9.What is Intelligence, Anyway?

1. 9.What is Intelligence, Anyway?

2. About Intelligence Tests As we know, intelligence test is given to measure a person’s intellectual ability---- ability to solve different kinds of problems. There are many kinds of intelligence tests in nowadays. The first intelligence test, known as Binet Scale, was developed in 1905 by a French psychologist named Alfred Binet. The Binet Scale has been revised many times for determining the progressive classification of children’s intelligence in the US by psychologists at Standford University and is now called Standford- Binet Scale.

3. About Intelligence Tests • For years the Binet Scale was the only widely known intelligence test. Then came World WarⅠ. The US government needed a way to test the intelligence of more than one million army recruits. For this purpose, the group intelligence test was designed. And since then it has almost become a sort of routine to give recruits an intelligence test.

4. About Intelligence Tests • The intelligence quotient (I.Q.) • The result of an intelligence test is called an I.Q., short form for an intelligence quotient. Generally a person’s I.Q. is to be obtained by dividing his or her mental age (determined by a test) by his or her real age and multiplying the result by 100 (mental age/real age×100).

5. About Intelligence Tests • There are many different intelligence tests which yield results along different numerical scales. However, many of those currently in use conform to the following scale: • Below 85 retardation • 85—100 average intelligence • 110—120 bright- average intelligence • 120—130 intellectually superior • Above 130 intellectually very superior

6. About Intelligence Tests • Those who have scored 130 or above are usually labeled as “gifted”, and those who have scored 140 or above, as “genius”. • But not all educators agree that intelligence tests are accurate measures of intellectual ability.

7. How do you think about intelligence test? • Group work: • 1.How do you think about it, agree or not? And why? • 2. do you think intelligence is the most important factor for a person’s success? If not, what else?

8. The organization of the text • Part Ⅰ( para. 1) • What is intelligence? The author’s statement---high score in intelligence tests doesn’t meaning anything. • Part Ⅱ ( paras. 2--7) • Why there is much more in intelligence than just being able to score high on intelligence tests.

9. The frame of Part Ⅱ • ① The author has always been getting high scores, but he thinks it doesn’t mean he is highly intelligent. • ② An example of an auto-repair man • ③ Although the repair-man is not able to get high scores in intelligence tests, he is good at solving mechanical problems, while the author can do nothing. • ④ From the joke the repair-man told the author, he leaves a thought-provoking question—Does high score really meaning something? Obviously not.

10. aptitude 能力　才能 complacent 自满的 academic 学术的 worthy (of) 值得 estimate 估计 grant 授予 explore 探索 devise 设计　 verbal 词语的 determine 确定 evaluation 评价 numerical　数字的　 deaf 聋的 dumb　哑的 clerk 职员 heartily 沾沾自喜的 uneasy 局促的 for sure 确定地 pick out 挑选 make up 编制 Word learning

11. Main idea of Part Ⅰ • The text starts with the question: What is Intelligence, Anyway? • After stated his own experience of intelligence test, the author puts forward his point of view: high score in intelligence tests doesn’t meaning anything.

12. Main idea of Part Ⅰ • Translate the following sentences: • What is Intelligence, Anyway? • 智力到底是什么呢？ • No one at the base had ever seen a figure like that and for two hours they made a big fuzz over me. • 基地上没有人曾经见过这样的高分，于是他们便对我大加吹捧了两个小时只久．

13. Main idea of Part Ⅱ • in para. 2, The author told that he has always been getting high scores, but he thinks it doesn’t mean he is highly intelligent. • In para. 3, The author stated an example of an auto-repair man as an objection in order to support his point of view.

14. Main idea of Part Ⅱ • In para. 4, It tells us that: although the repair-man is not able to get high scores in intelligence tests, he is good at solving mechanical problems, while the author cannot do anything. • In para. 5-6, From the joke the repair-man told the author, he leaves a thought-provoking question—Does high score really meaning something? Obviously not.

15. Main idea of Part Ⅱ • In para. 7, The author ends the text with only one sentence: And I have an uneasy feeling he had something there. • 我有一种不安的感觉：他的话不无道理。 • The one-sentence paragraph here is really more powerful than stating clearly his point of view again.

