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Intelligence一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 predictor 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 itself. There is considerable evidence now which shows the great influence of environment both on achievement 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 intelligence 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 observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment. Researches have been investigating what happens in this interaction.
4.Two major findings have emerged from these researches.Firstly,the greater part of the development of observed intelligence occurs in the earliest years of life.It is estimated that 50 percent 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 relationship.Much of the difference in measured intelligence between "privileged" and "disadvantaged" 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 intelligence.Instead of it being some largely inherited fixed power of the mind,we now see it as a set of development skills with 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 accepted by more and more people.
Intelligence一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 predictor 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 itself. There is considerable evidence now which shows the great influence of environment both on achievement 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 intelligence 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 observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment. Researches have been investigating what happens in this interaction.
4.Two major findings have emerged from these researches.Firstly,the greater part of the development of observed intelligence occurs in the earliest years of life.It is estimated that 50 percent 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 relationship.Much of the difference in measured intelligence between "privileged" and "disadvantaged" 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 intelligence.Instead of it being some largely inherited fixed power of the mind,we now see it as a set of development skills with 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 accepted by more and more people.
Paragraph 6_________
A:Main Results of Recent Researches.
B:Popular Doubt about the New View.
C:Effect of Environment on Intelligence.
D:Intelligence and Achievement.
E:Impact on School Education.
F:A Changed View of Intelligence.
A:Main Results of Recent Researches.
B:Popular Doubt about the New View.
C:Effect of Environment on Intelligence.
D:Intelligence and Achievement.
E:Impact on School Education.
F:A Changed View of Intelligence.
参考答案
参考解析
解析：文章第二段告诉我们：目前大量的证据表明环境对成就和智力有巨大的影响。家庭贫困的孩子和比他们更为幸运的同学相比，不仅功课和智力测试成绩较差，而且他们的表现有越来越恶化的趋势。因此它强调的是环境对智力的影响。选择C项。
文章第四段主要探讨的是“研究产生两个重要的发现”，因此只有A项最合适。
文章第五段告诉我们“这些研究结果改变了我们对智力本质的理解”，并详细解释了科学家们对智力发展的新看法，因此只有F项最合适。
文章第六段主要讲“与智力的本质有关的现代观念对我们的学校体系将有一些影响”，并介绍了一些学校教育的新方法，因此只有E项最合适。
文章倒数第二段第二句话讲到“人们曾经认为智力很大程度上是遗传的大脑的固定能力”，因此只有选项D"智力是婴儿生来拥有的”是合适的。
文章第二段告诉我们环境对儿童的智力有很大影响，因此选项F''（智力）与儿童生活环境有关系”是合适的。
文章第四段讲到“‘有优势的’和‘没有优势的’孩子之间被衡量的智力的大部分不同可能是因为后者缺乏必要的语言刺激以及感性经历贫乏”，因此选项B"（通过语言与他人交流）孩子们就会有更好的机会发展智力”是合适的。
文章最后一句说“我们能够像教孩子阅读或算数一样教孩子变聪明的观念被越来越多的人所接受”，因此A项最合适。
文章第四段主要探讨的是“研究产生两个重要的发现”，因此只有A项最合适。
文章第五段告诉我们“这些研究结果改变了我们对智力本质的理解”，并详细解释了科学家们对智力发展的新看法，因此只有F项最合适。
文章第六段主要讲“与智力的本质有关的现代观念对我们的学校体系将有一些影响”，并介绍了一些学校教育的新方法，因此只有E项最合适。
文章倒数第二段第二句话讲到“人们曾经认为智力很大程度上是遗传的大脑的固定能力”，因此只有选项D"智力是婴儿生来拥有的”是合适的。
文章第二段告诉我们环境对儿童的智力有很大影响，因此选项F''（智力）与儿童生活环境有关系”是合适的。
文章第四段讲到“‘有优势的’和‘没有优势的’孩子之间被衡量的智力的大部分不同可能是因为后者缺乏必要的语言刺激以及感性经历贫乏”，因此选项B"（通过语言与他人交流）孩子们就会有更好的机会发展智力”是合适的。
文章最后一句说“我们能够像教孩子阅读或算数一样教孩子变聪明的观念被越来越多的人所接受”，因此A项最合适。
更多 “共用题干 Intelligence一a Changed View1.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 predictor 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 itself. There is considerable evidence now which shows the great influence of environment both on achievement 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 intelligence 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 observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment. Researches have been investigating what happens in this interaction.4.Two major findings have emerged from these researches.Firstly,the greater part of the development of observed intelligence occurs in the earliest years of life.It is estimated that 50 percent 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 relationship.Much of the difference in measured intelligence between "privileged" and "disadvantaged" 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 intelligence.Instead of it being some largely inherited fixed power of the mind,we now see it as a set of development skills with 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 accepted by more and more people.Paragraph 6_________A:Main Results of Recent Researches.B:Popular Doubt about the New View.C:Effect of Environment on Intelligence.D:Intelligence and Achievement.E:Impact on School Education.F:A Changed View of Intelligence.” 相关考题
