intelligence：a changed view

intelligence：a changed view篇一：2013年概括大意第十二篇 Intelligence a changed view

Intelligence:a Changed View智力：一个转变了的观念

l Intelligence was believed to be afixed entity, some faculty of the mind that we all possessand which determines in some way the extent of our achievements. 智力被认为是一个固定的实体，我们都拥有的大脑的某种能力和以某种方式决定我们的成就大小的东西。Its value therefore, was as apredictor of children's future learning. 因此对它的评价可以预言孩子们未来的学习。If they differed markedly in their ability to learn complextasks, then it was clearly necessary to educate them differently and the need for different types ofschool and even different ability groups within school was obvious.如果他们在学习复杂任务的能力上显著不同，那么明显有必要对他们进行不同的教育，而且显然需要不同类型的学校，抑或在学校内按不同能力分班。Intelligence tests could be usedfor streaming children according to ability at an early age; 智力测试可以用来根据能力在很小的时候就对孩子们进行分流。and at 11 these tests were superior tomeasures of attainment for selecting children for different types of secondary education.在11岁的时候进行这种测试比为进入不同的中学而挑选学生的成绩测试更为重要。

2Today,we are beginning to think differently. 现在，我们开始有不同的想法。In the last few years, research has throwndoubt on the view that innate intelligence can ever be measured and on the very nature ofintelligence itself.在过去的几年里，科学研究对内在智力可以衡量这一观点以及智力的实质本身都表示怀疑。There is considerable evidence now which shows the great influence ofenvironment both on achievement and intelligence.目前大量的证据表明环境对成就和智力有巨大的影响。Children with poor home backgrounds not onlydo less well in their school work and intelligence tests but their performance tends to deteriorategradually compared with that of their more fortunate classmates.家庭贫困的孩子不仅功课和智力测试成绩较差，而且和他们更为幸运的同学们相比，他们的表现有越来越恶化的趋势。

3There are evidences that support the view that we have to distinguish between geneticintelligence and observed intelligence.有证据支持这样的观点，即我们必须区别基因智力和习得智力。Any deficiency in the appropriate genes will restrictdevelopment no matter how stimulating the environment.无论环境多么刺激，基因的缺陷都会限制发展。We cannot observe and measure innateintelligence, whereas we can observe and measure the effects of the interaction of whatever isinherited with whatever stimulation has been received from the environment.我们不能够观察和衡量内在智力，然而我们可以观察和衡量遗传所得和从环境所得到的激发两者之间的相互作用。Researches have beeninvestigating what happens in this interaction.研究者一直研究这种相互作用的结果。

4Two major findings have emerged from these researches.这些研究产生了两个重要的发现。Firstly, the greater part of thedevelopment of observed intelligence occurs in the earliest years of life.首先，大部分习得智力的开发发生在生命的最初几年。 It is estimated that 50 percent of measurable intelligence at age 17 is already predictable by the age of four.据估测在17岁可衡量的智力的50%在4岁的时候就已经可以预见了。 Secondly, themost important factors in the environment are language and psychological aspects of the parent-childrelationship.其次，环境中最重要的因素是语言和父母子女关系的心理方面。Much of the difference in measured intelligence between"privileged"and"disadvantaged" childrenmay be due to the latter's lack of appropriate verbal stimulation and thepoverty of their perceptual experiences.“有优势的”和“没

有优势的”孩子之间衡量到的智力的大部分不同可能是因为后者缺乏必要的语言刺激以及感性经历贫乏。These research findings have led to a revision in our understanding of the nature ofintelligence.这些研究结果改变了我们对智力本质的理解。Instead of it being some largely inherited fixed power of the mind,we now see it as aset of developed skills with which a person copes with any environment.它不是很大程度上遗传的大脑的固定能力，我们现在把它看作一系列发展起来的可以应付任何环境技能。These skills have to belearned and, indeed, one of them is learninghow to learn.这些技能必须要学习才能获得，而且其中一项技能是学会如何学习。

6 The modern ideas concerning the nature of intelligence are bound to have some effect onour school system.与智力的本质有关的现代观念对我们的学校体系将有一些影响。In one respect a change is already occurring.在一个方面一种改变正在发生。With the move towardcomprehensive education and the development of unstreamedclasses,fewer children will be giventhe label "low IQ", which must inevitably condemn a child in his own, if not society's eyes. 随着向综合教育以及混合编班的做法的发展，越来越少的孩子会被标上“低智商”的标签。有了这个标签，哪怕社会不把孩子看扁，他自己也把自己看扁了。Theidea that we can teach children to be intelligent in the same way that we can teach them reading orarithmetic is accepted by more and more people.我们能够像教孩子阅读或算术一样教孩子变聪明的观念被越来越多的人所接受。

intelligence：a changed view篇二：第十二篇：Intelligence a Changed View

第十二篇：Intelligence: a Changed View

1. Intelligence was believed to be a fixed entity, 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 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 itself1. There is considerable evidence now which shows the 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.2 Any deficiency in the appropriate genes will restrict development no matter how stimulating the environment. We cannot observe and measure innate intelligence, whereas we can observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment.3 Researches have been investigating 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 predictable 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" children4 may be due to the latter's lack of appropriate verbal stimulation and the poverty of their perceptual experiences.5

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 unstrained classes6,

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.

