9.What is Intelligence, Anyway?

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9.What is Intelligence, Anyway?
2
About Intelligence Tests

• As we know, intelligence test is given to
  measure a persons 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 childrens
  intelligence in the US by psychologists at
  Standford University and is now called Standford-
  Binet Scale.

3
About Intelligence Tests

• For years the Binet Scale was the only widely
  known intelligence test. Then came World War?.
  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.

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About Intelligence Tests

• The intelligence quotient (I.Q.)
• The result of an intelligence test is called an
  I.Q., short form for an intelligence quotient.
  Generally a persons 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 age100).

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About Intelligence Tests

• 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
• 85100 average intelligence
• 110120 bright- average intelligence
• 120130 intellectually superior
• Above 130 intellectually very superior

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About Intelligence Tests

• 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.

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How do you think about intelligence test?

• Group work
• 1.How do you think about it, agree or not? And
  why?
• 2. do you think intelligence is the most
  important factor for a persons success? If not,
  what else?

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The organization of the text

• Part ?( para. 1)
• What is intelligence? The authors
  statement---high score in intelligence tests
  doesnt meaning anything.
• Part ? ( paras. 2--7)
• Why there is much more in intelligence than just
  being able to score high on intelligence tests.

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The frame of Part ?

• ? The author has always been getting high scores,
  but he thinks it doesnt mean he is highly
  intelligent.
• ? An example of an auto-repair man
• ? 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.
• ? From the joke the repair-man told the author,
  he leaves a thought-provoking questionDoes high
  score really meaning something? Obviously not.

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Word learning

• aptitude ?? ??
• complacent ???
• academic ???
• worthy (of) ??
• estimate ??
• grant ??
• explore ??
• devise ??
• verbal ???
• determine ??

• evaluation ??
• numerical ???
• deaf ??
• dumb ??
• clerk ??
• heartily ?????
• uneasy ???
• for sure ???
• pick out ??
• make up ??

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Main idea of Part ?

• The text starts with the question What is
  Intelligence, Anyway?
• After stated his own experience of intelligence
  test, the author puts forward his point of view
  high score in intelligence tests doesnt meaning
  anything.

12
Main idea of Part ?

• Translate the following sentences
• What is Intelligence, Anyway?
• ?????????
• No one at the base had ever seen a figure like
  that and for two hours they made a big fuzz over
  me.
• ???????????????,??????????????????.

13
Main idea of Part ?

• in para. 2, The author told that he has always
  been getting high scores, but he thinks it
  doesnt mean he is highly intelligent.
• In para. 3, The author stated an example of an
  auto-repair man as an objection in order to
  support his point of view.

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Main idea of Part ?

• 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 repair-man told
  the author, he leaves a thought-provoking
  questionDoes high score really meaning
  something? Obviously not.

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Main idea of Part ?

• In para. 7, The author ends the text with only
  one sentence And I have an uneasy feeling he had
  something there.
• ?????????????????
• 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 ?

• Translate the following sentences
• All my life Ive been registering scores like
  that, so that I have the complacent feeling that
  Im highly intelligent, and I expect other people
  to think so, too.
• ?????????????,????????????,????????,???????????.
• 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.

17
Main idea of Part ?

• ????????????????????,????????????????????????????.
  
• And I have an uneasy feeling he had something
  there.
• ?????????????????

18
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

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Put in the missing words

• a garage mechanic who, though lacking in
  ________ knowledge, has an ability far beyond
  Asimovs 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 ______________.

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key

• 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

explores
aptitude
normal
highly
worthy
21
key

• a garage mechanic who, though lacking in
  ________ knowledge, has an ability far beyond
  Asimovs 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 ______________.

academic
determine
dumb
absolute
evaluation
taken for granted
22
Language points

• 1 aptitude natural ability
• or skill ????????
• ?????
• Eg. She has an aptitude for dealing with people.
• He showed an aptitude for music at an early age.

23
Language points

• 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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Language points

• 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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Language points

• 3 figure
• ? number symbol for
• a number, esp. 0-9
• Eg. She got a starting salary of six figures.
• ? shape or outline of sb. or sth.
• Eg. There is a figure of chimney in the distance.
• ? important person (of the stated kind)

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Language points

• Eg. They argued over who was the most influential
  figure in the 20th century.
• ? human form
• Eg. The woman in the portrait had a graceful
  figure.
• ? diagram drawing to illustrate sth.
• Eg. The figure in the book will help you
  understand the theory better.

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Language points

• 4 make a fuzz over (about)
• show unnecessary
• nervous excitement,
• esp. over unimportant
• matters
• Eg. It is merely a small cut, dont make a fuzz.
• Why did he make such a big fuzz over a potato?

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Language points

• 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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Language points

• 6 simply
• ? only merely
• Eg. Dont worry, it is simply a scratch.
• I took that job simply because the office is
  near my house.
• ? in a plain manner
• Eg. The old man lives
• simply and is dressed simply.

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Language points

• ? 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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Language points

• 7 academic
• ? scholarly theoretical not practical
• Eg. He went abroad for the purpose of academic
  exchanges.
• This question is purely academic.
• ? of a college or university
• Eg. This is the calendar
• for academic year 2006-2007.

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Language points

• 8 worthy of
• Deserving
• Eg. I dont think this
• problem is worthy of
• serious consideration.
• It is a occasion well worthy of the most
  elaborate celebration.

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Language points

• 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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Language points

• 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 cant take it for granted that his
  students always do their homework as required.

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Language points

• 11 hasten
• Move or act with speed
• Eg. Upon learning the news of her husbands
  success, she hastened to Beijing.
• Seeing the Chairman was to end the discussion,
  the speaker hastened to his conclusion.

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Language points

• 12 explore
• ? search or examine thoroughly
• Eg. The group from a foreign company came to
  China to explore business possibilities.
• ? 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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Language points

• 13 divine oracles
• Profoundly wise opinions or judgments as if given
  by God
• Eg. Dont treat his words as divine oracles.
• 14 suppose I suggest if
• Eg. Suppose we put off the meeting till tomorrow.

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Language points

• 15 devise
• think out plan design
• 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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Language points

• 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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Language points

• 17 determine
• ? decide (on)
• Eg. Have you determined the date for your
  wedding?
• Its hard to determine which side is right just
  by hearing their quarrel.
• ? find out precisely
• Eg. Investigations have not yet determined the
  cause of the air crash.

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Language points

• ? make up ones mind
• Eg. He determined to learn the operation manners
  of the machine in one days time.
• 18 absolute
• Not measured by comparison with other things
  (???)
• Eg. He was elected by an absolute majority.

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Language points

• 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

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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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Language points

• 21 joke
• n. something said
• or done to cause
• amusement
• Eg. Dont play jokes on him, he cant take jokes.
• v. Make jokes
• Eg. This is no joking matter, please treat it
  seriously.

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Language points

• 22 dumb
• ? unable to speak
• Eg. She was dumb from
• birth and was very kind
• to dumb animals.
• ?temporarily silent
• Eg. The audience were struck dumb when the
  magician ate fire.

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Language points

• 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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Language points

• 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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Language points

• 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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Language points

• 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 couldnt tell for sure
  whether it was Jerry or Tom.

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Language points

• 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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Language points

• 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.

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Discussion

• 1. In daily life, there are many kinds of
  intelligence tests accessible to us through
  internet, books, etc, how do you think about it?
• 2. Is high intelligence the most important factor
  for a successful man? If not, what is it
  according to you?