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Text 2
IQ stands for Intelligence Quotient, which is a measure of a person’s intelligence found by means of an intelligence test. Before marks gained in such a test can be useful as information about a person, they must be compared with some standard, or norm. It is not enough simply to know that a boy of thirteen has scored, say, ninety marks in a particular test. To know whether he is clever, average or dull, his marks must be compared with the average achieved by boys of thirteen in that test.
In 1906 the psychologist, Alfred Binet, devised the standard in relation to which intelligence has since been assessed.
He invented a variety of tests and put large numbers of children of different ages through them. He found at what age each test was passed by the average child. For instance, he found that the average child of seven could count backwards from 20 to 1 and the average child of three could repeat the sentence: We are going to have a good time in the country. Binet arranged the various tests in order of difficulty, and used them as a scale against which he could measure every individual. If, for example, a boy aged twelve could only do tests that were passed by the average boy of nine, Binet held that he was three years below average, and that he has a mental age of nine.
The concept of mental age provided Binet, and through him, other psychologists, with the required standard, which enables him to state scores in intelligence tests in terms of a norm. At first, it was usual to express the result of a test by the difference between the "mental" and the "chronological" age. Then the boy in the example given would be "three years retarded". Soon, however, the "mental ratio" was introduced, that is to say, the ratio of the mental age to the chronological age. Thus a ’boy of twelve with a mental age of nine has a mental ratio of 0.75.
The mental age was replaced by the "intelligence quotient" or "ID". The IQ is the mental ratio multiplied by 100. For example, a boy of twelve with a mental age of nine has an IQ of 75. Clearly, since the mental age of average child is equal to the chronological age, the average IQ is 100.
A:the mental age divided by the chronological age and multiplied by a hundred B:the mental age multiplied by the chronological age and divided by one hundred C:the chronological age divided by the mental age and multiplied by one hundred D:the average age divided by the mental age and multiplied by a hundred
Text 2
IQ stands for Intelligence Quotient, which is a measure of a person’s intelligence found by means of an intelligence test. Before marks gained in such a test can be useful as information about a person, they must be compared with some standard, or norm. It is not enough simply to know that a boy of thirteen has scored, say, ninety marks in a particular test. To know whether he is clever, average or dull, his marks must be compared with the average achieved by boys of thirteen in that test.
In 1906 the psychologist, Alfred Binet, devised the standard in relation to which intelligence has since been assessed.
He invented a variety of tests and put large numbers of children of different ages through them. He found at what age each test was passed by the average child. For instance, he found that the average child of seven could count backwards from 20 to 1 and the average child of three could repeat the sentence: We are going to have a good time in the country. Binet arranged the various tests in order of difficulty, and used them as a scale against which he could measure every individual. If, for example, a boy aged twelve could only do tests that were passed by the average boy of nine, Binet held that he was three years below average, and that he has a mental age of nine.
The concept of mental age provided Binet, and through him, other psychologists, with the required standard, which enables him to state scores in intelligence tests in terms of a norm. At first, it was usual to express the result of a test by the difference between the "mental" and the "chronological" age. Then the boy in the example given would be "three years retarded". Soon, however, the "mental ratio" was introduced, that is to say, the ratio of the mental age to the chronological age. Thus a ’boy of twelve with a mental age of nine has a mental ratio of 0.75.
The mental age was replaced by the "intelligence quotient" or "ID". The IQ is the mental ratio multiplied by 100. For example, a boy of twelve with a mental age of nine has an IQ of 75. Clearly, since the mental age of average child is equal to the chronological age, the average IQ is 100.
A:mental ratio B:mental age C:chronological age D:date of birth
Health implies. more than physical fitness. It also implies mental and emotional wellbeing. An angry, frustrated, emotionally (1) person in good physical condition is not (2) healthy. Mental health, therefore, has much to do (3) how a person copes with the world as it exists. Many of the factors that (4) physical health also affect mental and emotional well-being.