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根据下列材料请回答 1～20 题：From childhood to old age, we all use language as a means of broadening our knowledge of ourselves and the world about us. When humans first1 , they were like newborn children, unable to use this 2tool. Yet once language developed, the possibilities for humankind' s future 3and cultural growth increased. Many linguists believe that evolution is4for our ability to produce and use language. They 5thatour highly evolved brain provides us 6an innate language ability not found in lower 7 . Proponents of this innateness theory say that our 8 for language is inborn, but that language itself develops gradually,9 a function of the growth of the brain during childhood. Therefore, there are critical10 times for language development.Current11 of the innateness theory are mixed; however, evidence supporting the existence of some innate abilities is undeniable. 12 , more and more schools are discovering that foreign languages are best taught in13 grades. Young children often can learn several languages by being 14to them, while adults have a much harder time learning another language once the 15of their first language have become firmly fixed.16 some aspects of language are undeniably innate, language does not develop automatically in a vacuum. Children who have been17 from other human beings do not possess language. This demonstrates that 18with other human beings is necessary for proper language development. Some linguists believe that this is even more basic to human language19 than any innate capacities. These theorists view language as imitative, learned behavior. 20, children learn language from their parents by imitating them. Parents gradually shape their child' s language skills by positively reinforcing precise imitations and negatively reinforcing imprecise ones.第 1 题A． generatedB． evolvedC． bornD． originated
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.［A］ Thus a joke is laughed at for its own sake, even though there is an independent value in laughter, which lightens our lives by taking us momentarily outside ourselves. Why should not something similar be said of works of art, many of which aspire to be amusing in just the way that good jokes are?［B］ All discussion of the value of art tends, therefore, to turn from the outset in the direction of criticism: Can there be genuine critical evaluation of art, a genuine distinction between that which deserves our attention and that which does not? (And, once again, the question may be extended to objects of natural beauty.)［C］ Art is held to be a form. of education, perhaps an education of the emotions. In this case, it becomes an open question whether there might not be some more effective means to the same result. Alternatively, one may attribute a negative value to art, as Plato did in his Republic, arguing that art has a corrupting or diseducative effect on those exposed to it.［D］ Artistic appreciation, a purely personal matter, calls for appropriate means of expression. Yet, it is before anything a process of “cultivation”, during which a certain part of one’s “inner self” is “dug out” and some knowledeg of the outside world becomes its match.［E］ If I am amused it is for a reason, and this reason lies in the object of my amusement. We thus begin to think in terms of a distinction between good and bad reasons for laughter. Amusement at the wrong things may seem to us to show corruption of mind, cruelty, or bad taste; and when it does so, we speak of the object as not truly amusing, and feel that we have reason on our side.［F］ Such thinkers and writers believe that art is not only an end in itself but also a sufficient justification of itself. They also hold that in order to understand art as it should be understood, it is necessary to put aside all interests other than an interest in the work itself.
