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  3. When we talk about intelligence, we do not mean the ability to get a good score on a certain kind of test, or even the ability t

When we talk about intelligence, we do not mean the ability to get a good score on a certain kind of test, or even the ability t

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问题     When we talk about intelligence, we do not mean the ability to get a good score on a certain kind of test, or even the ability to do well in school. These are at best only indications of something larger, deeper, and far more important. By intelligence we mean a style of life, a way of behaving in various situations. The true test of intelligence is not how much we know how to do, but how we behave when we don’t know what to do.
    The intelligent person, young or old, meeting a new situation or problem, opens himself up to it. He tries to take in with mind and senses everything he can about it. He thinks about it, instead of about himself or what it might cause to happen to him. He grapples (搏斗) with it boldly, imaginatively, resourcefully (机智地) , and if not confidently, at least hopefully; if he fails to master it, he looks without fear or shame at his mistakes and learns what he can from them. This is intelligence. Clearly its roots lie in a certain feeling about life, and one’s self with respect to life. Just as clearly, unintelligence is not what most psychologists seem to suppose, the same thing as intelligence only less of it. It is an entirely different style of behavior, arising out of an entirely different set of attitudes.
    Years of watching and comparing bright children with the not-bright, or less bright, have shown that they are very different kinds of people. The bright child is curious about life and reality, eager to get in touch with it, embrace it, unite himself with it. There is no wall, no barrier, between himself and life. On the other hand, the dull child is far less curious, far less interested in what goes on and what is real, more inclined to live in a world of fantasy. The bright child likes to experiment, to try things out. He lives by the maxim (格言) that there is more than one way to skin a cat. If he can’t do something one way, he’ll try another. The dull child is usually afraid to try at all. It takes a great deal of urging to get him to try even once: if that try fails, he is through.
    Nobody starts off stupid. Hardly an adult in a thousand, or ten thousand, could in any three years of his life learn as much, grow as much in his understanding of the world around him, as every infant learns and grows in his first three years. But what happens, as we grow older, to this extraordinary capacity for learning and intellectual growth? What happens is that it is destroyed, and more than by any other one thing, by the process that we misname (误称) education—a process that goes on in most homes and schools.
It can be inferred that when confronted with a problem, an unintelligent person usually
选项 A、thinks about it once and again and arrives at a correct decision
B、cherishes hope and pays more attention to the positive side
C、escapes from the reality and does not give an active reaction
D、indulges in the virtual world and does things with imagination
答案C
解析 推断题。根据题干中的problem和all unintelligent person定位到第二段第一句至第四句。这四句描述有智慧的人怎样对待问题，指出：“有才智的人，不论年长年幼，遇到新的情况或问题时，都会豁达地面对。他会努力用心和感知去尽可能多地弄清楚问题的所有细节。他思考问题，而不是考虑自己或是这个问题将给他带来什么后果。他大胆地、富有想象地、机智地去应对这个问题，而且，就算不是信心十足，至少也是满怀希望。”显然，文中对有智慧的人使用的都是表示积极态度的褒义词，由此可推断愚蠢之人会回避现实并消极应对，C项与文意相符，故选C。
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