16. Main idea of Part Ⅱ • Translate the following sentences: • All my life I’ve been registering scores like that, so that I have the complacent feeling that I’m highly intelligent, and I expect other people to think so, too. • 我一生中一直得到这样的高分，因此便有一种自鸣得意之感，认为自己非常聪明，而且期望别人也这样认为． • Its numerical evaluation is determined by a small subsection of that society which has managed to foist itself on the rest of us as an arbiter of such matter.

17. Main idea of Part Ⅱ • 它的数值是由那个社会中的一小部分人决定的，他们作为这类事情的仲裁人已设法把他们的意志强加在我们身上． • And I have an uneasy feeling he had something there. • 我有一种不安的感觉：他的话不无道理。

18. Put in the missing words Scientist and science-fiction writer Isaac Asimov ________ the question of intelligence in this article. He begins his recollection of an ______ test on which he had scored far above ______. This indicated that he was a _____ intelligent individual; however, Asimov questions whether such scores are ______ of the attention they receive. To make his point, he gives the example of

19. Put in the missing words a garage mechanic who, though lacking in ________ knowledge, has an ability far beyond Asimov’s to ________ causes of automobile problems and solve them. Instead, in an area such as mechanics, Asimov admits that he could be considered quite ______. Intelligence, therefore, is not _______ but relative. This has led Asimov to make an ________ of such aptitude tests, whose worth, it seems, should not be ______________.

20. key Scientist and science-fiction writer Isaac Asimov ________ the question of intelligence in this article. He begins his recollection of an ______ test on which he had scored far above ______. This indicated that he was a _____ intelligent individual; however, Asimov questions whether such scores are ______ of the attention they receive. To make his point, he gives the example of explores aptitude normal highly worthy

21. key academic a garage mechanic who, though lacking in ________ knowledge, has an ability far beyond Asimov’s to ________ causes of automobile problems and solve them. Instead, in an area such as mechanics, Asimov admits that he could be considered quite ______. Intelligence, therefore, is not _______ but relative. This has led Asimov to make an ________ of such aptitude tests, whose worth, it seems, should not be ______________. determine dumb absolute evaluation taken for granted

22. Language points • 1 aptitude: natural ability • or skill　多指天生的能力、 • 才能或技能 • Eg. She has an aptitude for dealing with people. • He showed an aptitude for music at an early age.

23. Language points • ２against a normal of 100, scored 160:(in an I.Q. test) scored 160 in contrast to an average I.Q. of 100 • Against: in contrast to or with • Eg. The building is very • beautiful against the • glow of the sunset sky.

24. Language points • Normal: • N. the usual state or level • Eg. Things in the house returned to normal after the guest had left. • Adj. usual regular • Eg. His behaviors do • not seem normal to me.

25. Language points • 3 figure: • ① number; symbol for a number, esp. 0-9 • Eg. She got a starting salary of six figures. • ② shape or outline of sb. or sth. • Eg. There is a figure of chimney in the distance. • ③ important person (of the stated kind)

26. Language points • Eg. They argued over who was the most influential figure in the 20th century. • ④ human form • Eg. The woman in the portrait had a graceful figure. • ⑤ diagram; drawing to illustrate sth. • Eg. The figure in the book will help you understand the theory better.

27. Language points • 4 make a fuzz over (about): • show unnecessary nervous excitement, esp. over unimportant matters • Eg. It is merely a small cut, don’t make a fuzz. • Why did he make such a big fuzz over a potato?

28. Language points • 5 register: • V. write in a list or record • Eg. I have registered four courses for the following semester. • N. record or list • Eg. You may find some Chinese names on the US immigration register of the 19th century.

29. Language points • 6 simply; • ① only; merely • Eg. Don’t worry, it is simply a scratch. • I took that job simply because the office is near my house. • ② in a plain manner • Eg. The old man lives simply and is dressed simply.

30. Language points • ③ completely; absolutely • Eg. I simply can not understand why did you do such a foolish thing. • She looks simply wonderful in under the glow of the sunset sky.