词汇：

entity /'entiti/ n．存在，实体

innate /i'neit/ adj．内在的

stimulation / stimju'leiʃ(ə)n/ n．激发，促进

stream /stri:m/v．（根据能力把学生）分组

interaction /,intər'ækʃ(ə)n/ n．相互作用

注释：

1. …research has thrown doubt on the view that innate inteffigence can ever be measured and on the very nature of intelligence itself. ……科学研究对内在智力可以衡量这一观点以及智力的实质本身都表示怀疑。

2. ... distinguish between genetic intelligence and observed intelligence．区别基因智力和习得智力。

3. …the interaction of whatever is inherited with whatever stimulation has been received from the environment. ……遗传所得和从环境所得到的激发两者之间的相互作用。这里的两个whatever都相当于what，都引导了名词性从句，分别作介词of和with的宾语。

4. "privileged" and "disadvantaged" children:“有优势的”和“没有优势的”孩子。

privileged原来的解释是“有特权的”,disadvantaged是“不利的”，实际上它们分别用于指家境富裕的和家境贫困的，尤其是黑人家庭的孩子。

5. …lack of appropriate verbal stimulation and the'poverty of their perceptual experiences. ……缺乏必要的语言刺激以及感性经历贫乏。

6. comprehensive education and the development of unstreamed classes：综合教育以及混合编班的做法。comprehensive education指具有不同能力的学生同在一校的综合的教育制度，和后面的development of unstreamed classes是一脉相承的。

7. IQ：智商。IQ是Intelligence Quotient的首字母缩写。

8. ... condemn a child in his own, if not society's eyes．哪怕社会不把孩子看扁，他自己也把自己看扁了。condemn这个动词是“谴责，判定・一不合适、不足”的意思；in one's eyes是“在……的眼里”。

练习：

1. Paragraph 2_________

2. Paragraph 4_________

3. Paragraph 5_________

4. Paragraph 6_________

5. It was once believed_________, and thus we can tell how successful

he/she will be in the future according to his/her intelligence.

6. More recent researches has shown that intelligence is only partly

inherited_________.

7. It can be inferred from the passage that a child will_________if he has more opportunities to communicate with others by means of language.

8. Children were not just_________, but they can be taught to be more

intelligent at school.

2014年职称英语教材理工类概括大意与完成句子

第十二篇：Intelligence: a Changed View答案与题解：

1. C 第二段提出了一个新的对智力的认识，和第一段中所讲的传统的理解不

同，主要的不同之处在于传统的观点把智力看做是一种不变的能力，而新的观点则认为智力和人的成长环境有关。

2. A 本段第一句话就把该段的内容点得很清楚，要介绍的是“Two major

findings have emerged from these researches."main results只是major findings的另一种说法而已。

3. F 本段的第一句就说清楚了：研究结果导致我们对智力本质看法的改变。

4. E 最后一段第一句话就说与智力本质有关的现代见解必定会对学校体系产

生影响，下面讲了一些正在发生的变化。

5. D 这句话的意思可在第一段里找到。It was believed后面应跟一个主语从句，这个从句由that引导。

6. F 原句中partly这个词是个很好的提示，大多会出现第二个partly。

7. B will后面应该接一个动词，句子的意思是以第四段的最后一句话为基础的。

8. A 这句话可以说是全文的中心思想，即人聪明还是不聪明并不完全由先天而

定，而是可以通过学校的教育变得聪明起来。

第十二篇 智力：一个转变了的观念

智力被认为是一个固定的实体，我们都拥有的大脑的某种能力和以某种方式决定我们的成就大小的东西。因此对它的评价可以预言孩子们未来的学习。如果他们在学习复杂任务的能力上显著不同，那么明显有必要对他们进行不同的教育，而且显然需要不同类型的学校，抑或在学校内按不同能力分班。智力测试可以用来根据能力在很小的时候就对孩子们进行分流。在11岁的时候进行这种测试比为进入不同的中学而挑选学生的成绩测试更为重要。

现在，我们开始有不同的想法。在过去的几年里，科学研究对内在智力可以衡量这一观点以及智力的实质本身都表示怀疑。目前大量的证据表明环境对成就和智力有巨大的影响。 家庭贫困的孩子不仅功课和智力测试成绩较差，而且和他们更为幸运的同学们相比，他们的表现有越来越恶化的趋势。

有证据支持这样的观点，即我们必须区别基因智力和习得智力。无论环境多么刺激，基因的缺陷都会限制发展。我们不能够观察和衡量内在智力，然而我们可以观察和衡量遗传所得和从环境所得到的激发两者之间的相互作用。研究者一直研究这种相互作用的结果。

这些研究产生了两个重要的发现。首先，大部分习得智力的开发发生在生命的最初几年。 据估测在17岁可衡量的智力的50%在4岁的时候就已经可以预见了。其次，环境中最重要的因素是语言和父母子女关系的心理方面。“有优势的”和“没有优势的”孩子之间衡量到的智力的大部分不同可能是因为后者缺乏必要的语言刺激以及感性经历贫乏。

这些研究结果改变了我们对智力本质的理解。它不是很大程度上遗传的大脑的固定能力，我们现在把它看做一系列发展起来的可以应付任何环境技能。这些技能必须要学习才能获得，而且其中一项技能是学会如何学习。

与智力的本质有关的现代观念对我们的学校体系将有一些影响。在一个方面一种改变正在发生。随着向综合教育以及混合编班的做法的发展，越来越少的孩子会被标上“低智商”

的标签。有了这个标签，哪怕社会不把孩子看扁，他自己也把自己看扁了。我们能够像教孩子阅读或算术一样教孩子变聪明的观念被越来越多的人所接受。

intelligence：a changed view篇三：012-第十二篇：Intelligence a Changed View

第十二篇：Intelligence: a Changed View

1. Intelligence was believed to be a fixed entity, 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 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 itself1. There is considerable evidence now which shows the 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.2 Any deficiency in the appropriate genes will restrict development no matter how stimulating the environment. We

cannot observe and measure innate intelligence, whereas we can observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment.3 Researches have been investigating 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 predictable 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" children4 may be due to the latter's lack of appropriate verbal stimulation and the poverty of their perceptual experiences.5

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 unstrained classes6, 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.

练习：

1.Paragraph 2_________

2.Paragraph 4_________

3.Paragraph 5_________

4.Paragraph 6_________

AMain Results of Recent Researches

BPopular Doubt about the New View

CEffect of Environment on Intelligence

DIntelligence and Achievement

EImpact on School Education

FA Changed View of Intelligence

5.It was once believed_________, and thus we can tell how successful he/she will be in the future according to his/her intelligence.

