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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.
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 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. 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” 相关考题
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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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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.What is the main idea of this passage?A:The importance of intelligence. B:The development of intelligence tests.C:How to become intelligent. D:How to understand intelligence.
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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.Gardner thinks that his theory has a______.A:musical foundationB:biological foundationC:intrapersonal foundation D:linguistic foundation
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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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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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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.
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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.According to Gardner,schools should________.A:promote development of all intelligencesB:test students'IQsC:train students who do poorly on testsD:focus on finding the most intelligent students
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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 thinks that his theory has a________.A:musical foundation B:biological foundationC:intrapersonal foundation D:linguistic foundation
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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.What is the main idea of this passage? A:The importance of intelligence?B:The development of intelligence tests.C:How to understand intelligence.D:How to become intelligent.
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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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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.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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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 thinks that his theory has a______.A:biological foundationB:musical foundationC:intrapersonal foundationD:linguistic foundation
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共用题干
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
考题
Personal Finance
When it comes to our finances, each of us has our own individual approach. Some of us are savers, some are spenders, and others are some-where in between. This continuum is a paradigm that our popular culture uses to frame differences in the way people approach money.
I believe that the way we approach our finances goes beyond that particular behavioral characteristic. In reality, I think our approach to finances can be viewed in more of a multi-dimensional setting, where money has a different role in our lives. For some, money means survival, plain and simple. For others, money is something that is a part of their lives but rarely on their mind, regardless of the role it actually plays. For yet others, money is an obsession, as accumulation indicates achievement. Some people view money as a defensive resource to protect against future setbacks. Some people want money to provide a good home, to contribute to the ability to have certain hobbies, or to provide something to future generations and so on. Sometimes the same person may view money differently in different situations. The bottom line is that we each have our own relationship with money, and our own conscious and subconscious needs for money, rooted in our value systems.
This is an area of personal finance that has interested me for a while. Why do people behave the way they do with respect to their money? What's driving this behavior? Of course, a starting point for anybody is to consider how you personally view things. Taking an introspective approach，I have spent time figuring out my own take on money，and the role it plays in my life. What I have determined is that for me，it fits into a framework that includes the following elements：health, wealth, and relationships. These are linked together as a part of a system. They're all connected, and to the extent one is strengthened, the others will be strengthened as well. If one is weakened, the others will be weakened as well. So to me, money is a part of the wealth aspect of HWR. Beyond basic survival, money gives you the opportunity to live a healthier life, with the time and means to have more positive relationships. One thing I want to make clear is that I am not saying that money buys friends. Well, it could, but those aren't true friends. What I am saying is that the more money you have ,on balance, the less stressed you are about it, and the more time you have to do other things, such as cultivate true, genuine relationships that aren’t based on money. Money is but a component in the system.
Although money is part of their life, some people don’t attach more importance to it.（ ）A、TrueB、FalseC、Not Given
考题
Personal Finance
When it comes to our finances, each of us has our own individual approach. Some of us are savers, some are spenders, and others are some-where in between. This continuum is a paradigm that our popular culture uses to frame differences in the way people approach money.
I believe that the way we approach our finances goes beyond that particular behavioral characteristic. In reality, I think our approach to finances can be viewed in more of a multi-dimensional setting, where money has a different role in our lives. For some, money means survival, plain and simple. For others, money is something that is a part of their lives but rarely on their mind, regardless of the role it actually plays. For yet others, money is an obsession, as accumulation indicates achievement. Some people view money as a defensive resource to protect against future setbacks. Some people want money to provide a good home, to contribute to the ability to have certain hobbies, or to provide something to future generations and so on. Sometimes the same person may view money differently in different situations. The bottom line is that we each have our own relationship with money, and our own conscious and subconscious needs for money, rooted in our value systems.
This is an area of personal finance that has interested me for a while. Why do people behave the way they do with respect to their money? What's driving this behavior? Of course, a starting point for anybody is to consider how you personally view things. Taking an introspective approach，I have spent time figuring out my own take on money，and the role it plays in my life. What I have determined is that for me，it fits into a framework that includes the following elements：health, wealth, and relationships. These are linked together as a part of a system. They're all connected, and to the extent one is strengthened, the others will be strengthened as well. If one is weakened, the others will be weakened as well. So to me, money is a part of the wealth aspect of HWR. Beyond basic survival, money gives you the opportunity to live a healthier life, with the time and means to have more positive relationships. One thing I want to make clear is that I am not saying that money buys friends. Well, it could, but those aren't true friends. What I am saying is that the more money you have ,on balance, the less stressed you are about it, and the more time you have to do other things, such as cultivate true, genuine relationships that aren’t based on money. Money is but a component in the system.