Having a good self-image means that people have positive (5) pictures and good positive feelings about themselves, about what they are capable (6) , and about the roles they play. People with good self-images like themselves, and they are (7) like others. Having a good self- image is based (8) a realistic (9) of one’s own worth and value and capabilities.
Stress is an unavoidable, necessary, and potentially healthful (10) of our society. People of all ages (11) stress. Children begin to (12) stress during prenatal development and during childbirth. Examples of stress-inducing (13) in the life of a young person are death of a pet, pressure to (14) academically, the divorce of parents, or joining a new youth group. The different ways in which individuals (15) to stress may bring healthful or unhealthy results. One person experiencing a great deal of stress may function exceptionally well (16) another may be unable to function at all. If stressful situations are continually encountered, the individual’s physical, social, and mental health are eventually affected.
Satisfying social relations are vital to (17) mental and emotional health. It is believed that in order to (18) , develop, and maintain effective and fulfilling social relationships people must (19) the ability to know and trust each other, understand each other, influence, and help each other. They must also be capable of (20) conflicts in a constructive way.
A:intellectual B:sensual C:spiritual D:mental
Health implies. more than physical fitness. It also implies mental and emotional wellbeing. An angry, frustrated, emotionally (1) person in good physical condition is not (2) healthy. Mental health, therefore, has much to do (3) how a person copes with the world as it exists. Many of the factors that (4) physical health also affect mental and emotional well-being.
Having a good self-image means that people have positive (5) pictures and good positive feelings about themselves, about what they are capable (6) , and about the roles they play. People with good self-images like themselves, and they are (7) like others. Having a good self- image is based (8) a realistic (9) of one’s own worth and value and capabilities.
Stress is an unavoidable, necessary, and potentially healthful (10) of our society. People of all ages (11) stress. Children begin to (12) stress during prenatal development and during childbirth. Examples of stress-inducing (13) in the life of a young person are death of a pet, pressure to (14) academically, the divorce of parents, or joining a new youth group. The different ways in which individuals (15) to stress may bring healthful or unhealthy results. One person experiencing a great deal of stress may function exceptionally well (16) another may be unable to function at all. If stressful situations are continually encountered, the individual’s physical, social, and mental health are eventually affected.
Satisfying social relations are vital to (17) mental and emotional health. It is believed that in order to (18) , develop, and maintain effective and fulfilling social relationships people must (19) the ability to know and trust each other, understand each other, influence, and help each other. They must also be capable of (20) conflicts in a constructive way.
A:intellectual B:sensual C:spiritual D:mental
Directions: Read the following text. Choose the best word(s) for each
numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)
| Health implies. more than physical
fitness. It also implies mental and emotional wellbeing. An angry, frustrated,
emotionally (1) person in good physical condition is not
(2) healthy. Mental health, therefore, has much to do
(3) how a person copes with the world as it exists. Many of the
factors that (4) physical health also affect mental and
emotional well-being. Having a good self-image means that people have positive (5) pictures and good positive feelings about themselves, about what they are capable (6) , and about the roles they play. People with good self-images like themselves, and they are (7) like others. Having a good self- image is based (8) a realistic (9) of one’s own worth and value and capabilities. Stress is an unavoidable, necessary, and potentially healthful (10) of our society. People of all ages (11) stress. Children begin to (12) stress during prenatal development and during childbirth. Examples of stress-inducing (13) in the life of a young person are death of a pet, pressure to (14) academically, the divorce of parents, or joining a new youth group. The different ways in which individuals (15) to stress may bring healthful or unhealthy results. One person experiencing a great deal of stress may function exceptionally well (16) another may be unable to function at all. If stressful situations are continually encountered, the individual’s physical, social, and mental health are eventually affected. Satisfying social relations are vital to (17) mental and emotional health. It is believed that in order to (18) , develop, and maintain effective and fulfilling social relationships people must (19) the ability to know and trust each other, understand each other, influence, and help each other. They must also be capable of (20) conflicts in a constructive way. |
A:intellectual B:sensual C:spiritual D:mental
Health implies. more than physical fitness. It also implies mental and emotional wellbeing. An angry, frustrated, emotionally (1) person in good physical condition is not (2) healthy. Mental health, therefore, has much to do (3) how a person copes with the world as it exists. Many of the factors that (4) physical health also affect mental and emotional well-being.