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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
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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. paragraph 6______A: Main results of recent researchesB: Popular doubt about the new viewC: Effect of environment on intelligenceD: Intelligence and achievementE: Impact on school educationF: A changed view of intelligence
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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.More recent researches has shown that intelligence is only partly inherited_______.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
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Approaches to Understanding IntelligencesIt pays to be smart,but we are not all smart in the same way.You may be a talented musician,but youmight not be a good reader.Each of us is different.Psychologists disagree about what is intelligence and what are talents or personal abilities.Psychologistshave two different views on intelligence.Some believe there is one general intelligence.Others believe there are many different intelligences.Some psychologists say there is one type of intelligence that can be measured with IQ tests.Thesepsychologists support their view with research that concludes that people who do well on one kind of test for mental ability do well on other tests.They do well on tests using words,numbers,or pictures.They do well on individual or group tests,and written or oral tests.Those who do poorly on one test,do the same on alltests.Studies of the brain show that there is a biological basis for general intelligence.The brains of intelli-gent people use less energy during problem solving.The brain waves of people with higher intelligence show a quicker reaction.Some researchers conclude that differences in intelligence result from differences in the speed and effectiveness of information processing by the brain.Howard Gardner,a psychologist at the Harvard School of Education,has four children.He believes that all children are different and shouldn't be tested by one intelligence test.Although Gardner believes general intelligence exists,he doesn't think it tells much about the talents of a person outside of formal schooling.He thinks that the human mind has different intelligences.These intelligences allow us to solve the kinds of problems we are presented with in life.Each of us has different abilities within these intelligences.Gardner believes that the purpose of school should be to encourage development of all of our intelligences.Gardner says that his theory is based on biology.For example,when one part of the brain is injured,other parts of the brain still work.People who cannot talk because of brain damage can still sing.So,there is not just one intelligence to lose.Gardner has identified 8 different kinds of intelligence:linguistic,mathematical,spatial, musical , interpersonal , intrapersonal , body-kinesthetic（身体动觉的）, and naturalistic.Which of the following statements is true concerning general intelligence?A:Most intelligent people do well on some intelligence tests.B:Intelligent people do not do well on group tests.C:Intelligent people do better on written tests than on oral tests.D:People doing well on one type of intelligence test do well on other tests.
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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. Children were not just_______,but they can be taught to be more intelligent at school.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
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共用题干
Approaches to Understanding IntelligencesIt pays to be smart,but we are not all smart in the same way.You may be a talented musician,but youmight not be a good reader.Each of us is different.Psychologists disagree about what is intelligence and what are talents or personal abilities.Psychologistshave two different views on intelligence.Some believe there is one general intelligence.Others believe there are many different intelligences.Some psychologists say there is one type of intelligence that can be measured with IQ tests.Thesepsychologists support their view with research that concludes that people who do well on one kind of test for mental ability do well on other tests.They do well on tests using words,numbers,or pictures.They do well on individual or group tests,and written or oral tests.Those who do poorly on one test,do the same on alltests.Studies of the brain show that there is a biological basis for general intelligence.The brains of intelli-gent people use less energy during problem solving.The brain waves of people with higher intelligence show a quicker reaction.Some researchers conclude that differences in intelligence result from differences in the speed and effectiveness of information processing by the brain.Howard Gardner,a psychologist at the Harvard School of Education,has four children.He believes that all children are different and shouldn't be tested by one intelligence test.Although Gardner believes general intelligence exists,he doesn't think it tells much about the talents of a person outside of formal schooling.He thinks that the human mind has different intelligences.These intelligences allow us to solve the kinds of problems we are presented with in life.Each of us has different abilities within these intelligences.Gardner believes that the purpose of school should be to encourage development of all of our intelligences.Gardner says that his theory is based on biology.For example,when one part of the brain is injured,other parts of the brain still work.People who cannot talk because of brain damage can still sing.So,there is not just one intelligence to lose.Gardner has identified 8 different kinds of intelligence:linguistic,mathematical,spatial, musical , interpersonal , intrapersonal , body-kinesthetic（身体动觉的）, and naturalistic.Gardner be1ieves that______.A:all children are alikeB:children should take one intelligence testC:there is no general intelligenceD:children have different intelligences
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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 can be inferred from the passage that a child will_______if he has more opportunities to communicate with others by means of language.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
