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  3. Intelligence: a Changed View 1 Intelligence was believed to be a fixed entity, some faculty of the mind that we all possess

Intelligence: a Changed View 1 Intelligence was believed to be a fixed entity, some faculty of the mind that we all possess

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问题                     Intelligence: a Changed View
    1 Intelligence was believed to be a fixed entity, some faculty of the mind that we all possess and which determines in some way the extent of our achievements. Its value therefore, was as a predictor of children’s future learning. If they differed markedly in their ability to learn complex tasks, then it was clearly necessary to educate them differently and the need for different’ types of school and even different ability groups within school was obvious. Intelligence tests could be used for streaming children according to ability at an early age; and at 11 these tests were superior to measures of attainment for selecting children for different types of secondary education.
    2 Today, we are beginning to think differently. In the last few years, research has thrown doubt on the view that innate intelligence can ever be measured and on the very nature of intelligence itself. There is considerable evidence now which shows the great influence of environment both on achievement and intelligence. Children with poor home backgrounds not only do less well in their school work and intelligence tests but their performance tends to deteriorate gradually compared with that of their more fortunate classmates.
    3 There are evidences that support the view that we have to distinguish between genetic intelligence and observed intelligence. Any deficiency in the appropriate genes will restrict development no matter how stimulating the environment. We cannot observe and measure innate intelligence, whereas we can observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment. Researches have been investigating what happens in this interaction.
    4 Two major findings have emerged from these researches. Firstly, the greater part of the development of observed intelligence occurs in the earliest years of life. It is estimated that 50 per cent of measurable intelligence at age 17 is already predictable by the age of 4. Secondly, the most important factors in the environment are language and psychological aspects of the parent-child relationship. Much of the difference in measured intelligence between "privileged" and "disadvantaged" children may be due to the latter’s lack of appropriate verbal stimulation and the poverty of their perceptual experiences.
    5 These research findings have led to a revision in our understanding of the nature of intelligence. Instead of it being some largely inherited fixed power of the mind, we now see it as a set of developed skills with which a person copes with any environment. These skills have to be learned and, indeed, one of them is learning how to learn.
A. Main Results of Recent Researches
B. Difference between Genetic and Observed Intelligence
C. Effect of Environment on Intelligence
D. Intelligence and Achievement
E. Impact on School Education
F. A Changed View of Intelligence
Paragraph 1______
选项
答案D
解析 第一段主要讲了传统观念认为智力是一种一成不变的能力，因此它决定了我们的成就，并且也根据智力因素来预测孩子将来学习的成就。在学校教育中，要根据智力测试对不同智力的孩子进行不同的教育。本段的关键词intelligence和achievement给出了相关提示。
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