passage1注解：标题为红色，翻译为蓝色，分析为绿色。????????for the past several years, the sunday newspaper supplement(补充物，增刊) parade has featured a column called “ask marilyn.” people are invited to query marilyn vos savant, who at age 10 had tested at a mental level of someone about 23 years old; that gave her an iq of 228—the highest score ever recorded. iq tests ask you to complete verbal and visual analogies, to envision((想象，预想=imagine)) paper after it has been folded and cut, and to deduce numerical sequences, among other similar tasks. so it is a bit confusing when vos savant fields such queries from the average joe (whose iq is 100) as, what’s the difference between love and fondness? or what is the nature of luck and coincidence? it’s not obvious how the capacity to visualize objects and to figure out numerical patterns suits one to answer questions that have eluded((尤指机智地，巧妙地)避开，逃避；使达不到，使不能实现；使不记得，使不理解(取这个意思)?) some of the best poets and philosophers.
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1.supplement是补充物的意思。在不同语境下的不同意思，（在报纸或杂志的里）副刊，增刊；（书籍的）补编，附录；（几何）补角
2.elude 使不理解，使不记得，避开，谐音记忆：“易漏的
”，易漏掉知识点，所以就会使人不理解，比如做数学题的时候，记忆中漏掉了知识点，就会使自己不理解这个题，使自己不记得这道题怎么做，以后碰到这种题就会本能地想去避开它，因为自己潜意识里就在告诉自己不会这种题。所以elude 使不记得，使不理解，避开.
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????????clearly, intelligence encompasses more than a score on a test. just what does it mean to be smart? how much of intelligence can be specified, and how much can we learn about it from neurology, genetics, computer science and other fields?
????????the defining term of intelligence in humans still seems to be the iq score, even though iq tests are not given as often as they used to be. the test comes primarily in two forms: the stanford-binet intelligence scale and the wechsler intelligence scales (both come in adult and children’s version). generally costing several hundred dollars, they are usually given only by psychologists, although variations of them populate bookstores and the world wide web. super high scores like vos savant’s are no longer possible, because scoring is now based on a statistical population distribution among age peers, rather than simply dividing the mental age by the chronological(按发生时间顺序排列的；（年龄）按时间计算的) age and multiplying by 100. other standardized tests, such as the scholastic assessment test (sat) and the graduate record exam (gre), capture the main aspects of iq tests.
????????such standardized tests may not assess all the important elements necessary to succeed in school and in life, argues robert j. sternberg. in his article “how intelligent is intelligence testing?”, sternberg notes that traditional tests best assess analytical and verbal skills but fail to measure creativity and practical knowledge, components also critical to problem solving and life success. moreover, iq tests do not necessarily predict so well once populations or situations change. research has found that iq predicted leadership skills when the tests were given under low-stress conditions, but under high-stress conditions, iq was negatively correlated with leadership—that is, it predicted the opposite. anyone who has toiled through sat will testify that test-taking skill also matters, whether it’s knowing when to guess or what questions to skip.
一、文章结构分析这是一篇关于智力测验的议论文章。
文章第一段首先从报纸上一个专栏引出这一话题并对其做出了说明。
第二段开始对智力测试的意义提出质疑。
第三段则更加具体的对智力测试的内容进行了介绍。
最后一段则说明，通过科学家的研究得出，智力测试并不可靠。
26. which of the following may be required in an intelligence test?
[a] answering philosophical questions.
[b] folding or cutting paper into different shapes.
[c] telling the differences between certain concepts.
[d] choosing words or graphs similar to the given ones.
26．以下哪一项可能出现在智力测验中？
[a] 回答哲学问题。
[b] 把纸折叠或剪切成不同形状。
[c] 区别某些概念。
[d] 选出与所给单词或图形相似的单词或图形。
27. what can be inferred about intelligence testing from paragraph3?
[a] people no longer use iq scores as an indicator of intelligence.
[b] more versions of iq tests are now available on the internet.
[c] the test contents and formats for adults and children may be different.
[d] scientists have defined the important elements of human intelligence.
27．从第三段可以推断出关于智力测验的什么结论？
[a] 人们不再使用智商分数作为智力高低的指标。
[b] 现在人们在互联网上可以获得更多智商测验的版本。
[c] 针对成人和儿童的测验内容和形式可能有所不同。
[d] 科学家已经明确了人类智力中的主要因素。
28. people nowadays can no longer achieve iq scores as high as vos savant’s because
[a] the scores are obtained through different computational procedures.