31. Language points • 7 academic: • ① scholarly; theoretical; not practical • Eg. He went abroad for the purpose of academic exchanges. • This question is purely academic. • ② of a college or university • Eg. This is the calendar for academic year 2006-2007.

32. Language points • 8 worthy of: • Deserving • Eg. I don’t think this problem is worthy of serious consideration. • It is a occasion well worthy of the most elaborate celebration.

33. Language points • 9 by my estimate: according to my judgment • estimate: • N. judgment or opinion about how much, how heavy, how good, etc • Eg. According to the official estimate, over 100 people were killed in the armed conflict. • V. form a judgment about • Eg. She was highly estimated by him.

34. Language points • 10 take for granted: • consider as true or already settled; accept as a matter of course. • Eg. Father often tell me not to take things for granted. • A teacher can’t take it for granted that his students always do their homework as required.

35. Language points • 11 hasten: • Move or act with speed • Eg. Upon learning the news of her husband’s success, she hastened to Beijing. • Seeing the Chairman was to end the discussion, the speaker hastened to his conclusion.

36. Language points • 12 explore: • ① search or examine thoroughly • Eg. The group from a foreign company came to China to explore business possibilities. • ② travel into or through a region for the purpose of learning about it • Eg. A robot was recently sent to explore the surface of Mars.

37. Language points • 13 divine oracles: • Profoundly wise opinions or judgments as if given by God • Eg. Don’t treat his words as divine oracles. • 14 suppose: I suggest; if • Eg. Suppose we put off the meeting till tomorrow.

38. Language points • 15 devise: think out; plan; design • Eg. He devised a system to put Chinese characters into computers. • She spent days devising how to make money but never really did anything.

39. Language points • 16 moron: the highest classification of mental deficiency, even above imbecile and idiot. • These terms, no longer in professional use in the US., are meant insult today. • Eg. We expect morons like you to say such stupid things.

40. Language points • 17 determine: • ① decide (on) • Eg. Have you determined the date for your wedding? • It’s hard to determine which side is right just by hearing their quarrel. • ② find out precisely • Eg. Investigations have not yet determined the cause of the air crash.

41. Language points • ③ make up one’s mind: • Eg. He determined to learn the operation manners of the machine in one day’s time. • 18 absolute: • Not measured by comparison with other things (绝对的) • Eg. He was elected by an absolute majority.

42. Language points • 19 a small subsection of the society: • a very tiny section or part of the larger society • In “sbusection” sub is a prefix meaning “smaller or less important than” as in subset, subtitle, subdivision, etc • “society” here means “people of a particular kind and with some shared interest”

43. Language points • 20 foist on: • impose (something or someone unwanted) upon by coercion or trickery • Eg. Stores should not foist defective goods on customers. • I am sorry all this has been foisted on you.

44. Language points • 21 joke: • n. something said or done to cause amusement • Eg. Don’t play jokes on him, he can’t take jokes. • v. Make jokes • Eg. This is no joking matter, please treat it seriously.

45. Language points • 22 dumb: • ① unable to speak • Eg. She was dumb from birth and was very kind to dumb animals. • ②temporarily silent • Eg. The audience were struck dumb when the magician ate fire.

46. Language points • 23 pick out: • choose; select • Eg. The flower store owner asked her to pick out that big red rose. • It took Mary a long time to pick out a new dress for the evening party tonight.

47. Language points • 24 whereupon: • immediately following that; upon that • Eg. I described my disastrous morning, whereupon, he laughed and laughed. • Note: here, the word ”whereupon” in the text was used as an adverb, not as a conjuction.

48. Language points • 25 highly: • In or to a high degree • Eg. It is highly probable that he changed his name to avoid being tracked down by the police. • The film was highly praised by the critics.

49. Language points • 26 did you catch many? • Here, in the text, it means: Did you trap many people with your trick? • 27 for sure: • Without doubt; surely or certainly • Eg. From a distance he couldn’t tell for sure whether it was Jerry or Tom.

50. Language points • 28 goddamned: • Strongly cursed or damned • Eg. This expression is used as a strong expletive, often shortened to goddamn, considered inappropriate in polite society or formal occasions. And students of English are not advised to use it.