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  3. "Intelligence" at best is an assumptive construct — the meaning of the word has never been clear. There is more agreement on the

"Intelligence" at best is an assumptive construct — the meaning of the word has never been clear. There is more agreement on the

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问题     "Intelligence" at best is an assumptive construct — the meaning of the word has never been clear. There is more agreement on the kinds of behavior referred to by the term than there is on how to interpret or classify them. But it is generally agreed that a person of high intelligence is one who can grasp ideas readily, make distinctions, reason logically, and make use of verbal and mathematical symbols in solving problems. An intelligence test is a rough measure of a child’s capacity for learning, particularly for learning the kinds of things required in school. It does not measure character, social adjustment, physical endurance, manual skills, or artistic abilities. To criticize it for such failure is roughly comparable to criticizing a thermometer for not measuring wind velocity. Now since the assessment of intelligence is a comparative matter we must be sure that the scale with which we are comparing our subjects provides a "valid" or "fair" comparison.
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答案 “智力”充其量只是一个假设性的概念，因为智力一词的含义从未清楚地阐明过。人们对智力所指的不同表现，比对这些表现如何分类或者解释，看法更加一致。但是通常认为，智力很高的人能够迅速领会思想、区分事物、进行逻辑推理并运用文字和数字符号来解决问题。智力测验是对儿童的学习能力，特别是学校所要求的学习不同知识能力的一种粗略衡量。这种测验无法衡量人的品格、社会适应能力、身体耐力、手工技能或艺术才能。批评智力测试无法测定以上几方面，就犹如批评温度计测不出风速一样。既然对智力的评估是一个相互比较的事，那么我们必须确保，在对我们的对象进行比较时，我们所使用的尺度能提供“有效的”或“公平的”比较。
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