反；C屬于夸大其詞；D屬于無(wú)中生有。
10. 【正確答案】 【B】
【解析】態(tài)度題，題干中的“the author’s attitude”表明本題是態(tài)度題。本題考查考生對(duì)全文內(nèi)容的理解。作者文中使用了“有點(diǎn)困惑”、“ 但沒(méi)有測(cè)量創(chuàng)造性和實(shí)際知識(shí)，這些也是解決問(wèn)題、在生活中取得成功的關(guān)鍵因素”以及“ 它預(yù)測(cè)的結(jié)果是相反的”等詞句，說(shuō)明作者對(duì)智商測(cè)試持懷疑態(tài)度。B為正確選項(xiàng)。A與作者的態(tài)度相反；C和D是誤解了作者的態(tài)度。
全文翻譯：
過(guò)去幾年，《星期日?qǐng)?bào)》的增刊《檢閱》開設(shè)了一個(gè)名叫“詢問(wèn)瑪麗琳”的專欄。人們被邀請(qǐng)去詢問(wèn)瑪麗琳?沃斯?薩文特——她在10歲時(shí)測(cè)試的智力水平達(dá)到別人23歲時(shí)的水平，這使得她的智商高達(dá)228（是有記錄的水平）。智商測(cè)試要求你完成口頭和視覺(jué)分析，要求你在紙張被折疊、剪切后想象它的形狀，要求你推論數(shù)字的順序，以及其他類似的項(xiàng)目。所以，當(dāng)沃斯?薩文特面對(duì)普通人（其智商為100）提出的像“熱愛(ài)與喜愛(ài)之間的區(qū)別是什么？”或者“運(yùn)氣與巧合的特征是什么？”這樣的問(wèn)題時(shí)，她感到有點(diǎn)困惑。設(shè)想物體、判斷數(shù)字模式的能力如何使一個(gè)人能夠回答難倒了一些最杰出的詩(shī)人和哲學(xué)家的問(wèn)題，這一點(diǎn)并不明顯。
很明顯，智力包含的不只是一次測(cè)試所得的分?jǐn)?shù)。而聰明意味著什么？可以明確顯示多少智力？我們能夠從神經(jīng)學(xué)、遺傳學(xué)、計(jì)算機(jī)科學(xué)以及其他領(lǐng)域了解多少智力？
人類有關(guān)智力的定義性術(shù)語(yǔ)似乎仍然是智商分?jǐn)?shù)，即使人們并不像以前那樣經(jīng)常進(jìn)行智商測(cè)試。智商測(cè)試主要表現(xiàn)為兩種形式：斯坦?！饶沃橇α勘砗屯估罩橇α勘恚▋煞N都有成人和兒童測(cè)試類型）。由于這些測(cè)試一般要花費(fèi)幾百美元，所以通常只有心理學(xué)家才進(jìn)行這些測(cè)試，盡管這些測(cè)試的變種在書店和環(huán)球網(wǎng)上流行。得到像沃斯?薩文特這樣的超高分?jǐn)?shù)再也不可能了，因?yàn)楝F(xiàn)在的分?jǐn)?shù)依據(jù)的是相同年齡者的統(tǒng)計(jì)學(xué)群體分布狀況，而不是簡(jiǎn)單地通過(guò)實(shí)足年齡乘以100來(lái)劃分智能年齡。其他標(biāo)準(zhǔn)測(cè)試，比如學(xué)術(shù)能力檢測(cè)以及研究生入學(xué)考試，包含了智商測(cè)試的主要方面。
羅博特?J?斯頓伯格認(rèn)為，這樣的標(biāo)準(zhǔn)測(cè)試不可能評(píng)估在學(xué)校和生活中取得成功所需的所有重要因素。在其名為“智力測(cè)試如何明智？”這篇文章中，斯頓伯格指出，傳統(tǒng)的測(cè)試最恰當(dāng)?shù)卦u(píng)估了分析能力和語(yǔ)言表達(dá)能力，但沒(méi)有測(cè)量創(chuàng)造性和實(shí)際知識(shí)，這些也是解決問(wèn)題、在生活中取得成功的關(guān)鍵因素。而且，一旦人口或環(huán)境發(fā)生變化，智商測(cè)試就不一定預(yù)測(cè)得那么準(zhǔn)確。研究發(fā)現(xiàn)，如果在低壓力狀況下進(jìn)行智商測(cè)試，那么這種測(cè)試就可以預(yù)測(cè)領(lǐng)導(dǎo)才能，但是，在高壓力狀況下，智商測(cè)試所得的結(jié)果與領(lǐng)導(dǎo)才能的關(guān)系是否定的，也就是說(shuō)，它預(yù)測(cè)的結(jié)果是相反的。任何經(jīng)歷過(guò)學(xué)術(shù)能力檢測(cè)的人都會(huì)認(rèn)為，應(yīng)試能力也很重要，無(wú)論是知道何時(shí)應(yīng)該進(jìn)行推測(cè)還是知道應(yīng)該忽略什么問(wèn)題。