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第一篇Approaches to Understanding IntelligencesIt pays to be smart,but we are not all smart in the same way.You may be a talented musician,but you might not be a good reader.Each of us is different.Psychologists disagree about what is intelligence and what are talents or personal abilities.Psychologists have two different views on intelligence.Some believe there is one general intelligence.Others believe there are many different intelligences.Some psychologists say there is one type of intelligence that can be measured with IQ tests.These psychologists support their view with research that concludes that people who do well on one kind of test for mental ability do well on other tests.They do well on tests using words,numbers,or pictures.They do well on individual or group tests,and written or oral tests.Those who do poorly on one test,do the same on all tests.Studies of the brain show that there is a biological basis for general intelligence.The brains of intelligent people use less energy during problem solving.The brain waves of people with higher intelligence show a quicker reaction.Some researchers conclude that differences in intelligence result from differences in the speed and effectiveness of information processing by the brain.Howard Gardner,a psychologist at the Harvard School of Education,has four children.He believes that all children are different and shouldn't be tested by one intelligence test.Although Gardner believes general intelligence exists,he doesn't think it tells much about.the talents of a person outside of formal schooling.He thinks that the human mind has different intelligences.These intelligences allow us to solve the kinds of problems we are presented with in life.Each of us has different abilities within these intelligences.Gardner believes that the purpose of school should be to encourage development of all of our intelligences.Gardner says that his theory is based on biology.For example,when one part of the brain is injured,other parts of the brain still work.People who cannot talk because of brain damage can still sing.So,there is not just one intelligence to lose.Gardner has identified 8 different kinds of intelligence:linguistic,mathematical,spatial, musical , interpersonal,intrapersonal , body-kinesthetic（身体动觉的）,and naturalistic.Gardner believes that______A:children have different intelligencesB:all children are alikeC:children should take one intelligence testD:there is no general intelligence
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Intelligence一a Changed View1.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 predictor 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 itself. There is considerable evidence now which shows the great influence of environment both on achievement 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 intelligence 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 observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment. Researches have been investigating what happens in this interaction.4.Two major findings have emerged from these researches.Firstly,the greater part of the development of observed intelligence occurs in the earliest years of life.It is estimated that 50 percent 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 relationship.Much of the difference in measured intelligence between "privileged" and "disadvantaged" 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 intelligence.Instead of it being some largely inherited fixed power of the mind,we now see it as a set of development skills with 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 accepted by more and more people.More recent researches have shown that intelligence is only partly inherited________.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 classmates F: and partly has to do with a child's living environment
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Intelligence一a Changed View1.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 predictor 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 itself. There is considerable evidence now which shows the great influence of environment both on achievement 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 intelligence 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 observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment. Researches have been investigating what happens in this interaction.4.Two major findings have emerged from these researches.Firstly,the greater part of the development of observed intelligence occurs in the earliest years of life.It is estimated that 50 percent 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 relationship.Much of the difference in measured intelligence between "privileged" and "disadvantaged" 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 intelligence.Instead of it being some largely inherited fixed power of the mind,we now see it as a set of development skills with 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 accepted by more and more people.Children were not just_______but they can be taught to be more intelligent at school.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 classmates F: and partly has to do with a child's living environment
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Intelligence一a Changed View1.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 predictor 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 itself. There is considerable evidence now which shows the great influence of environment both on achievement 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 intelligence 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 observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment. Researches have been investigating what happens in this interaction.4.Two major findings have emerged from these researches.Firstly,the greater part of the development of observed intelligence occurs in the earliest years of life.It is estimated that 50 percent 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 relationship.Much of the difference in measured intelligence between "privileged" and "disadvantaged" 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 intelligence.Instead of it being some largely inherited fixed power of the mind,we now see it as a set of development skills with 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 accepted by more and more people.It can be inferred from the passage that a child will________if he has more opportunities to communicate with others by means of language.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 classmates F: and partly has to do with a child's living environment