6.More recent researches has shown that intelligence is only partly

inherited_________.

7.It can be inferred from the passage that a child will_________if he has more opportunities to communicate with others by means of language.

8.Children were not just_________, but they can be taught to be more intelligent at school.

Aborn to be more intelligent or less intelligent

Bhave a better chance to develop his intelligence

Ctaught to be more intelligent

Dthat intelligence was something a baby was born with

Eand because of the lack of communication with his classmates

Fand partly has to do with a child's living environment

intelligence：a changed view篇四：第三题概括段意与完成句子第十二篇Intelligence

第十二篇Intelligence: a Changed View 智力：一个转变了的观念

1. Intelligence was believed to be a fixed entity, some faculty of the mind that we all possess and which determines in some way the extent of our achievements. 智力被认为是一个固定的实体，我们都拥有的大脑的某种能力和以某种方式决定我们的成就大小的东西。Its value therefore, was as a predictor of children’s future learning. 因此对它的评价可以预言孩子们未来的学习。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. 如果他们在学习复杂任务的能力上显著不同，那么明显有必要对他们进行不同的教育，而且显然需要不同类型的学校，抑或在学校内按不同能力分班。Intelligence tests could be used for streaming children according to ability at an early age; 智力测试可以用来根据能力在很小的时候就对孩子们进行分流。and at 11 these tests were superior to measures of attainment for selecting children for different types of secondary education.在11岁的时候进行这种测试比为进入不同的中学而挑选学生的成绩测试更为重要。

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. 现在，我们开始有不同的想法。在过去的几年里，科学研究对内在智力可以衡量这一观点以及智力的实质本身都表示怀疑。There is considerable evidence now which shows the great influence of environment both on achievement and intelligence. 目前大量的证据表明环境对成就和智力有巨大的影响。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.家庭贫困的孩子不仅功课和智力测试成绩较差，而且和他们更为幸运的同学们相比，他们的表现有越来越恶化的趋势。

3. There are evidences that support the view that we have to distinguish between genetic intelligence and observed intelligence. 有证据支持这样的观点，即我们必须区别基因智力和习得智力。Any deficiency in the appropriate genes will restrict development no matter how stimulating the environment. 无论环境多么刺激，基因的缺陷都会限制发展。We cannot observe and measure innate intelligence, whereas we can measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment.我们不能够观察和衡量内在智力，然而我们可以观察和衡量遗传所得和从环境所得到的激发两者之间的相互作用。 Researches have been investigation what happens in this interaction. 研究者一直研究这种相互作用的结果。

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. 这些研究产生了两个重要的发现。首先，大部分习得智力的开发发生在生命的最初几年。It is estimated that 50 per cent of measurable intelligence at age 17 is already predicable by the age of four. 据估测在17岁可衡量的智力的50%在4岁的时候就已经可以预见了。Secondly, the most important factors in the environment are language and psychological aspects of the parent-child relationship. 其次，环境中最重要的因素是语言和父母子女关系的心理方面。Much of the difference in measured intelligence between “privileged” and “disadvantaged” children may be due to the latter’s lack of appropriate verbal stimulation and the poverty of their perceptual experiences. “有优势的”和“没有优势的”孩子之间衡量到的智力的大部分不同可能是因为后者缺乏必要的语言刺激以及感性经历贫乏。

5. These research findings have led to a revision in our understanding of the nature of intelligence. 这些研究结果改变了我们对智力本质的理解。 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. .它不是很大程度上遗传的大脑的固定能力，我们现在把它看做一系列发展起来的可以应付任何环境技能。These skills have to be learned and, indeed, one of them is learning how to learn这些技能必须要学习才能获得，而且其中一项技能是学会如何学习。

6. The modern ideas concerning the nature of intelligence are bound to have some effect on our school system. 与智力的本质有关的现代观念对我们的学校体系将有一些影响。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. 在一个方面一种改变正在发生。随着向综合教育以及混合编班的做法的发展，越来越少的孩子会被标上“低智商”的标签。有了这个标签，哪怕社会不把孩子看扁，他自己也把自己看扁了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. 。我们能够像教孩子阅读或算术一样教孩子变聪明的观念被越来越多的人所接受。

练习：

1. Paragraph 2 __________1．C第二段提出了一个新的对智力的认识，和第一段中所讲的传统的理解不同，主要的不同之处在于传统的观点把智力看做是一种不变的能力，而新的观点则认为智力和人的成长环境有关。

2. Paragraph 4 __________2．A 本段第一句话就把该段的内容点得很清楚，要介绍的是“Two major findings haveemerged from these researches.”main results只是major findings的另一种说法而已。

3. Paragraph 5 __________3．F本段的第一句就说清楚了：研究结果导致我

们对智力本质看法的改变。

4. Paragraph 6 __________4．E最后一段第一句话就说与智力本质有关的现代见解必定会对学校体系产生影响，下面讲了一些正在发生的变化。

A. Main Results of Recent Researches

B. Popular doubt about the New View

C. Effect of Environment on Intelligence

D. Intelligence and Achievement

E. Impact on School Education

F. A Changed View of Intelligence

5.It was once believed __________, and thus we can tell how successful he/she will be in the future according to his/her intelligence. 5．D这句话的意思可在第一段里找到。It was believed后面应跟一个主语从句，这个从句由that引导。

6.More recent researches has shown that intelligence is only partly inherited _________. 6．F原句中partly这个词是个很好的提示，大多会出现第二个partly。

7.It can be inferred from the passage that a child will _________if he has more opportunities to communicate with others by means of language. 7．B will后面应该接一个动词，句子的意思是以第四段的最后一句话为基础的。

8.Children were not just __________, but they can be taught to be more intelligent at school. 8．A这句话可以说是全文的中心思想，即人聪明还是不聪明并不完全由先天而定，而是可以通过学校的教育变得聪明起来。

A. born to be more intelligent or less intelligent

B. have a better chance to develop his intelligence

C. taught to be more intelligent

D. that intelligence was something a baby was born with

E. and because of the lack of communication with his classmates F. and partly has to do with a child’s living environment

intelligence：a changed view篇五：职称英语理工类A

013年职称英语考试模拟试题_理工类A级

概括大意与完成句子(第23～30题，每题1分，共8分)

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2～6段中指定的4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 the 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.

