Intelligent Test
There is more agreement on the kinds of behavior referred to by the term “intelligence” than there is on how to interpret or classify them. 2) But it is generally agreed that a person of high intelligence is one who can grasp ideas readily make distinctions reason logically and make use of verbal and mathematical symbols in solving problems. 3) An intelligence test is a rough measure of a child’s capacity for learning particularly for learning the kinds of things required in school. 4) It does not measure character social adjustment physical endurance manual skills or artistic abilities. 5) It is not supposed to-- it was not designed for such purposes. 6) To criticize it for such failure is roughly comparable to criticizing a thermometer for not measuring wind velocity. 7) Now since the assessment of intelligence is a comparative matter we must be sure that the scale with which we are comparing our subjects provides a “valid” or “fair” comparison.
參考譯文
人們對(duì)智力所指的有那些不同表現(xiàn)看法比較一致，而對(duì)這些表現(xiàn)如何進(jìn)行解釋和分類，意見就不那么一致了。但人們一般認(rèn)為智力高的人在處理問題時(shí)能抓住要點(diǎn)，善于區(qū)分，能進(jìn)行邏輯推理，和利用語言和數(shù)學(xué)符號(hào)。智力測試只能很粗地衡量孩子的學(xué)習(xí)能力，尤其是學(xué)習(xí)學(xué)校要求的東西的能力。智力測試并不能衡量一個(gè)人的個(gè)性，社會(huì)適應(yīng)力，耐力性，勞動(dòng)技能，或藝術(shù)才能。人們不認(rèn)為能做到這些，當(dāng)初也不是為這些目的設(shè)計(jì)的。批評(píng)智力測試不能做到這一些，就如同批評(píng)溫度計(jì)不能測風(fēng)速一樣。既然對(duì)智力的評(píng)估是相對(duì)而言的，那么我們必須確保，在對(duì)我們的對(duì)像進(jìn)行比較時(shí)，我們所使用的尺度能提供“有效的”或“公正的”比較。
There is more agreement on the kinds of behavior referred to by the term “intelligence” than there is on how to interpret or classify them. 2) But it is generally agreed that a person of high intelligence is one who can grasp ideas readily make distinctions reason logically and make use of verbal and mathematical symbols in solving problems. 3) An intelligence test is a rough measure of a child’s capacity for learning particularly for learning the kinds of things required in school. 4) It does not measure character social adjustment physical endurance manual skills or artistic abilities. 5) It is not supposed to-- it was not designed for such purposes. 6) To criticize it for such failure is roughly comparable to criticizing a thermometer for not measuring wind velocity. 7) Now since the assessment of intelligence is a comparative matter we must be sure that the scale with which we are comparing our subjects provides a “valid” or “fair” comparison.
參考譯文
人們對(duì)智力所指的有那些不同表現(xiàn)看法比較一致，而對(duì)這些表現(xiàn)如何進(jìn)行解釋和分類，意見就不那么一致了。但人們一般認(rèn)為智力高的人在處理問題時(shí)能抓住要點(diǎn)，善于區(qū)分，能進(jìn)行邏輯推理，和利用語言和數(shù)學(xué)符號(hào)。智力測試只能很粗地衡量孩子的學(xué)習(xí)能力，尤其是學(xué)習(xí)學(xué)校要求的東西的能力。智力測試并不能衡量一個(gè)人的個(gè)性，社會(huì)適應(yīng)力，耐力性，勞動(dòng)技能，或藝術(shù)才能。人們不認(rèn)為能做到這些，當(dāng)初也不是為這些目的設(shè)計(jì)的。批評(píng)智力測試不能做到這一些，就如同批評(píng)溫度計(jì)不能測風(fēng)速一樣。既然對(duì)智力的評(píng)估是相對(duì)而言的，那么我們必須確保，在對(duì)我們的對(duì)像進(jìn)行比較時(shí)，我們所使用的尺度能提供“有效的”或“公正的”比較。