Money plays the same role in our lives.（）A、TrueB、FalseC、Not Given
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20处填上正确答案（）A、As a resultB、After allC、In other wordsD、Above all
考题
单选题Personal Finance
When it comes to our finances, each of us has our own individual approach. Some of us are savers, some are spenders, and others are some-where in between. This continuum is a paradigm that our popular culture uses to frame differences in the way people approach money.
I believe that the way we approach our finances goes beyond that particular behavioral characteristic. In reality, I think our approach to finances can be viewed in more of a multi-dimensional setting, where money has a different role in our lives. For some, money means survival, plain and simple. For others, money is something that is a part of their lives but rarely on their mind, regardless of the role it actually plays. For yet others, money is an obsession, as accumulation indicates achievement. Some people view money as a defensive resource to protect against future setbacks. Some people want money to provide a good home, to contribute to the ability to have certain hobbies, or to provide something to future generations and so on. Sometimes the same person may view money differently in different situations. The bottom line is that we each have our own relationship with money, and our own conscious and subconscious needs for money, rooted in our value systems.
This is an area of personal finance that has interested me for a while. Why do people behave the way they do with respect to their money? What's driving this behavior? Of course, a starting point for anybody is to consider how you personally view things. Taking an introspective approach，I have spent time figuring out my own take on money，and the role it plays in my life. What I have determined is that for me，it fits into a framework that includes the following elements：health, wealth, and relationships. These are linked together as a part of a system. They're all connected, and to the extent one is strengthened, the others will be strengthened as well. If one is weakened, the others will be weakened as well. So to me, money is a part of the wealth aspect of HWR. Beyond basic survival, money gives you the opportunity to live a healthier life, with the time and means to have more positive relationships. One thing I want to make clear is that I am not saying that money buys friends. Well, it could, but those aren't true friends. What I am saying is that the more money you have ,on balance, the less stressed you are about it, and the more time you have to do other things, such as cultivate true, genuine relationships that aren’t based on money. Money is but a component in the system.
People’s attitudes towards money may change in different situations.（ ）A
TrueB
FalseC
Not Given
考题
单选题Personal Finance
When it comes to our finances, each of us has our own individual approach. Some of us are savers, some are spenders, and others are some-where in between. This continuum is a paradigm that our popular culture uses to frame differences in the way people approach money.
I believe that the way we approach our finances goes beyond that particular behavioral characteristic. In reality, I think our approach to finances can be viewed in more of a multi-dimensional setting, where money has a different role in our lives. For some, money means survival, plain and simple. For others, money is something that is a part of their lives but rarely on their mind, regardless of the role it actually plays. For yet others, money is an obsession, as accumulation indicates achievement. Some people view money as a defensive resource to protect against future setbacks. Some people want money to provide a good home, to contribute to the ability to have certain hobbies, or to provide something to future generations and so on. Sometimes the same person may view money differently in different situations. The bottom line is that we each have our own relationship with money, and our own conscious and subconscious needs for money, rooted in our value systems.
This is an area of personal finance that has interested me for a while. Why do people behave the way they do with respect to their money? What's driving this behavior? Of course, a starting point for anybody is to consider how you personally view things. Taking an introspective approach，I have spent time figuring out my own take on money，and the role it plays in my life. What I have determined is that for me，it fits into a framework that includes the following elements：health, wealth, and relationships. These are linked together as a part of a system. They're all connected, and to the extent one is strengthened, the others will be strengthened as well. If one is weakened, the others will be weakened as well. So to me, money is a part of the wealth aspect of HWR. Beyond basic survival, money gives you the opportunity to live a healthier life, with the time and means to have more positive relationships. One thing I want to make clear is that I am not saying that money buys friends. Well, it could, but those aren't true friends. What I am saying is that the more money you have ,on balance, the less stressed you are about it, and the more time you have to do other things, such as cultivate true, genuine relationships that aren’t based on money. Money is but a component in the system.
With money we can buy anything including true friends.（ ）A
TrueB
FalseC
Not Given
考题
单选题According to the author, a PC is _____A
a luxury that only few people are able to possess.B
a tool to enhance our creativity and intelligence.C
a necessity for life that we can’t do without.D
a way to make the world a better place.
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