23. Paragraph 2 _____

24. Paragraph 4 _____

25. Paragraph 5 _____

26. Paragraph 6 _____

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

27. Intelligence was once believed to be a fixed entity, valued as _____.

28. We can measure the effects of the interaction of whatever is inherited with _____.

29. The most important factors in the environment are _____.

30. We can _____ in the same way that we can teach them reading.

A. teach children to be intelligent

B. whatever stimulation has been received from the environment

C. and because of the lack of communication with his classmates

D. a predictor of children's future learning

E. taught to be more intelligent

F. language and psychological aspects of the parent-child relationship

013年职称英语考试(理工A类)阅读理解

Citizen Scientists

Understanding how nature responds to climate change will require monitoring key life cycle1 events-flowering， the appearance of leaves， the first frog calls of the spring - all around the world. But ecologists can't be everywhere so they're turning to non-scientists， sometimes called citizen scientists， for help.

Climate scientists are not present everywhere. Because there are so many places in the world and not enough scientists to observe all of them， they're asking for your help in observing signs of climate change across the world. The citizen scientist movement encourages ordinary people to observe a very specific research interest - birds， trees， flowers budding， etc. - and send their observations to a giant database to be observed by professional scientists. This helps a small number

of scientists track a large amount of data that they would never be able to gather on their own. Much like citizen journalists helping large publications cover a hyper-local beat2， citizen scientists are ready for the conditions where they live. All that's needed to become one is a few minutes each day or each week to gather data and send it3 in.

A group of scientists and educators launched an organization last year called the National Pheonology4 Network. “Phenology” is what scientists call the study of the timing of events in nature.

One of the group's first efforts relies on scientists and non-scientists alike to collect data about plant flowering and leafing every year. The program， called Project BudBurst， collects life cycle data on a variety of common plants from across the United States. People participating in the project - which is open to everyone - record their observations on the Project BudBurst website.

“People don't have to be plant experts -they just have to look around and see what's in their neighborhood，” says Jennifer Schwartz， an education consultant with the project. “As we collect this data， we'll be able to make an estimate of how plants and eommunities5 of plants and animals will respond as the climate changes.”

词汇：

Frog n. 蛙 Ecologist n.生态学家 Phenology n.物候学 Bud v.发芽，萌芽;n.芽，花蕾

Neighbor(u)rhood n.近邻;邻近地区 Database n.数据库

Professional adj.专业的，职业的;n.职业选手，专业人员

注释：

1. life cycle：生命周期，即生物发展过程的系列变化。

2. hyper-local beat： beat 在此做名词用，意思是：某类新闻报道，如，a business beat; 商业专题报道。这是近年来出现的新词。Hyper-local beat 即 hyper-local news，指 的是被传统新闻报道方式所忽略的小型社区或居民居住区里发生的相关信息报道。在美 国由此而诞生了 hyper-local news website，专门对主流媒体所没有覆盖的地区所发生 的

事件进行报道，其形式多以网民，即短文中所提及的 citizen journalists，上传所 在社区发生的事件报道、照片或视频为主。这是网络时代产生的又一新生事物。

3. data 是复数形式，但常用做单数，所以这里的代词是 it.另参见 最后 一段“As we collect this data， „„”。这里的 data 也用作单数。

4. phenology：物候学或生物气候学，是气候学和生态学的边缘学科，主要研究气候环境 对生物的影响。

5. communities：生态学词汇：生物群落，记载比较相似的环境条件下在特定自然区域或 环境中生活和互相影响的一群植物和动物。

练习：

1. Ecologists turn to non-scientist citizens for help because they need them

A) to provide their personal life cycles. B) to observe the life cycle of plants.

C) to collect data of the life cycle of living things. D) to teach children knowledge about climate change.

2. What are citizen scientists asked to do?

A) To develop a specific research interest and become professional scientists.

B) To send their research observations to a professional database.

C) To increase their knowledge about climate change.

D) To keep a record of their research observations.

3. In “All that's needed to become one„„ (paragraph 2) ”， what does the word “one” stands for?

A) a citizen journalist. B) a citizen scientist. C) a scientist. D) a citizen.

4. What is NOT true of Project BudBurst?

A) Only experts can participate in it. B) Everybody can participate in it.

intelligence：a changed view篇六：2015职称英语(综合A)字典书(概括大意和完成句子)

11 Is There a Way to Keep the Britain's Economy Growing 是否有办法使英国经济继续保持增长

In today's knowledge economy, nations survive on the things they do best. Japanese design electronics while Germens export engineering techniques. The French serve the best food and Americans make computers. 现今的知识经济体系下，各国都发挥其特长以求生存。日本靠生产电子产品，而德国出口工程技术。法国有著名的美食，美国则制造计算机。

Britain specializes in the gift of talking. The nation doesn't manufacture much of anything. But it has lawyers, stylists and business consultants who earn their living from talk, talk and more talk. The World Foundation think tank1 says the UK's four iconic jobs today are not scientists, engineers, teachers and nurses. Instead, they're hairdressers, celebrities, management consultants and managers. But can all this talking keep the British economy going? The British government thinks it can. 英国人以口才见长。英国制造不出什么东西，但却有一把把的律师、造型师和商业顾问。他们每天的生计除了说，还是说。世界基金组织的智囊团公布，如今英国的四大偶像职业已不再是科学家、工程师、教师和护士，而变成了发型师、名流显要、管理顾问和商业经理。但这些以说见长的工作是否能保持英国经济的增长？英国政府认为可以。