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Intelligence一a Changed View1.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 predictor 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 itself. There is considerable evidence now which shows the great influence of environment both on achievement 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 intelligence 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 observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment. Researches have been investigating what happens in this interaction.4.Two major findings have emerged from these researches.Firstly,the greater part of the development of observed intelligence occurs in the earliest years of life.It is estimated that 50 percent 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 relationship.Much of the difference in measured intelligence between "privileged" and "disadvantaged" 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 intelligence.Instead of it being some largely inherited fixed power of the mind,we now see it as a set of development skills with 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 accepted by more and more people.It was once believed_________,and thus we can tell how successful he/she will be in the future 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 classmates F: and partly has to do with a child's living environment
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第二篇Approaches to Understanding IntelligencesIt pays to be smart,but we are not all smart in the same way.You may be a talented musician,but you might not be a good reader.Each of us is different.Psychologists disagree about what is intelligence and what are talents or personal abilities.Psychologists have two different views on intelligence.Some believe there is one general intelligence.Others believe there are many different intelligences.Some psychologists say there is one type of intelligence that can be measured with IQ tests.These psychologists support their view with research that concludes that people who do well on one kind of test for mental ability do well on other tests.They do well on tests using words,numbers,or pictures.They do well on individual or group tests,and written or oral tests.Those who do poorly on one test,do the same on all tests.Studies of the brain show that there is a biological basis for general intelligence.The brains of intelligent people use less energy during problem solving.The brain waves of people with higher intelligence show a quicker reaction.Some researchers conclude that differences in intelligence result from differences in the speed and effectiveness of information processing by the brain.Howard Gardner,a psychologist at the Harvard School of Education,has four children.He believes that all children are different and shouldn't be tested by one intelligence test.Although Gardner believes general intelligence exists,he doesn't think it tells much about the talents of a person outside of formal schooling.He thinks that the human mind has different intelligences.These intelligences allow us to solve the kinds of problems we are presented with in life.Each of us has different abilities within these intelligences.Gardner believes that the purpose of school should be to encourage development of all of our intelligences.Gardner says that his theory is based on biology.For example,when one part of the brain is injured, other parts of the brain still work.People who cannot talk because of brain damage can still sing.So,there is not just one intelligence to lose.Gardner has identified 8 different kinds of intelligence:linguistic, mathematical, spatial, musical, interpersonal, intrapersonal,body-kinesthetic （身体动觉的）, and naturalistic.Which of the following statements is true concerning general intelligence?A:People doing well on one type of intelligence test do well on other tests.B:Most intelligent people do well on some intelligence tests.C:Intelligent people do not do well on group tests.D:Intelligent people do better on written tests than on oral tests.
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第二篇Approaches to Understanding IntelligencesIt pays to be smart,but we are not all smart in the same way.You may be a talented musician,but you might not be a good reader.Each of us is different.Psychologists disagree about what is intelligence and what are talents or personal abilities.Psychologists have two different views on intelligence.Some believe there is one general intelligence.Others believe there are many different intelligences.Some psychologists say there is one type of intelligence that can be measured with IQ tests.These psychologists support their view with research that concludes that people who do well on one kind of test for mental ability do well on other tests.They do well on tests using words,numbers,or pictures.They do well on individual or group tests,and written or oral tests.Those who do poorly on one test,do the same on all tests.Studies of the brain show that there is a biological basis for general intelligence.The brains of intelligent people use less energy during problem solving.The brain waves of people with higher intelligence show a quicker reaction.Some researchers conclude that differences in intelligence result from differences in the speed and effectiveness of information processing by the brain.Howard Gardner,a psychologist at the Harvard School of Education,has four children.He believes that all children are different and shouldn't be tested by one intelligence test.Although Gardner believes general intelligence exists,he doesn't think it tells much about the talents of a person outside of formal schooling.He thinks that the human mind has different intelligences.These intelligences allow us to solve the kinds of problems we are presented with in life.Each of us has different abilities within these intelligences.Gardner believes that the purpose of school should be to encourage development of all of our intelligences.Gardner says that his theory is based on biology.For example,when one part of the brain is injured, other parts of the brain still work.People who cannot talk because of brain damage can still sing.So,there is not just one intelligence to lose.Gardner has identified 8 different kinds of intelligence:linguistic, mathematical, spatial, musical, interpersonal, intrapersonal,body-kinesthetic （身体动觉的）, and naturalistic.Gardner believes thatA:all children are alikeB:children should take one intelligence testC:there is no general intelligenceD:children have different intelligences
