历史上最完整的雅思阅读真题回忆（12月6日）
以下为12月6日阅读passage 2的内容(03014)
相当于v85,v27和v48
unit 1
intelligence and giftedness
a. in 1904 the french minister of education, facing limited resources for
schooling, sought a way to separate the unable from the merely lazy. alfred
binet got the job of devising selection principles and his brilliant solution
put a stamp on the study of intelligence and was the forerunner of
intelligence tests still used today. he developed a thirty-problem test in
1905, which tapped several abilities related to intellect, such as judgment
and reasoning. the test determined a given child's 'mental age'. the test
previously established a norm for children of a given physical age. (for
example, five-year-olds on average get ten items correct). therefore, a child
with a mental age of five should score 10, which would mean that he or she was
functioning pretty much as others of that age. the child's mental age was then
compared to his physical age.
b. a large disparity in the wrong direction (e.g., a child of nine with a
mental age of four) might suggest inability rather than laziness and mean he
or she was earmarked for special schooling. binet, however, denied that the
test was measuring intelligence. its purpose was simply diagnostic, for
selection only. this message was however lost, and caused many problems and
misunderstanding later.
c. although binet's test was popular, it was a bit inconvenient to deal with a
variety of physical and mental ages. so in 1912 wilhelm stern suggested
simplifying this by reducing the two to a single number. he divided the mental
age by the physical age, and multiplied the result by 100. an average child,
irrespective of age, would score 100. a number much lower than 100 would
suggest the need for help, and one much higher would suggest a child well
ahead of his peer.
d. this measurement is what is now termed the iq (for intelligence quotient)
score and it has evolved to be used to show how a person, adult or child,
performed in relation to others. (the term iq was coined by lewis m. terman,
professor of psychology and education of stanford university, in 1916. he had
constructed an enormously influential revision of binet's test, called the
stanford-binet test, versions of which are still given extensively.)
e. the field studying intelligence and developing tests eventually coalesced
into a sub-field of psychology called psychometrics (psycho for 'mind' and
metrics for 'measurements'). the practical side of psychometrics (the
development and use of tests) became widespread quite early. by 1917, when
einstein published his grand theory of relativity, mass-scale testing was
already in use.
f. germany's unrestricted submarine warfare (which led to the sinking of the
lusitania in 1915) provoked the united states to finally enter the first world
war in the same year. the military had to build up an army very quickly. it
had two million inductees to sort out. who would become officers and who
enlisted men? psychometricians developed two intelligence tests that helped
sort all these people out, at least to some extent. this was the first major
use of testing to decide who lived and who died, as officers were a lot safer
on the battlefield. the tests themselves were given under horrendously bad
conditions, and the examiners seemed to lack commonsense. a lot of recruits
simply had no idea what to do and in several sessions most inductees scored
zero! the examiners also came up with the quite astounding conclusion from the
testing that the average american adult's intelligence was equal to that of a
thirteen-year-old!
g. nevertheless, the ability for various authorities to classify people on
scientifically justifiable premises was too convenient and significant to be
dismissed lightly. so with all good astounding intentions and often over
enthusiasm, society's affinity for psychological testing proliferated.
h. back in europe, sir cyril burt, professor of psychology at university
college london from 1931 to 1950, was a prominent figure for his contribution
to the field. he was a firm advocate of intelligence testing and his ideas
fitted in well with english cultural ideas of elitism. a government committee
in 1943 used some of burt's ideas in devising a rather primitive typology on
children's intellectual behavior. all were tested at age eleven. the top 15 or
20 per cent went to grammar schools with good teachers and a fast pace of work
to prepare for the few university places available. a lot of very bright
working-class children, who otherwise would never have, made it to grammar
schools and universities.
i. the system for the rest was however disastrous. these children attended
lesser secondary or technical schools and faced the prospect of eventual
education oblivion. they felt like dumb failures, having been officially
branded as such be science, and their motivation to study naturally plummeted.
it was not until 1974 that the public education system was finally reformed.
(nowadays it is believed that burt has fabricated a lot of his data; having an
obsession that intelligence is largely genetic, he apparently made up twin
studies, which supported this idea, at the same time inventing two co-workers
who were supposed to have gathered the results.)
j. intelligence testing enforced political and social prejudice. their results
were used to argue that jews ought to be kept out of the united states because
they were so intelligently inferior that they would pollute the racial mix;
and blacks ought not to be allowed to breed at all. and so abuse and test bias
controversies continued to plaque psychometrics.
k. measurement is fundamental to science and technology. science often
advances in leaps and bounds when measurement devices improve. psychometrics
has long tried to develop ways to gauge psychological qualities such as
intelligence and more specific abilities, anxiety, extroversion, emotional
stability, compatibility, with marriage partner, and so on. their scores are
often given enormous weight. a single iq measurement can take on a life of its
own if teachers and parents see it as definitive. it became a major issue in
the 70s, when court cases were launched to stop anyone from making important
decisions based on iq test scores. the main criticism was and still is that
current tests don't really measure intelligence. whether intelligence can be
measured at all is still controversial. some say it cannot. others say that iq
tests are psychology's greatest accomplishments
questions 1-3
the passage has eleven paragraphs a-k
which paragraph contains the following information?
1. iq is just a single factor of human being just as other characteristics.
2. discussion of methodology behind the professor’s test
3. inadequacy of iq test
questions 4-7
4. the purpose of the text is to _____
a. discuss the validity of iq test
b. n/a
c. to demonstrate the limitation of test
d. to outline the history of the test
5. the professor binet devise the test to ________
a. find those who do not perform satisfied
b. choose the best one
c. measure the intelligence
d. establish the standard of intelligence
6. the test is designed according to ________
a. math
b. age
c. reading skill
d. n/a
7. n/a
questions 8-10
do the following statements agree with the information given in reading
passage
true
if the statement agrees with the information
false
if the statement contradicts with the information
not given if there is no information on
this
8. to use this iq test in arm force is not the intension of the professor
binet.
9. the test are only intended to be used in paris school.
10. the professor regard measuring intelligent test as impossible.
注：n/a意为具体信息记不清(转)
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