Although the country's trade deficit was more than ￡60 billion in

2006, UK's largest in the postwar period, officials say the country has nothing to worry about. In fact, Britain does have a world-class pharmaceutical industry, and it still makes a small sum from selling arms abroad. It also trades services — accountancy, insurance, banking and advertising. The government believes Britain is on the cutting edge2 of the knowledge economy. After all, the country of Shakespeare and Wordsworth has a literary tradition of which to be proud. Rock “n” roll3 is an English language medium, and there are billions to be made by their cutting-edge bands. In other words, the creative economy has plenty of strength to carry the British economy. 尽管2006年英国的贸易赤字已超出600亿英镑，创英国战后史上的最高，英国官方却称此不足为患。事实上，英国的确拥有世界先进水平的制药工业和可以小赚一笔的军工业。除此之外，它还出售服务业，即会计业、保险业、银行业和广告业。英政府认为英国正处在知识经济的风口浪尖上。毕竟这个诞生出了莎士比亚和华兹华斯的国度有着可以引以为荣的文学传统。摇滚乐也是传播英语的媒介，英国就有很多顶尖的摇滚乐队，可以带来数十亿的收入。换句话说，这种以创造力为本的经济有诸多优势来承载英国经济的发展。

However, creative industries account for only about 4 percent of UK's exports of goods and services. The industries are finding it hard to make a profit, according to a report of the National Endowment for Science, Technology and the Arts4. The report shows only 38 percent of

British companies were engaged in "innovation activities", 3 percentage points below the EU average and well below Germany (61 percent) and Sweden (47 percent). 然而，创造力产业占英国出口商品和服务的总额还不足4%。据英国国家科学、技术和艺术捐赠委员会报告，这些行业越来越发现盈利不易。报告显示只有38%的企业进行有关创新的活动，比欧盟的平均水平还要低三个百分点，更是远远落在了德国(61%)和瑞典(47%)之后。

In fact, it might be better to call Britain a "servant" economy — there are at least 4 million people "in service". The majority of the population are employed by the rich to cook, clean, and take care of their children. Many graduates are even doing menial jobs for which they do not need a degree. Most employment growth has been, and will continue to be, at the low-skill end of the service sector — in shops, bars, hotels, domestic service and in nursing and care homes. 事实上，称英国经济为“仆人经济”或许更形象些——因为至少有400万人在做服务性，工作。英人口的大多数受雇于富人，替他们做饭、打扫和看孩子。甚至许多大学生正从事体力劳动，根本用不着文凭。雇佣增长的大部分过去是，将来仍将是由服务业中的低端技术部分实现，即商店、酒吧、宾馆、家政服务和养老院这样的地方。

12 Intelligence: a Changed View

Intelligence was believed to be a fixed entity, 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 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. 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 the great influence of environment both on achievement and intelligence. Children with poor home backgrounds not only do less well their school work and intelligence tests but their performance tends to deteriorate gradually compared with that of their more fortunate classmates.

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 intelligence, whereas we can observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment. Researches have been investigating what happens in this interaction.

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 percent of measurable intelligence at age 17 is already predictable 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 t e latter's lack of appropriate verbal stimulation and the poverty of their perceptual experiences.

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 skiUs have tO be learned and, indeed, one of them is learning how to learn.

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

intelligence：a changed view篇七：2015职称英语(综合类)概括大意与完成句子A级文章

第十一篇 Is There a Way to Keep the Britain's Economy Growing

1.In today's knowledge economy, nations survive on the things they do best. Japanese design electronics while Germens export engineering techniques. The French serve the best food and Americans make computers.

2.Britain specializes in the gift of talking. The nation doesn't manufacture much of anything. But it has lawyers, stylists and business consultants who earn their living from talk, talk and more talk. The World Foundation think tank1 says the UK's four iconic jobs today are not scientists, engineers, teachers and nurses. Instead, they're hairdressers, celebrities, management consultants and managers. But can all this talking keep the British economy going? The British government thinks it can.

3.Although the country's trade deficit was more than ￡60 billion in 2006, UK's largest in the postwar period, officials say the country has nothing to worry about. In fact, Britain does have a world-class pharmaceutical industry, and it still makes a small sum from selling arms abroad. It also trades services — accountancy, insurance, banking and advertising. The government believes Britain is on the cutting edge2 of the knowledge economy. After all, the country of Shakespeare and Wordsworth has a literary tradition of which to be proud. Rock “n” roll3 is an English language medium, and there are billions to be made by their cutting-edge bands. In other words, the creative economy has plenty of strength to carry the British economy.

4.However, creative industries account for only about 4 percent of UK's exports of goods and services. The industries are finding it hard to make a profit, according to a report of the National Endowment for Science, Technology and the Arts4. The report shows only 38 percent of British companies were engaged in "innovation activities", 3 percentage points below the EU average and well below Germany (61 percent) and Sweden (47 percent).

5. In fact, it might be better to call Britain a "servant" economy — there are at least 4 million people "in service". The majority of the population are employed by the rich to cook, clean, and take care of their children. Many graduates are even doing menial jobs for which they do not need a degree. Most employment growth has been, and will continue to be, at the low-skill end of the service sector — in shops, bars, hotels, domestic service and in nursing and care homes.

词汇： ionic 偶像的 menial 仆人的 pharmaceutical 制药的 注释： 1.think tank：思想库；智囊团

2.cutting edge：尖端的

3.rock' n' roll：摇滚乐

4.National Endowment for Science, Technology and the Arts：国家科学、技术和艺术捐赠委员会

练习： 1.Paragraph 2_________ 2.Paragraph 3_________ 3.Paragraph 4_________ 4.Paragraph 5_________ A Growth of Economy B “Servant” Economy C Strength of the Creative Economy D Weakness of the Creative Economy E Gift of Talking F Export of Talking Machines 5.Every country has its own way_________. 6.The British government doesn’t seem_________. 7.The creative industries find it difficult_________. 8.Many graduates are employed_________. A to find jobs B to do low-skill jobs C to feed its people D to handle disputes E to make a profit F to worry about the British economy 答案与题解：