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In every cultivated languages there are two great classes of words which taken together,comprise the whole vocabulary.First,there are those words_________(51)which we become acquainted in daily conversation,which we learn,that is to say,from the_________(52)of our own family and from our familiar associates,and which we should know and use_________(53)we could not read or write.They__________(54)the common things of life,and are the stock in trade of all who use the language.Such words may be called"popular",since they belong to the people___________ (55)and are not the exclusive_______(56)of a limited class. On the other hand,our language ___________(57)a multitude of words which are comparatively_________(58)used in ordinary conversation.Their meanings are known to every educated person,but there is little_________(59)to use them at home or in the market-place. Our________ (60) acquaintance with them comes not from our mother's________(61)or from the talk of our schoolmates,________(62)from books that we read,lectures that we_________(63),or the more formal conversation of highly educated speakers who are discussing some particular topic in a style appropriately elevated above the habitual ________(64)of everyday life.Such words are called "learned" ,and the________(65)between them and the "popular" words is of great importance to a right understanding of linguistic process._________(64)A:border B:linkC:degree D:extent
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Approaches to Understanding Intelligences It pays to be smart, but we are not all smart in the same way.You may be a talented musician, but you might not be a good reader.Each of us is different.Psychologists disagree about what is intelligence and what are talents or personal abilities.Psychologists have two different views on intelligence.Some believe there is one general intelligence.Others believe there are many different intelligences.Some psychologists say there is one type of intelligence that can be measured with IQ tests.These psy- chologists support their view with research that concludes that people who do well on one kind of test for mental ability do well on other tests.They do well on tests using words,numbers,or pictures.They do well on individual or group tests,and written or oral tests.Those who do poorly on one test,do the same on all tests.Studies of the brain show that there is a biological basis for general intelligence.The brains of intelligent people use less energy during problem solving.The brain waves of people with higher intelligence show a quicker reaction.Some researchers conclude that differences in intelligence result from differences in the speed and effectiveness of information processing by the brain.Howard Gardner,a psychologist at the Harvard School of Education,has four children.He believesthat all children are different and shouldn't be tested by one intelligence test.Although Gardner believes general intelligence exists,he doesn't think it tells much about the talents of a person outside of formal schooling.He thinks that the human mind has different intelligences.These intelligences allow us to solve the kinds of problems we are presented with in life.Each of us has different abilities within these intelli- gences.Gardner believes that the purpose of school should be to encourage development of all of our intelli- gences.Gardner says that his theory is based on biology.For example,when one part of the brain is injured, other parts of the brain still work.People who cannot talk because of brain damage can still sing.So,there is not just one intelligence to lose.Gardner has identified 8 different kinds of intelligence:linguistic,mathe- matical , spatial , musical , interpersonal , intrapersonal , body-kinesthetic（身体动觉的）,and naturalistic.Gardner believes that______.A:all children are alikeB:children have different intelligencesC:children should take one intelligence testD:there is no general intelligence
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第一篇Approaches to Understanding IntelligencesIt pays to be smart,but we are not all smart in the same way.You may be a talented musician,but you might not be a good reader.Each of us is different.Psychologists disagree about what is intelligence and what are talents or personal abilities.Psychologists have two different views on intelligence.Some believe there is one general intelligence.Others believe there are many different intelligences.Some psychologists say there is one type of intelligence that can be measured with IQ tests.These psychologists support their view with research that concludes that people who do well on one kind of test for mental ability do well on other tests.They do well on tests using words,numbers,or pictures.They do well on individual or group tests,and written or oral tests.Those who do poorly on one test,do the same on all tests.Studies of the brain show that there is a biological basis for general intelligence.The brains of intelligent people use less energy during problem solving.The brain waves of people with higher intelligence show a quicker reaction.Some researchers conclude that differences in intelligence result from differences in the speed and effectiveness of information processing by the brain.Howard Gardner,a psychologist at the Harvard School of Education,has four children.He believes thai all children are different and shouldn't be tested by one intelligence test.Although Gardner believes general intelligence exists,he doesn't think it tells much about the talents of a person outside of formal schooling.He thinks that the human mind has different intelligences.These intelligences allow us to solve the kinds of problems we are presented with in life.Each of us has different abilities within these intelligences.Gardner believes that the purpose of school should be to encourage development of all of our intelligences.Gardner says that his theory is based on biology.For example,when one part of the brain is injured,other parts of the brain still work.People who cannot talk because of brain damage can still sing.So,there is not just one intelligence to lose.Gardner has identified 8 different kinds of intelligence:linguistic,mathematical,spatial,musical, interpersonal, intrapersonal, body-kinesthetic（身体动觉的）,and naturalistic.Gardner believes that______.A:all children are alikeB:children should take one intelligence testC:there is no general intelligenceD:children have different intelligences
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From childhood to old age, we all use language as a means of broadening our knowledge of ourselves and the world about us. When humans first 1 , they were like newborn children, unable to use this 2 tool. Yet once language developed, the possibilities for human kind’s future 3 and cultural growth increased.
