There are two factors which determine an individual's intelligence． The first is the sort of brain he is born with． Human brains differ considerably, some being more capable than others． But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn． So the second factor is what happens to the individual--the sort of environment in which he is brought up． If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable．Theimportanceofenvironmentindetermininganindividual'sintelligencecanbe?demonstrated by the case history of the identical twins, Peter and Mark． Being identical, the twins had identical brains at birth, and their growth processes were the same． When the twins were three months old, their parents died, and they were placed in separate foster homes． Peter was raised by parents of low intelligence in an isolated community with poor educational opportunities． Mark was reared in the home of well-to-do parents who had been to college． He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually． This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence． Mark's LQ． was 125, twenty-five points higher than the average and fully forty points higher than his identical brother． Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level．According to the passage, the average I．Q． is__________．A.85B.100C.110D.125
There are two factors which determine an individual's intelligence． The first is the sort of brain he is born with． Human brains differ considerably, some being more capable than others． But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn． So the second factor is what happens to the individual--the sort of environment in which he is brought up． If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable．
Theimportanceofenvironmentindetermininganindividual'sintelligencecanbe?
demonstrated by the case history of the identical twins, Peter and Mark． Being identical, the twins had identical brains at birth, and their growth processes were the same． When the twins were three months old, their parents died, and they were placed in separate foster homes． Peter was raised by parents of low intelligence in an isolated community with poor educational opportunities． Mark was reared in the home of well-to-do parents who had been to college． He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually． This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence． Mark's LQ． was 125, twenty-five points higher than the average and fully forty points higher than his identical brother． Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level．
According to the passage, the average I．Q． is__________．
Theimportanceofenvironmentindetermininganindividual'sintelligencecanbe?
demonstrated by the case history of the identical twins, Peter and Mark． Being identical, the twins had identical brains at birth, and their growth processes were the same． When the twins were three months old, their parents died, and they were placed in separate foster homes． Peter was raised by parents of low intelligence in an isolated community with poor educational opportunities． Mark was reared in the home of well-to-do parents who had been to college． He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually． This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence． Mark's LQ． was 125, twenty-five points higher than the average and fully forty points higher than his identical brother． Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level．
According to the passage, the average I．Q． is__________．
A.85
B.100
C.110
D.125
B.100
C.110
D.125
参考解析
解析：根据第二段“Mark’s LQ．was l25，twenty-five points higher than the average”可知，平均智商是l00，选B。
相关考题：
Passage TwoThere are two factors which determine an individual's intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual the sort of environment in which he is reared (抚养). If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.The importance of environment in determining an individual's intelligence can be demonstrated by the case history of the identical twins, Peter and Mark. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old, their parents died, and they were placed in separate foster (收养) homes. Peter was reared by parents of low intelligence in an isolated community with poor educational opportunities. Mark was reared in the home of well-to-do parents who had been to college. He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually. This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence. Mark's IQ was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level.36. This selection can be titled ______.A. Measuring Your IntelligenceB. Intelligence and EnvironmentC. The Case of Peter and MarkD. how the Brain Influences Intelligence
The best statement of the main idea of this passage is that ______.A. human brains differ considerablyB. the brain a person is born with is important in determining his intelligenceC. environment is crucial in determining a person's intelligenceD. a person who is handicapped environmentally will never attain the level of intelligence of which he is capable