1.E 第二段的主题句是第一个句子，是这么说的：Britain specializes in the gift of talking．英国的特长是有说话的天赋。接下来就是具体说明说话天赋在经济中的表现方面。当然，作者最后对这些说话行业能否保持英国经济的运转提出了疑间，但是其主题思想仍然是在讲说话天赋。

2.C 英国是著名作家Shakespeare和Wordsworth的故乡，他们以及英国的摇滚乐团创造了大量的精神财富，也为英国赚得了大量的钱，显示了创造性经济的力量。因此C是对的。

3.D 第四段的第一个句子是这么说的：However, creative industries, account for only about 4 percent of UK's exports of goods and services．然而，创造力产业占英国出口商品和服务的总额还不足4%。可见创造性经济还是很薄弱的。这是主题句。

4.B 第五段的第一个句子是这么说的：In fact, it might be better to call Britain a "servant" economy一there are at least 4 million people "in service"．实际上，称英国经济为“似经济” 或许更形象些 因为至少有四百万人在做服务性工作。这也是主题句。因此选B。

5.C 第一段讲到了在今天的知识经济时代，各个国家生存于自己的强项。因此选to feed its people（养活自己的人民）。

6.F 第二段的最后两句话是这么说的：But can all this talking keep the British economy going? The British government thinks it can. 但是，所有这么说话能让英国的经济运转吗？英国政府认为是可以的。可见，英国政府好像并不担心英国的经济。所以F是对的。

7.E 这个问题参考了第四段中的一个句子，该句子是这么说的：The industries are finding it hard to make a profit, according to a report of the National Endowment for Science, Technology and the Arts．据国家科学、技术和艺术捐赠委员会报告，这些行业越来越发现盈利不易。

8.B 问题问的是：许多毕业生被雇用去做什么活？第五段有这么一个句子：Many graduates are even doing menial jobs for which they do not need a degree．甚至许多大学毕业生正从事体力劳动，根本用不着文凭。体力劳动属于低技术的活，因此B是正确的。

译文：是否有办法使英国经济继续保持增长

现今的知识经济体系下，各国都发挥其特长以求生存。日本靠生产电子产品，而德国出口工程技术。法国有著名的美食，美国则制造计算机。

英国人以口才见长。英国制造不出什么东西，但却有一把把的律师、造型师和商业顾问。他 们每天的生计除了说，还是说。世界基金组织的智囊团公布，如今英国的四大偶像职业已不再是科学家、工程师、教师和护士，而变成了发型师、名流显要、管理顾问和商业经理。但这些以说见长的工作是否能保持英国经济的增长？英国政府认为可以。

尽管2006年英国的贸易赤字已超出600亿英镑，创英国战后史上的最高，英国官方却称此不足为患。事实上，英国的确拥有世界先进水平的制药工业和可以小赚一笔的军工业。除此之外，它还出售服务业，即会计业、保险业、银行业和广告业。英政府认为英国正处在知识经济的风口浪尖上。毕竟这个诞生出了莎士比亚和华兹华斯的国度有着可以引以为荣的文学传统。摇滚乐也是传播英语的媒介，英国就有很多顶尖的摇滚乐队，可以带来数十亿的收入。换句话说，这种以创造力为本的经济有诸多优势来承载英国经济的发展。

然而，创造力产业占英国出口商品和服务的总额还不足4%。据英国国家科学、技术和艺术 捐赠委员会报告，这些行业越来越发现盈利不易。报告显示只有38%的企业进行有关创新的活 动，比欧盟的平均水平还要低三个百分点，更是远远落在了德国（61%)和瑞典（47%)之后。

事实上，称英国经济为“仆人经济”或许更形象些——因为至少有400万人在做服务性工 作。英人口的大多数受雇富人，替他们做饭、打扫和看孩子。甚至许多大学生正从事体力劳动， 根本用不着文凭。雇佣增长的大部分过去是，将来仍将是由服务业中的低端技术部分实现，即商 店、酒吧、宾馆、家政服务和养老院这样的地方。

第十二篇 Intelligence: a Changed View

1.Intelligence was believed to be a fixed entity, 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 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 itself1. There is considerable evidence now which shows the 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.2 Any deficiency in the appropriate genes will restrict development no matter how stimulating the environment. We cannot observe and measure innate intelligence, whereas we can observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment.3 Researches have been investigating 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 predictable 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" children4 may be due to the latter's lack of appropriate verbal stimulation and the poverty of their perceptual experiences.5

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 unstrained classes6, 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.

词汇：

entity 存在，实体 innate 内在的 stimulation 激发，促进

stream （根据能力把学生）分组 interaction 相互作用

注释：

1.„research has thrown doubt on the view that innate inteffigence can ever be measured and on the very nature of intelligence itself. „„科学研究对内在智力可以衡量这一观点以及智力的实质本身都表示怀疑。

2.... distinguish between genetic intelligence and observed intelligence．区别基因智力和习得智力。

3.„the interaction of whatever is inherited with whatever stimulation has been received from the environment. „„遗传所得和从环境所得到的激发两者之间的相互作用。这里的两个whatever都相当于what，都引导了名词性从句，分别作介词of和with的宾语。

4."privileged" and "disadvantaged" children:“有优势的”和“没有优势的”孩子。privileged原来的解释是“有特权的”,disadvantaged是“不利的”，实际上它们分别用于指家境富裕的和家境贫困的，尤其是黑人家庭的孩子。

5.„lack of appropriate verbal stimulation and the'poverty of their perceptual experiences. „„缺乏必要的语言刺激以及感性经历贫乏。

6.comprehensive education and the development of unstreamed classes：综合教育以及混合编班的做法。comprehensive education指具有不同能力的学生同在一校的综合的教育制度，和后面的development of unstreamed classes是一脉相承的。

7.IQ：智商。IQ是Intelligence Quotient的首字母缩写。

8. ... condemn a child in his own, if not society's eyes．哪怕社会不把孩子看扁，他自己也把自己看扁了。condemn这个动词是“谴责，判定?一不合适、不足”的意思；in one's eyes是“在„„的眼里”。

练习：

1. Paragraph 2_________

2. Paragraph 4_________

3. Paragraph 5_________

4. Paragraph 6_________

A Main Results of Recent Researches

B Popular Doubt about the New View

C Effect of Environment on Intelligence

D Intelligence and Achievement

E Impact on School Education

F A Changed View of Intelligence

5.It was once believed_________, and thus we can tell how successful he/she will be in the future according to his/her intelligence.

