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2007 T-2

文章

第一段

For the past several years, the Sunday newspaper supplement Parade has featured a column called "Ask Marilyn." People are invited to query Marilyn vos Savant, who at age 10 had tested at a mental level of someone about 23 years old; that gave her an IQ of 228—the highest score ever recorded. IQ tests ask you to complete verbal and visual analogies, to envision paper after it has been folded and cut, and to deduce numerical sequences, among other similar tasks. So it is a bit confusing when vos Savant fields such queries from the average Joe (whose IQ is 100) as, What’s the difference between love and fondness? Or what is the nature of luck and coincidence? It’s not obvious how the capacity to visualize objects and to figure out numerical patterns suits one to answer questions that have eluded some of the best poets and philosophers.

  • column → n. 圆柱，纪念柱；柱状物；纵队，纵行（列）；（报纸、杂志上的）栏；（报纸或杂志的）专栏（文章）
  • query → n. 疑问，询问；问号 v. 质疑，对……表示疑问；询问，提问
  • analogy → n. 类比，比拟；类似
  • envision → v. 想象，预想
  • deduce → v. 推断，演绎
  • confusing vs confused → 前者是令别人感到困惑/混乱的，后者是自己感到困惑/混乱的
  • field → v. 应付（问题或意见），处理 n. 领域；场地；田地
  • average Joe → 普通人：指一般的、普通的人，没有特殊地位或特殊才能的人。
  • deductive → adj. 演绎的，推论的
  • fondness → n. 爱好；喜爱
  • coincidence → n. 巧合，同时发生；相符，一致；符合
  • visualize → v. 想象，使形象化；使可见，使显现
  • object → n. 物体，实物；目的，目标；宾语；（引发某种情感或行为的）对象；客体；（计算机）对象 v. 反对；反对说，反对的理由是
  • eluded → vt. （巧妙地）逃开，躲避 ；使无法得到；使不记得，使不理解（elude 的过去式和过去分词）

第二段

Clearly, intelligence encompasses more than a score on a test. Just what does it mean to be smart? How much of intelligence can be specified, and how much can we learn about it from neurology, genetics, computer science and other fields?

  • specify → v. 明确，详细说明；指定，列举
  • specific → adj. 明确的，详细的；特殊的，特定的

第三段

The defining term of intelligence in humans still seems to be the IQ score, even though IQ tests are not given as often as they used to be. The test comes primarily in two forms: the Stanford-Binet Intelligence Scale and the Wechsler Intelligence Scales (both come in adult and children’s version). Generally costing several hundred dollars, they are usually given only by psychologists, although variations of them populate bookstores and the World Wide Web. Superhigh scores like vos Savant’s are no longer possible, because scoring is now based on a statistical population distribution among age peers, rather than simply dividing the mental age by the chronological age and multiplying by 100. Other standardized tests, such as the Scholastic Assessment Test (SAT) and the Graduate Record Exam (GRE), capture the main aspects of IQ tests.

  • term → n. 学期，术语
  • primarily → adv. 主要地，根本上首先
  • primary → adj. 主要的，基本的；初级的
  • variation → n. 变化，变动，变体；变异（本文指“改编版本”）
  • populate → v. 占据；居住于
  • distribution → n. 分布；分配
  • divide...by.. → 用.....除以...
  • mental age → 智力年龄，心理年龄
  • chronoloqical age → 生理年龄，实际年龄
  • multiply by... → 乘以......
  • capture → v. 俘获，捕获；充分体现；描述，表达
  • aspect → n. 特点；方面

第四段

Such standardized tests may not assess all the important elements necessary to succeed in school and in life, argues Robert J. Sternberg. In his article "How Intelligent Is Intelligence Testing?", Sternberg notes that traditional tests best assess analytical and verbal skills but fail to measure creativity and practical knowledge, components also critical to problem solving and life success. Moreover, IQ tests do not necessarily predict so well once populations or situations change. Research has found that IQ predicted leadership skills when the tests were given under low-stress conditions, but under high-stress conditions, IQ was negatively correlated with leadership—that is, it predicted the opposite. Anyone who has toiled through SAT will testify that test-taking skill also matters, whether it’s knowing when to guess or what questions to skip.

  • elements → n. 因素
  • note → v. 留意，注意；指出，表明
  • analytical → adj. 分析的，解析的；善于分析的
  • moreover → adv. 此外，而且
  • leadership → n. 领导，领导地位；领导才能；领导人员，领导层；领先地位
  • be correlated with... → 与....相关
  • toil → v. 辛苦劳作
  • toil through sth. → 历尽辛苦做某事

题目

26

Which of the following may be required in an intelligence test? → 是对原文进行的主被动同义改写

[A] Answering philosophical questions. → 答非所问，这是那个 Ask Marilyn 专栏提问的问题

[B] Folding or cutting paper into different shapes. → 原文是让想没让动手

[C] Telling the differences between certain concepts. → 答非所问，这是那个 Ask Marilyn 专栏提问的问题

[D] Choosing words or graphs similar to the given ones. → 原文同义改写

27

What can be inferred about intelligence testing from Paragraph 3?

[A] People no longer use IQ scores as an indicator of intelligence. → 反向干扰

[B] More versions of IQ tests are now available on the Internet. → 原文说的改编版本，题目说的更多版本

[C] The test contents and formats for adults and children may be different.

[D] Scientists have defined the important elements of human intelligence. → 无中生有（文章问的第三段不要去看第四段）

28

People nowadays can no longer achieve IQ scores as high as vos Savant’s because

[A] the scores are obtained through different computational procedures. → 原文高度概括

[B] creativity rather than analytical skills is emphasized now. → 原文是能不能测出来，题目说的是能不能强调，利用原文个别现象混淆

[C] vos Savant’s case is an extreme one that will not repeat. → 对题干的题目改写，但并没有回答原因

[D] the defining characteristic of IQ tests has changed. → 反向干扰

  • computational → adj. 计算的

29

We can conclude from the last paragraph that

[A] test scores may not be reliable indicators of one’s ability. → 高度概括

[B] IQ scores and SAT results are highly correlated. → 无中生有，文章讨论的是智商和领导力的关系

[C] testing involves a lot of guesswork. → 测试有说猜，但没说大量的猜

[D] traditional test are out of date. → 无中生有

  • indicator → n. 标志，迹象；方向灯，转向指示灯

30

What is the author’s attitude towards IQ tests?

[A] Supportive.

[B] Skeptical.

[C] Impartial.

[D] Biased.

单词记忆

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