9.What is Intelligence,
Anyway?
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.
About Intelligence Tests
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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.
About Intelligence Tests
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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).
About Intelligence Tests
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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
About Intelligence Tests
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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.
How do you think about
intelligence test?
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Group work:
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1.How do you think about it, agree or
not? And why?
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2. do you think intelligence is the
most important factor for a person’s
success? If not, what else?
The organization of the text
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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.
The frame of Part Ⅱ
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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.
Word learning
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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
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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
Main idea of Part Ⅰ
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The text starts with the question:
What is Intelligence, Anyway?
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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.
Main idea of Part Ⅰ
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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．
Main idea of Part Ⅱ
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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.
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In para. 3, The author stated an
example of an auto-repair man as an
objection in order to support his point of
view.
Main idea of Part Ⅱ
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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 repairman told the author, he leaves a
thought-provoking question—Does
high score really meaning something?
Obviously not.
Main idea of Part Ⅱ
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In para. 7, The author ends the text
with only one sentence: And I have
an uneasy feeling he had something
there.
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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.
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Main idea of Part Ⅱ
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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.
Main idea of Part Ⅱ
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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．
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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。
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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
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
______________.
key
Scientist and science-fiction writer Isaac
explores the question of
Asimov ________
intelligence in this article. He begins his
aptitude test on which he
recollection of an ______
normal This
had scored far above ______.
highly intelligent
indicated that he was a _____
individual; however, Asimov questions
worthy of the
whether such scores are ______
attention they receive. To make his point,
he gives the example of
key
a garage mechanic who, though lacking in
academic knowledge, has an ability far
________
determine causes of
beyond Asimov’s to ________
automobile problems and solve them.
Instead, in an area such as mechanics,
Asimov admits that he could be
dumb Intelligence,
considered quite ______.
absolute but relative.
therefore, is not _______
This has led Asimov to make an
evaluation of such aptitude tests, whose
________
worth, it seems, should not be
______________.
taken for granted
Language points
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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.
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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.
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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.
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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)
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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.
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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?
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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15 devise:
think out; plan; design
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Eg. He devised a system to put
Chinese characters into computers.
She spent days devising how to
make money but never really did
anything.
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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.
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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.
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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.
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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”
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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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29 uneasy:
Awkward; not easy
in mind or body
Eg. He give an uneasy smile when
he met his mother-in-law for the first
time.
He passed an uneasy night and
finally decided to surrender himself
to the police.
Discussion
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1. In daily life, there are many kinds of
intelligence tests accessible to us
through internet, books, etc, how do you
think about it?
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2. Is high intelligence the most important
factor for a successful man? If not, what
is it according to you?