[b] creativity rather than analytical skills is emphasized now.
[c] vos savant’s case is an extreme one that will not repeat.5
[d] the defining characteristic of iq tests has changed.
28．现在人们不再能获得莎凡那么高的智商分数，因为 。
[a] 现在的分数是通过不同的计算程序获得的
[b] 现在更强调创造力而不是分析能力
[c] 莎凡是一个极端个案，不会再重现
[d] 智商测验的界定性特征发生了改变
29. we can conclude from the last paragraph that
[a] test scores may not be reliable indicators of one’s ability.
[b] iq scores and sat results are highly correlated.
[c] testing involves a lot of guesswork.
[d] traditional tests are out of date.
29．从末段我们可以得出结论 。
[a] 测验分数可能不是体现一个人能力高低的可靠指标
[b] 智商测验分数和美国学术评估测试结果密切相关
[c] 测验中涉及许多猜测行为
[d] 传统的测验已经过时
30. what is the author’s attitude towards iq tests?
[a] supportive.
[b] skeptical.
[c] impartial.
[d] biased.
30．作者对智力测验的态度是什么？
[a] 支持。
[b] 怀疑。
[c] 公正，不偏不倚。
[d] 存有偏见。
二、核心词汇与超纲词汇1. mental adj. 精神的，智力的
2. verbal adj. 口头的，不用语言的
3. analogy n. 类似，类推
4. envision vt. 想象，预想
5. numerical adj. 数字的，用数表示的
6. fondness n. 爱好，溺爱
7. coincidence n. 一致，巧合
8. elude v. 躲避
9. encompass v. 包围，环绕
10. statistical adj. 统计（学）的 n. 统计量
11. peer n. 同等的人；同龄人
12. elements n. 原理，基础
13. predict v. 预言，预报
三、阅读答案：d c a a b四、全文翻译：?????????在过去几年中，《星期日报》增刊上出现了一个名为“玛丽琳问题”的特色专栏。人们被邀请向玛丽琳·冯·莎凡提出各种问题。此人 10 岁时参加了相当于普通人 23 岁左右水平的智力测试，测试的智商为 228 (智商的最高记录)。智商测试要求你完成的任务常常是：词汇和图形类比、想象纸折叠和剪切后的形状、推导数字序列，等等。因此，当莎凡回答(智商为 100 的)普通人提出的诸如“爱与喜欢有何区别”或“运气和巧合的本质是什么”这类问题时，她感到有些困惑。想象物体形状和推算数列的能力，不一定能使人具备足够的能力，来回答那些连最优秀的诗人和哲学家都回答不了的问题。
????????显然，智力的高低并不能仅仅通过测试的分数体现出来。那么什么叫“聪明”呢？有多少智力可以被明确定义出来？关于智力，从神经学、遗传学、计算机科学和其它领域中，我们又能了解什么呢？虽然现在智商测试已经不像以前那么频繁地使用，但是智商分数似乎仍然是定义人类智力的术语。智商测试主要有两种形式：斯坦福—比奈智力量表和韦氏智力量表(二者都有成人和儿童版本)。?
????????虽然这两种测试形式的改编版本常常可以在书店和互联网上见到，但它们通常只由心理学家提供，费用一般为几百美元。莎凡那样的超高分数不可能再重现，因为现在分数的计算是以同龄群体分数分布为基础的，而不是简单地用智力年龄除以实足年龄再乘以 100。其它的标准化测试，比如学术评估测验和研究生入学考试，都具有智商测试的主要特点。
????????罗伯特·j·斯特恩伯格认为，这类标准化测试也许并不能评估对于学业和生活的成功来说必须的所有重要因素。斯特恩伯格在他的“智力测试有多大可信度？”一文中指出，传统的智商测试能够很好地评估分析能力和语言能力，但不能评估创造能力和实践能力，而这两个因素对于解决问题和在生活中取得成功也至关重要。此外，一旦测试群体或情景发生改变，智商测试不一定能做出准确的预测。研究发现，在压力小的环境下进行测试，智商能够正确地反映出领导能力的高低；但是在压力大的情况下，智商与领导能力呈负相关关系——也就是说，根据智商分数预测出的领导能力与实际情况相反。任何参加过“学术评估测验”的人都可以证明，应试技能也很重要，比如知道何时应该猜测或者什么题目可以略过不答。