Animals other than humans have not developed communications comparable to human language. But is it possible that other animals have the capacity to learn a language if they are adequately taught? Obviously, this is a fascination notion. The idea of communicating directly with another species has long been a part of human folklore and children’s fantasies. But on a scientific level, the question of whether animals can learn a language is important primarily because it relates to the controversy()between the cognitive and the learning approaches to language. If language is dependent on and is actually an outgrowth of the intellectual structure of the human mind, there is the strong supposition that only humans are capable of using language. Therefore, Noam Chomsky and other psycholinguists have argued that only humans can learn a language, while most behaviorists feel that with sufficient patience it should be possible to teach an animal some sort of language. Although the two schools of thought clearly differ on this point, it is not really a crucial test of the two theories. If a chimpanzee can master a simple language all it would mean is that the chimp’s intellectual capacity and brain structure are more similar to ours than we thought. It would not necessarily imply that our intellectual structure is unimportant in our own mastery of language. Thus, teaching an animal language is an impressive demonstration of the power of learning techniques, but it is not evidence that language is developed entirely through learning.On the other hand, the question of whether other animals can learn a language is fascination in its own right, aside from its value as a test of the two theories of language development. Accordingly, whatever one’s position on the theoretical dispute, we must consider training an animal to use language a dramatic accomplishment.36.Which of the following statements is the view of psycholinguists?A. The cognitive view of language learning says that only human beings can learn language because it is an outgrowth of the structure of the human mind.B. Other animals simply could master a language.C. The animals intellectual capacity is much better than human beings.D. Language is developed by learning.37.The behaviorists’ view is that __________.A. language is actually an outgrowth of intellectual structure of the animal’s mindB. animals have not developed communications systemC. given enough patience, a man should be able to teach an animal some sort of languageD. only human beings can learn language38.That an animal can master a simple language means that __________.A. human’s intellectual structure is not importantB. animals’ intellectual capacity and brain structure are more similar to the humans’C. the learning techniques are much more importantD. language is developed completely by learning39.The main idea of paragraph two is ___________.A. teaching a chimp language is not crucial test of the two theoriesB. their brain structure is not similar to humanC. using various methods to let the chimp master a languageD. training a nonhuman to use language is an amazing accomplishment40.The best title for this passage would be _________.A. Animals’ languageB. Human’s languageC. Teaching Animals’ LanguageD. Can Other Animals Acquire Language?
The _______ techniques are used in some of Eugene O’Neil’s plays to highlight the theatrical effect of the rupture between the two sides of an individual human being, the private and the public.A、naturalisticB、expressionisticC、stream-of-consciousnessD、metaphysical
There are two factors which determine an individual's intelligence． The first is the sort of brain he is born with． Human brains differ considerably, some being more capable than others． But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn． So the second factor is what happens to the individual--the sort of environment in which he is brought up． If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable．Theimportanceofenvironmentindetermininganindividual'sintelligencecanbe?demonstrated by the case history of the identical twins, Peter and Mark． Being identical, the twins had identical brains at birth, and their growth processes were the same． When the twins were three months old, their parents died, and they were placed in separate foster homes． Peter was raised by parents of low intelligence in an isolated community with poor educational opportunities． Mark was reared in the home of well-to-do parents who had been to college． He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually． This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence． Mark's LQ． was 125, twenty-five points higher than the average and fully forty points higher than his identical brother． Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level．?The best statement of the main idea of this passage is that__________．A.human brains differ considerablyB.the brain a person is born with is important in determining his intelligenceC.environment is crucial in determining a person's intelligenceD.persons having identical brains will have roughly the same intelligence
There are two factors which determine an individual's intelligence． The first is the sort of brain he is born with． Human brains differ considerably, some being more capable than others． But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn． So the second factor is what happens to the individual--the sort of environment in which he is brought up． If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable．Theimportanceofenvironmentindetermininganindividual'sintelligencecanbe?demonstrated by the case history of the identical twins, Peter and Mark． Being identical, the twins had identical brains at birth, and their growth processes were the same． When the twins were three months old, their parents died, and they were placed in separate foster homes． Peter was raised by parents of low intelligence in an isolated community with poor educational opportunities． Mark was reared in the home of well-to-do parents who had been to college． He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually． This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence． Mark's LQ． was 125, twenty-five points higher than the average and fully forty points higher than his identical brother． Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level．This selection can best be titled__________．A.Measuring Your IntelligenceB.Intelligence and EnvironmentC.The Case of Peter and MarkD.How the Brain Influences Intelligence