Many linguists believe that evolution is 4 for our ability to produce and use language. They 5 that our highly evolved brain provides us 6 an innate language ability not found in lower 7 . Proponents of this innateness theory say that our 8 for language is inborn, but that language itself develops gradually, 9 a function of the growth of the brain during childhood. Therefore there are critical 10 times for language development.
Current 11 of innateness theory are mixed, however, evidence supporting the existence of some innate abilities is undeniable. 12 , more and more schools are discovering that foreign languages are best taught in 13 grades. Young children often can learn several languages by being 14 to them, while adults have a much harder time learning another language once the 15 of their first language have become firmly fixed.
16 some aspects of language are undeniably innate, language does not develop automatically in a vacuum. Children who have been 17 from other human beings do not possess language. This demonstrates that 18 with other human beings is necessary for proper language development. Some linguists believe that this is even more basic to human language 19 than any innate capacities. These theorists view language as imitative, learned behavior. 20 , children learn language from their parents by imitating them. Parents gradually shape their child's language skills by positively reinforcing precise imitations and negatively reinforcing imprecise ones.
请在20处填上正确答案（）A、As a resultB、After allC、In other wordsD、Above all
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From childhood to old age, we all use language as a means of broadening our knowledge of ourselves and the world about us. When humans first 1 , they were like newborn children, unable to use this 2 tool. Yet once language developed, the possibilities for human kind’s future 3 and cultural growth increased.
Many linguists believe that evolution is 4 for our ability to produce and use language. They 5 that our highly evolved brain provides us 6 an innate language ability not found in lower 7 . Proponents of this innateness theory say that our 8 for language is inborn, but that language itself develops gradually, 9 a function of the growth of the brain during childhood. Therefore there are critical 10 times for language development.
Current 11 of innateness theory are mixed, however, evidence supporting the existence of some innate abilities is undeniable. 12 , more and more schools are discovering that foreign languages are best taught in 13 grades. Young children often can learn several languages by being 14 to them, while adults have a much harder time learning another language once the 15 of their first language have become firmly fixed.
16 some aspects of language are undeniably innate, language does not develop automatically in a vacuum. Children who have been 17 from other human beings do not possess language. This demonstrates that 18 with other human beings is necessary for proper language development. Some linguists believe that this is even more basic to human language 19 than any innate capacities. These theorists view language as imitative, learned behavior. 20 , children learn language from their parents by imitating them. Parents gradually shape their child's language skills by positively reinforcing precise imitations and negatively reinforcing imprecise ones.
请在7处填上正确答案（）A、organizationsB、organismsC、humansD、children
考题
From childhood to old age, we all use language as a means of broadening our knowledge of ourselves and the world about us. When humans first 1 , they were like newborn children, unable to use this 2 tool. Yet once language developed, the possibilities for human kind’s future 3 and cultural growth increased.
Many linguists believe that evolution is 4 for our ability to produce and use language. They 5 that our highly evolved brain provides us 6 an innate language ability not found in lower 7 . Proponents of this innateness theory say that our 8 for language is inborn, but that language itself develops gradually, 9 a function of the growth of the brain during childhood. Therefore there are critical 10 times for language development.
Current 11 of innateness theory are mixed, however, evidence supporting the existence of some innate abilities is undeniable. 12 , more and more schools are discovering that foreign languages are best taught in 13 grades. Young children often can learn several languages by being 14 to them, while adults have a much harder time learning another language once the 15 of their first language have become firmly fixed.
16 some aspects of language are undeniably innate, language does not develop automatically in a vacuum. Children who have been 17 from other human beings do not possess language. This demonstrates that 18 with other human beings is necessary for proper language development. Some linguists believe that this is even more basic to human language 19 than any innate capacities. These theorists view language as imitative, learned behavior. 20 , children learn language from their parents by imitating them. Parents gradually shape their child's language skills by positively reinforcing precise imitations and negatively reinforcing imprecise ones.
请在8处填上正确答案（）A、potentialB、performanceC、preferenceD、passion
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