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[For the (past several) years], the Sunday newspaper supplement 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 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 some of the best poets and philosophers. [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]. Superhigh 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 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 test 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]. 2007.2 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. 27. What can be inferred about intelligence testing from Paragraph 3? [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. 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. [D] the defining characteristic of IQ tests has changed. 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 test are out of date. 30. What is the author’s attitude towards IQ tests? [A] Supportive. [B] Skeptical. [C] Impartial. [D] Biased.
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