Academic Reading Test 17- IQ AND INTELLIGENCE (B2)

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Created: Wednesday, 21 February 2018 09:10
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Academic Reading Test 17

IQ AND INTELLIGENCE

 (1) Some people can learn certain subjects better than they learn others.  While some people may learn new things faster, others may learn them slowly.  Questions about learning have always been a part of the study of intelligence.  Psychologists have been using IQ tests not only to measure intelligence but also to explore what intelligence is.

  (2)     The definition of intelligence is not universal.  Nobody agrees on a definition of intelligence.  One idea is that intelligence means being able to handle new situations. Other definitions include the ability to solve problems.  Some think intelligence comes from a person’s environment. Others believe intelligence is something innate. Another view is that intelligence is a mix of both environment and natural ability. People use the words "intelligence" and "intelligent" in many ways, so the exact definition is ambiguous.

 (3)    Even though intelligence is hard to define, psychologists attempt to measure it through IQ tests, which can provide useful information. Alfred Binet, a French psychologist, began testing intelligence in 1905 to identify students who might succeed or struggle in school. Later, psychologists at Stanford University revised his test, now known as the Stanford-Binet test, one of the most well-known IQ tests. Another common test is the Wechsler Intelligence Scale, which has versions for both children and adults (WISC and WAIS). These tests measure skills like memory, reasoning, vocabulary, calculation, and classification, with scores usually averaged at 100. A score between 90 and 110 is considered average, while scores above 130 indicate giftedness, and those below 85 may suggest a learning difficulty.

 (4) However, the meaning of these scores isn’t always clear. Sometimes, IQ tests reveal learning issues that can help students get support, but using and interpreting these scores can be challenging. Intelligence can change over time, so a young child’s score may differ years later. Language barriers can also affect scores if a student isn’t a native speaker of the test’s language. Cultural bias can be another problem, as American tests tend to favor middle- and upper-class backgrounds. Additionally, “labeling” can occur: if a child scores high, people may expect them to excel, and if they don’t, they might be seen as lazy. Conversely, a low score might lead people to expect poor performance, causing the child to believe they won’t succeed.

(5)     In conclusion, these tests are often useful for identifying students who might have difficulties or high potential. However, the scores are not always easy to understand, so it’s important to use them carefully.  Careful use of the scores can provide a lot of information. Misuse of the scores may cause many problems.

 

Questions:

 IQ AND INTELLIGENCE

 (1) Some people can learn certain subjects better than they learn others.  While some people may learn new things faster, others may learn them slowly.  Questions about learning have always been a part of the study of intelligence.  Psychologists have been using IQ tests not only to measure intelligence but also to explore what intelligence is.

1- What is one reason psychologists use IQ tests, according to the paragraph?

  1. To help people learn new subjects quickly
  2. To understand the concept of intelligence
  3. To ensure everyone learns well
  4. To identify the fastest learners

 

  (2)     The definition of intelligence is not universal.  Nobody agrees on a definition of intelligence.  One idea is that intelligence means being able to handle new situations. Other definitions include the ability to solve problems.  Some think intelligence comes from a person’s environment. Others believe intelligence is something innate. Another view is that intelligence is a mix of both environment and natural ability. People use the words "intelligence" and "intelligent" in many ways, so the exact definition is ambiguous.

2- Which of the following best describes intelligence according to the paragraph?

  1. The ability to speak multiple languages
  2. A universal skill that everyone has to the same extent
  3. The capacity to manage unfamiliar situations and find solutions to problems.
  4. Only something people are born with 

3- Which of the following statements is NOT mentioned in the paragraph?

  1. Some definitions suggest that an individual's environment plays an important role in shaping intelligence.
  2. Intelligence can be seen as a combination of innate ability and environmental factors.
  3. People have different ideas for the terms "intelligence" and "intelligent."
  4. Intelligence is defined the same way by everyone.

4- The word "ambiguous" is closest in meaning to

  1. universal
  2. similar
  3. unclear
  4. easy to understand

 

 (3)    Even though intelligence is hard to define, psychologists attempt to measure it through IQ tests, which can provide useful information. Alfred Binet, a French psychologist, began testing intelligence in 1905 to identify students who might succeed or struggle in school. Later, psychologists at Stanford University revised his test, now known as the Stanford-Binet test, one of the most well-known IQ tests. Another common test is the Wechsler Intelligence Scale, which has versions for both children and adults (WISC and WAIS). These tests measure skills like memory, reasoning, vocabulary, calculation, and classification, with scores usually averaged at 100. A score between 90 and 110 is considered average, while scores above 130 indicate giftedness, and those below 85 may suggest a learning difficulty.

5- What did Alfred Binet’s intelligence test originally aim to do?

  1. Classify students who would perform well or have difficulty in school
  2. Measure students' physical abilities
  3. Identify students who have problems at school
  4. Find students with above-average intelligence 

 6- The word giftedness is closest in meaning to 

  1. being good at learning 
  2. high ability
  3. being good at maths
  4. quickness in thinking

7- Which of the following is NOT mentioned as a skill measured by IQ tests?

  1. The skills for remembering information and experiences
  2. The ability to doing mathematical operations
  3. The skills for communicating well with others
  4. The ability to think and make decisions

 

(4) However, the meaning of these scores isn’t always clear. Sometimes, IQ tests reveal learning issues that can help students get support, but using and interpreting these scores can be challenging. Intelligence can change over time, so a young child’s score may differ years later. Language barriers can also affect scores if a student isn’t a native speaker of the test’s language. Cultural bias can be another problem, as American tests tend to favor middle- and upper-class backgrounds. Additionally, “labeling” can occur: if a child scores high, people may expect them to excel, and if they don’t, they might be seen as lazy. Conversely, a low score might lead people to expect poor performance, causing the child to believe they won’t succeed.

(5)     In conclusion, these tests are often useful for identifying students who might have difficulties or high potential. However, the scores are not always easy to understand, so it’s important to use them carefully.  Careful use of the scores can provide a lot of information. Misuse of the scores may cause many problems.

8- What is a common problem with using IQ test scores, as mentioned in the paragraph?

  1. They only measure intelligence in children
  2. They can cause to label others and influence people’s expectations 
  3. They are only effective for American people 
  4. They are not reliable in every culture

9- The word "labeling" is closest in meaning to

  1. Analyzing
  2. Categorizing
  3. Ignoring
  4. Separating

10- What is the author’s final suggestion about the use of IQ test scores?

  1. IQ tests should be avoided entirely
  2. Scores should be used carefully to avoid causing problems
  3. IQ tests can replace traditional exams
  4. Scores are only useful if they show high intelligence 

  

 

Click here to Show / Hide Answers.

1- b

2- c

3- d

4- c

5- a

6- b

7- c

8- b

9- b

10- b