6.More recent researches has shown that intelligence is only partly inherited_________.

7.It can be inferred from the passage that a child will_________if he has more opportunities to communicate with others by means of language.

8.Children were not just_________, but they can be taught to be more intelligent at school.

A born to be more intelligent or less intelligent

B have a better chance to develop his intelligence

C taught to be more intelligent

D that intelligence was something a baby was born with

E and because of the lack of communication with his classmates

F and partly has to do with a child's living environment

答案与题解：

intelligence：a changed view篇八：职称英语理工类A

013年职称英语考试模拟试题_理工类A级

概括大意与完成句子(第23～30题，每题1分，共8分)

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2～6段中指定的4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 the 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.

23. Paragraph 2 _____

24. Paragraph 4 _____

25. Paragraph 5 _____

26. Paragraph 6 _____

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

27. Intelligence was once believed to be a fixed entity, valued as _____.

28. We can measure the effects of the interaction of whatever is inherited with _____.

29. The most important factors in the environment are _____.

30. We can _____ in the same way that we can teach them reading.

A. teach children to be intelligent

B. whatever stimulation has been received from the environment

C. and because of the lack of communication with his classmates

D. a predictor of children's future learning

E. taught to be more intelligent

F. language and psychological aspects of the parent-child relationship

013年职称英语考试(理工A类)阅读理解

Citizen Scientists

Understanding how nature responds to climate change will require monitoring key life cycle1 events-flowering， the appearance of leaves， the first frog calls of the spring - all around the world. But ecologists can't be everywhere so they're turning to non-scientists， sometimes called citizen scientists， for help.

Climate scientists are not present everywhere. Because there are so many places in the world and not enough scientists to observe all of them， they're asking for your help in observing signs of climate change across the world. The citizen scientist movement encourages ordinary people to observe a very specific research interest - birds， trees， flowers budding， etc. - and send their observations to a giant database to be observed by professional scientists. This helps a small number

of scientists track a large amount of data that they would never be able to gather on their own. Much like citizen journalists helping large publications cover a hyper-local beat2， citizen scientists are ready for the conditions where they live. All that's needed to become one is a few minutes each day or each week to gather data and send it3 in.

A group of scientists and educators launched an organization last year called the National Pheonology4 Network. “Phenology” is what scientists call the study of the timing of events in nature.

One of the group's first efforts relies on scientists and non-scientists alike to collect data about plant flowering and leafing every year. The program， called Project BudBurst， collects life cycle data on a variety of common plants from across the United States. People participating in the project - which is open to everyone - record their observations on the Project BudBurst website.

“People don't have to be plant experts -they just have to look around and see what's in their neighborhood，” says Jennifer Schwartz， an education consultant with the project. “As we collect this data， we'll be able to make an estimate of how plants and eommunities5 of plants and animals will respond as the climate changes.”

词汇：

Frog n. 蛙 Ecologist n.生态学家 Phenology n.物候学 Bud v.发芽，萌芽;n.芽，花蕾

Neighbor(u)rhood n.近邻;邻近地区 Database n.数据库

Professional adj.专业的，职业的;n.职业选手，专业人员

注释：

1. life cycle：生命周期，即生物发展过程的系列变化。

2. hyper-local beat： beat 在此做名词用，意思是：某类新闻报道，如，a business beat; 商业专题报道。这是近年来出现的新词。Hyper-local beat 即 hyper-local news，指 的是被传统新闻报道方式所忽略的小型社区或居民居住区里发生的相关信息报道。在美 国由此而诞生了 hyper-local news website，专门对主流媒体所没有覆盖的地区所发生 的

事件进行报道，其形式多以网民，即短文中所提及的 citizen journalists，上传所 在社区发生的事件报道、照片或视频为主。这是网络时代产生的又一新生事物。

3. data 是复数形式，但常用做单数，所以这里的代词是 it.另参见 最后 一段“As we collect this data， „„”。这里的 data 也用作单数。

4. phenology：物候学或生物气候学，是气候学和生态学的边缘学科，主要研究气候环境 对生物的影响。

5. communities：生态学词汇：生物群落，记载比较相似的环境条件下在特定自然区域或 环境中生活和互相影响的一群植物和动物。

练习：

1. Ecologists turn to non-scientist citizens for help because they need them

A) to provide their personal life cycles. B) to observe the life cycle of plants.

C) to collect data of the life cycle of living things. D) to teach children knowledge about climate change.

2. What are citizen scientists asked to do?

A) To develop a specific research interest and become professional scientists.

B) To send their research observations to a professional database.

C) To increase their knowledge about climate change.

D) To keep a record of their research observations.

3. In “All that's needed to become one„„ (paragraph 2) ”， what does the word “one” stands for?

A) a citizen journalist. B) a citizen scientist. C) a scientist. D) a citizen.

