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  3. When we talk about intelligence, we do not mean the ability to get a good sc

When we talk about intelligence, we do not mean the ability to get a good sc

游客2024-04-02  20
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’ 11 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. [br] According to the passage, what does intelligence mean?
选项 A、It is endowed with a traditional definition.
B、It becomes a way to measure one’ s academic ability.
C、It turns into a measurement of living standard.
D、It refers to how a person looks at life and acts upon it.
答案 D
解析 根据题干中的关键词intelligence，mean，将本题定位于第1段。该段提到，这里所说的智力指的是一种生活方式，一种在各种各样的情况下的行为方式，故答案为D(它指一个人看待以及应对生活的方式)。A项(它具有传统意义)，第1段开头提到，我们所谈的智力并不是指在某种考试中拿高分的能力，甚至也不是指在学校表现好的能力，这些都是传统智力带来的结果，可见，本文所谈的并非传统意义的智力；B项(它成为一种衡量一个人学业能力的方法)，智力并不等同于学业能力，当然也不能用它来衡量学业能力，而且，这也不是本文所说的智力的含义，故排除；C项(它变成了生活标准的一种衡量方式)，文中并未提及智力可以用来衡量生活标准，故排除。
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