[Forthe (past several) years], theSunday newspaper supplement Parade hasfeatured a column (called “Ask Marilyn”). People are invited <toquery Marilyn vos Savant>, who (at age10) 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》,《toenvision paper》（afterit has been folded and cut）,and 《todeduce（numerical）sequences》, [among other similar tasks]. So it is <a bit confusing>[when vos Savant fields suchqueries] (from the average Joe (whose IQis 100) )as, What’s thedifference (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 numericalpatterns) suits one «to answer questions» that have eluded some of the best poets andphilosophers.
[Clearly],intelligence encompasses more than ascore( on atest). Just what does it mean tobe smart? How much of intelligence can bespecified, and how much can we learnabout it [from neurology, genetics,computer science and other fields]?
The definingterm of intelligence (in humans )stillseems to be the IQ score, [even though IQ tests are not given [asoften as they used to be]]. The test comesprimarily in two forms: {the Stanford-Binet IntelligenceScale and the Wechsler Intelligence Scales} {(both come in adult and children’sversion)}. [Generally costing (several)hundreddollars], they are [usually] given[only by psychologists], [although variations of them populate bookstoresand the World Wide Web]. Superhigh scores(like vos Savant’s) are no longerpossible,[because scoring is now based ona statistical population distribution (among age peers)],rather than simply dividing the mental age by the chronologicalage and multiplying by 100. Other standardized tests, {such as theScholastic Assessment Test (SAT) and the Graduate Record Exam (GRE)}, capture the main aspects (of IQ tests).
Suchstandardized tests may not assess allthe important elements (necessary to succeed inschool and in life), argues Robert J. Sternberg. [In his article] {“How Intelligent Is Intelligence Testing?”},Sternberg notes that traditional test best assess (analyticaland 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 predictso well [once populations or situations change].Research has found that IQ predicted leadership skills [when the tests were given under low-stress conditions], [butunder high-stress conditions], IQ was [negatively] correlatedwith leadership – that is, it predictedthe opposite. Anyone(who has toiled through SAT)will testify that test-taking skillalso matters, [whether it’s knowing whento guess or what questions to skip].
2007.2
26. Whichof the following may be required in an intelligence test?
[A] Answeringphilosophical questions.
[B] Folding orcutting paper into different shapes.
[C] Telling thedifferences between certain concepts.
[D] Choosingwords or graphs similar to the given ones.
27. Whatcan be inferred about intelligence testing from Paragraph 3?
[A] People nolonger use IQ scores as an indicator of intelligence.
[B] Moreversions of IQ tests are now available on the Internet.
[C] The testcontents and formats for adults and children may be different.
[D] Scientistshave defined the important elements of human intelligence.
28. Peoplenowadays can no longer achieve IQ scores as high as vos Savant’s because
[A] the scoresare obtained through different computational procedures.
[B] creativityrather than analytical skills is emphasized now.
[C] vos Savant’scase is an extreme one that will not repeat.
[D] the definingcharacteristic of IQ tests has changed.
29. Wecan conclude from the last paragraph that
[A] test scoresmay not be reliable indicators of one’s ability.
[B] IQ scoresand SAT results are highly correlated.
[C] testinginvolves a lot of guesswork.
[D] traditionaltest are out of date.
30. Whatis the author’s attitude towards IQ tests?
[A]Supportive. [B] Skeptical.
[C]Impartial. [D]Biased.
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