4. What is NOT true of Project BudBurst?

A) Only experts can participate in it. B) Everybody can participate in it.

intelligence：a changed view篇九：题型

词汇学习9„„(31) 词汇学习10„„(31) 答案与题解„„(32) 第二部分 阅读判断„„(49)

第一篇 Taking Pictures of the World„„(49) 第二篇 “Own” Your Children’s Education„„(50) 第三篇 Across the Desert„„(52)【新增文章】 第四篇 Smoking„„(53)

第五篇 Plants and Mankind„„(54) * 第六篇 Brands„„(56)

* 第七篇 Moderate Earthquake Strikes England„„(58) * 第八篇 Easy Learning„„(60) * 第九篇 What Is a Dream?„„(62)

* 第十篇 The Workers’ Role in Management„„(63) + 第十一篇 Stage Fright„„(65)

+ 第十二篇 Starting a New Tradition„„(67) + 第十三篇 A Dog’s Dilemma„„(69) + 第十四篇 The National Trust„„(71)

+ 第十五篇 Lower Body Fat Means Better Performance„„(73) 第三部分 概括大意与完成句子„„(75)

第一篇 The Making of a Success Story„„(75) 第二篇 The Paper Chase„„(76)

第三篇 English and English Community„„(78) 第四篇 Alaska„„(80)

第五篇 US Signs Global Tobacco Treaty„„(81) * 第六篇 How We Form First Impression?„„(83) * 第七篇 How to Argue with Your Boss?„„(85) * 第八篇 Screen Test„„(86) * 第九篇 Transport and Trade„„(88)

* 第十篇 Washoe Learned American Sign Language„„(90)

+ 第十一篇 Is There a Way to Keep the Britain’s Economy Growing?„„(91) + 第十二篇 Intelligence: a Changed View„„(93) + 第十三篇 Ward off Travel Bugs „„(95) + 第十四篇 Heartbeat of America„„(97) + 第十五篇 Smoke Gets in Your Mind„„(99) 第四部分 阅读理解„„(102)

第一篇 Telling Tales about People„„(102)

第二篇 Outside-the-classroom Learning Makes a Big Difference„„(103)

第三篇 Shark Attack!„„(105)

第四篇 Feast on Turkey and Good Wishes at Thanksgiving„„(107) 第五篇 The Travels of Ibn Battuta„„(109)

第六篇 Native American Pottery„„(111)【新增文章】 第七篇 Modern Sun Worshippers„„(112) 第八篇 The Changing Middle Class„„(115) 第九篇 Single-parent Kids Do Best„„(116) 第十篇 A Letter from Alan„„(118)

第十一篇 The Development of Ballet„„(120) 第十二篇 Smuggling„„(121) 第十三篇 The Barbie Dolls„„(124) 第十四篇 Sleep„„(125)

第十五篇 Orbital space Plane„„(127) 第十六篇 The Sahara„„(129)

* 第十七篇 Eiffel Is an Eyeful„„(130) * 第十八篇 Goal of American Education„„(133) * 第十九篇 The Family„„(134)

* 第二十篇 Tales of the Terrible Past„„(136) * 第二十一篇 Spacing in Animals„„(138)

* 第二十二篇 Some Things We Know about Language„„(140) * 第二十三篇 The Only Way Is Up„„(141)

* 第二十四篇 The Romance of Arthur„„(143)【新增文章】 * 第二十五篇 Income„„(145)

* 第二十六篇 Seeing the World Centuries Ago„„(147) * 第二十七篇 Importance of Services„„(149) * 第二十八篇 The National Park Service„„(151) * 第二十九篇 I'll Be Bach„„(153)

* 第三十篇 “Lucky” Lord Lucan-Alive or Dead„„(154) * 第三十一篇 Pool Watch„„(156)

* 第三十二篇 The Cherokee Nation„„(158) * 第三十三篇 Oseola McCarty„„(160) + 第三十四篇 To Have and Have Not„„(162) + 第三十五篇 Going Her Own Way„„(164) + 第三十六篇 Life as a Movie Extra„„(166) + 第三十七篇 Pop Music in Africa„„(168) + 第三十八篇 Why So Many Children?„„(170) + 第三十九篇 Eat to Live„„(172)

+ 第四十篇 New US Plan for Disease Prevention„„(174)

+ 第四十一篇 The Operation of International Airlines„„(176) + 第四十二篇 Sauna„„(178)

+ 第四十三篇 Can Buildings Be Designed to Resist Terrorist Attack?„„(180) + 第四十四篇 Americans Get Touchy„„(182)

+ 第四十五篇 Women Staying in Mini-skirts for Longer„„(184)

+ 第四十六篇 Defending the Theory of Evolution Still Seems Needed„„(186) + 第四十七篇 Narrow Escape„„(188)

+ 第四十八篇 Finding Enlightenment in Scotland„„(190) + 第四十九篇 The Beginning of American Literature„„(192) + 第五十篇 Older Volcanic Eruptions„„(194) 第五部分 补全短文„„(197)

第一篇 What We Take from and Give to the Sea„„(197) 第二篇 Teamwork in Tourism„„(198)

第三篇 The Value of Tears„„(199)【新增文章】 第四篇 The First Four Minutes„„(200) 第五篇 Financial Risks„„(202) * 第六篇 Mobile Phones„„(204)

* 第七篇 The World’s Longest Bridge.„„(205) * 第八篇 Public Relations„„(206)

* 第九篇 Style, Not Fashion„„(208)【新增文章】

* 第十篇 Ants as a Barometer of Ecological change„„(209) + 第十一篇 Virtual Driver„„(211)

+ 第十二篇 Men Smell of Cheese and Women of Onions„„(212) + 第十三篇 The Value of Motherhood„„(214) + 第十四篇 The Sandwich Generation„„(215)

+ 第十五篇 Einstein Named “Person of the Century”„„(216) 第六部分 完形填空„„(219) 第一篇 A Life with Birds„„(219) 第二篇 A Lucky Break„„(220) 第三篇 Global warming„„(222) 第四篇 A Success Story„„(223) 第五篇 Traffic in Our Cities„„(225) * 第六篇 Teaching and Learning„„(227)

* 第七篇 The Difference between Man and Computer„„(229) * 第八篇 Look on the Bright Side„„(230) * 第九篇 The First Bicycle„„(232) * 第十篇 Working Mothers„„(234) + 第十一篇 School Lunch„„(235)

+ 第十二篇 A Powerful Influence„„(237) + 第十三篇 The Old Gate„„(239) + 第十四篇 Family History„„(241) + 第十五篇 Helen and Martin„„(243)

intelligence：a changed view篇十：2013年职称英语综合B类新增文章及阅读理解、完形填空等完美字典版-无私奉献SDJC