Having a good self-image means that people have positive (5) pictures and good positive feelings about themselves, about what they are capable (6) , and about the roles they play. People with good self-images like themselves, and they are (7) like others. Having a good self- image is based (8) a realistic (9) of one’s own worth and value and capabilities.
Stress is an unavoidable, necessary, and potentially healthful (10) of our society. People of all ages (11) stress. Children begin to (12) stress during prenatal development and during childbirth. Examples of stress-inducing (13) in the life of a young person are death of a pet, pressure to (14) academically, the divorce of parents, or joining a new youth group. The different ways in which individuals (15) to stress may bring healthful or unhealthy results. One person experiencing a great deal of stress may function exceptionally well (16) another may be unable to function at all. If stressful situations are continually encountered, the individual’s physical, social, and mental health are eventually affected.
Satisfying social relations are vital to (17) mental and emotional health. It is believed that in order to (18) , develop, and maintain effective and fulfilling social relationships people must (19) the ability to know and trust each other, understand each other, influence, and help each other. They must also be capable of (20) conflicts in a constructive way.
（5）（）
A:intellectual B:sensual C:spiritual D:mental
{{B}}第三篇{{/B}}
| ? ? ‘I. Q.’ stands for Intelligence
Quotient which is a measure of a person’s intelligence found by means of an
intelligence test. Before marks gained in such a test can be useful as
information about a person, they must be compared with some standard, or norm.
It is not enough simply to know that a boy of thirteen has scored, say, ninety
marks in a particular test. To know whether he is clever, average or dull, his
marks must be Compared with the average achieved by boys of thirteen in that
test. ? ?In 1906 the psychologist, Alfred Binet(1857—1911), devised the standard in relation to which intelligence has since been assessed. Binet was asked to find a method of selecting all children in the schools of Paris who should be taken out of ordinary classes and put in special classes for defectives. The problem brought home to him the need for a atandard of intelligence, and he hit upon the very simple concept of "mental age". ? ?First of all, he invented a variety of tests and put large numbers of children of different ages through them. He then found at what age each test was passed by the average child. For instance, he found that the average child of seven could count backwards from 20 to 1 and the average child of three could repeat the sentence: "We are going to have a good time in the country." ?Binet arranged the various tests in order of difficulty, and used them as a scale against which he could measure every individual. If, for example, a boy aged twelve could only do tests that were passed by the average boy of nine, Binet held that he was three years below ave rage, and that he had a mental age of nine. ? ?The concept of mental age provided Binet, and through him, other psychologists, with the required standard. It enabled him to state scores in intelligence tests in terms of a norm. At first, it was usual to express the result of a test by the difference between the "mental" and the "chronological" age. Then the boy in the example given would be "three years retarded". Soon, however, the "mental ratio" was introduced; that is to say, the ratio of the mental age to the chronological age. Thus a boy of twelve with a mental age of nine has a mental ratio of 0.75. ? ?The mental age was replaced by the "intelligence quotient" or "I. Q. ’. The "I. Q." is the mental ratio multiplied by 100. For example, a boy of twelve with a mental age of nine has an "I. Q." of 75. Clearly, since the mental age of the average child is equal to the chronological age, the average ’I. Q.’ is 100. |
A:the mental age multiplied by the chronological age and multiplied by a hundred B:the chronological age divided by mental age and divided by a hundred C:the mental age divided by the chronological age and multiplied by a hundred D:the chronological age multiplied by the chronological age and multiplied by a hundred
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