共用题干The Bilingual BrainWhen Karl Kim immigrated to the United States from Korea as a teenager,he had a hard time learning English.Now he speaks it fluently, and he had a unique opportunity to see how our brains adapt to a second language.As a graduate student, Kim worked in the lab of Joy Hirsch, a neuroscientist in New York Their work led to an important discovery.They found evidence that children and adults don't use the same parts ofthe brain when they learn a second language.The researchers used an instrument called an MRI(magnetic resonance imaging)scanner to study the brains of two groups of bilingual people.One group consisted of those who had learned a second language as children.The other consisted of people who,like Kim,learned their second language later in lite.Peoplefrom both groups were placed inside the MRI scanner ,This allowed Kim and Hirsch to see which parts of thebrain were getting more blood and were more active.They asked people from both groups to think about whatthey had done the day before ,first in one language and then the other.They couldn't speak out loudbecause any movement would disrupt（干扰）the scanning.Kim and Hirsch looked specifically at two language centers in the brain-Broca' s area, which isbelieved to control speech production,and Wernicke's area,which is thought to process meaning.Kim andHirsch found that both groups of people used the same part of Wernicke's area no matter what language theywere speaking.But their use of Broca's area was different.People who learned a second language as children used the same region in Broca's area for both tneir first and second languages.People who learned a second language later in life used a different part of Broca's area for their second language.How does Hirsch explain this difference?Hirsch believes that when language is first being programmed in young children,their brains may mix the sounds and structures of all languages in the same area.Once that programming is complete,the processing of a new language must be taken over by adifferent part of the brain.A second possibility is simply that we may acquire languages differently as children than we do asadults.Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.And that is very different from learning a language in a high school or college class.Kim and Hirsch find that children______.A: use the same region in Broca's area to learn their first and second languageB:learn a second language slower than adultsC:are better at acquiring the sound system of a second language than adultsD:use special parts of the brain to program the structures of their first language
共用题干The Bilingual BrainWhen Karl Kim immigrated to the United States from Korea as a teenager,he had a hard time learning English.Now he speaks it fluently, and he had a unique opportunity to see how our brains adapt to a second language.As a graduate student, Kim worked in the lab of Joy Hirsch, a neuroscientist in New York Their work led to an important discovery.They found evidence that children and adults don't use the same parts ofthe brain when they learn a second language.The researchers used an instrument called an MRI(magnetic resonance imaging)scanner to study the brains of two groups of bilingual people.One group consisted of those who had learned a second language as children.The other consisted of people who,like Kim,learned their second language later in lite.Peoplefrom both groups were placed inside the MRI scanner ,This allowed Kim and Hirsch to see which parts of thebrain were getting more blood and were more active.They asked people from both groups to think about whatthey had done the day before ,first in one language and then the other.They couldn't speak out loudbecause any movement would disrupt（干扰）the scanning.Kim and Hirsch looked specifically at two language centers in the brain-Broca' s area, which isbelieved to control speech production,and Wernicke's area,which is thought to process meaning.Kim andHirsch found that both groups of people used the same part of Wernicke's area no matter what language theywere speaking.But their use of Broca's area was different.People who learned a second language as children used the same region in Broca's area for both tneir first and second languages.People who learned a second language later in life used a different part of Broca's area for their second language.How does Hirsch explain this difference?Hirsch believes that when language is first being programmed in young children,their brains may mix the sounds and structures of all languages in the same area.Once that programming is complete,the processing of a new language must be taken over by adifferent part of the brain.A second possibility is simply that we may acquire languages differently as children than we do asadults.Hirsch thinks that mothers teach a baby to speak by using different methods involving touch,sound and sight.And that is very different from learning a language in a high school or college class.Which aspect of the two language centers in the brain does Paragraph 3 discuss?A:Impact. B:Function.C:Location. D:Size.
