下面的短文后有2项测试任务：(1)第23～26题要求从所给的6个选项中为第3～6段每段选择1个最佳标题：(2)第27～30题要求从所给的6个选项中为每个句子确定1个最佳选项。 Intelligence: a Changed View
1. Intelligence was believed to be a fixed entity(存在，实体), some faculty of
the mind that we all possess and which determines in some way the extent of our
achievements. Its value therefore, was as a predictor of children’s future
learning. If they differed markedly in their ability to learn complex tasks,
then it was clearly necessary to educate them differently and the need for
different types of school and even different ability groups within school was
obvious. Intelligence tests could be used for streaming(分组) children according
to ability at an early age; and at 11 these tests were superior to measures of
attainment for selecting children for different types of secondary
education. 2. Today, we are beginning to think differently. In
the last few years, research has thrown doubt on the view that innate
intelligence can ever be measured and on the very nature of intelligence itself.
There is considerable evidence now which shows ~e great influence of
environment both on achievement and intelligence. Children with poor home
backgrounds not only do less well in their school work and intelligence tests
but their performance tends to deteriorate gradually compared with that of their
more fortunate classmates. 3. There are evidences that support
the view that we have to distinguish between genetic intelligence and observed
intelligence. Any deficiency in the appropriate genes will restrict development
no matter how stimulating the environment. We cannot observe and measure
innate(内在的) intelligence, whereas we can measure the effects of the
interaction(相互作用) of whatever is inherited with whatever stimulation has been
received from the environment. Researches have been investigation what happens
in this interaction. 4. Two major findings have emerged from
these researches. Firstly, the greater part of the development of observed
intelligence occurs in the earliest years of life. It is estimated that 50 per
cent of measurable intelligence at age 17 is already predicable by the age of
four. Secondly, the most important factors in the environment are language and
psychological aspects of the parent-child relationship. Much of the difference
in measured intelligence between "privileged" and "disadvantaged" children may
be due to the latter’s lack of appropriate verbal stimulation (激发，促进) and the
poverty of their perceptual experiences. 5. These research
findings have led to a revision in our understanding of the nature of
intelligence. Instead of it being some largely inherited fixed power of the
mind, we now see it as a set of developed skills with which a person copes with
any environment. These skills have to be learned and, indeed, one of them is
learning how to learn. 6. The modern ideas concerning the nature
of intelligence are bound to have some effect on our school system. In one
respect a change is already occurring. With the move toward comprehensive
education and the development of unstreamed classes, fewer children will be
given the label "low IQ" which must inevitably condemn a child in his own, if
not society’s eyes. The idea that we can teach children to be intelligent in the
same way that we can teach them reading or arithmetic is accepted by more and
more people.
A. Effect of Environment on Intelligence B.
Difference Between Genetic Intelligence and Observed Intelligence
C. Main Results of Recent Researches D. Environment and
Achievement E. Impact on School Education F. A
changed View of Intelligence Paragraph 2 ______