共用题干As many as 20% of all children in the United States suffer from some form of the learning disorder called dyslexia.Experts on dyslexia say that the problem is not a disease.They say that persons with dyslexia use information in a different way.One of the world's great thinkers and scientists,Albert Einstein was dyslexic.Einstein said that he never thought in words the way that most people do.He said that he thought in pictures instead.The American inventor Thomas Edison was also dyslexic.Dyslexia first was recognized in Europe and the United States more than 80 years ago.Many years passed before doctors discovered that persons with the disorder were not mentally slow or disabled.The doctors found that the brains of persons with dyslexia are different.In most people,the left side of the brain一 the part that controls language is larger than the right side.In persons with dyslexia,the right side of the brain is bigger. Doctors are not sure what causes this difference.However,research has shown that dyslexia is more common in males than in females,and it is found more often in persons who are left handed.No one knows the cause of dyslexia,but some scientists believe that it may result from chemical changes in a baby's body long before it is born.They are trying to find ways to teach persons with dyslexia. Dyslexic persons think differently and need special kinds of teaching help.After they have solved their problems with language,they often show themselves to be especially intelligent or creative.Generally speaking,dyslexia is more common in left-handed males than in right-handed females.A:Right B:Wrong C:Not mentioned
共用题干As many as 20% of all children in the United States suffer from some form of the learning disorder called dyslexia.Experts on dyslexia say that the problem is not a disease.They say that persons with dyslexia use information in a different way.One of the world's great thinkers and scientists,Albert Einstein was dyslexic.Einstein said that he never thought in words the way that most people do.He said that he thought in pictures instead.The American inventor Thomas Edison was also dyslexic.Dyslexia first was recognized in Europe and the United States more than 80 years ago.Many years passed before doctors discovered that persons with the disorder were not mentally slow or disabled.The doctors found that the brains of persons with dyslexia are different.In most people,the left side of the brain一 the part that controls language is larger than the right side.In persons with dyslexia,the right side of the brain is bigger. Doctors are not sure what causes this difference.However,research has shown that dyslexia is more common in males than in females,and it is found more often in persons who are left handed.No one knows the cause of dyslexia,but some scientists believe that it may result from chemical changes in a baby's body long before it is born.They are trying to find ways to teach persons with dyslexia. Dyslexic persons think differently and need special kinds of teaching help.After they have solved their problems with language,they often show themselves to be especially intelligent or creative.The first cases of dyslexia in Europe were discovered less than a century ago.A:Right B:Wrong C:Not mentioned
共用题干As many as 20% of all children in the United States suffer from some form of the learning disorder called dyslexia.Experts on dyslexia say that the problem is not a disease.They say that persons with dyslexia use information in a different way.One of the world's great thinkers and scientists,Albert Einstein was dyslexic.Einstein said that he never thought in words the way that most people do.He said that he thought in pictures instead.The American inventor Thomas Edison was also dyslexic.Dyslexia first was recognized in Europe and the United States more than 80 years ago.Many years passed before doctors discovered that persons with the disorder were not mentally slow or disabled.The doctors found that the brains of persons with dyslexia are different.In most people,the left side of the brain一 the part that controls language is larger than the right side.In persons with dyslexia,the right side of the brain is bigger. Doctors are not sure what causes this difference.However,research has shown that dyslexia is more common in males than in females,and it is found more often in persons who are left handed.No one knows the cause of dyslexia,but some scientists believe that it may result from chemical changes in a baby's body long before it is born.They are trying to find ways to teach persons with dyslexia. Dyslexic persons think differently and need special kinds of teaching help.After they have solved their problems with language,they often show themselves to be especially intelligent or creative.The left side of the brain in a dyslexic person is bigger than the right side.A:Right B:Wrong C:Not mentioned
共用题干As many as 20% of all children in the United States suffer from some form of the learning disorder called dyslexia.Experts on dyslexia say that the problem is not a disease.They say that persons with dyslexia use information in a different way.One of the world's great thinkers and scientists,Albert Einstein was dyslexic.Einstein said that he never thought in words the way that most people do.He said that he thought in pictures instead.The American inventor Thomas Edison was also dyslexic.Dyslexia first was recognized in Europe and the United States more than 80 years ago.Many years passed before doctors discovered that persons with the disorder were not mentally slow or disabled.The doctors found that the brains of persons with dyslexia are different.In most people,the left side of the brain一 the part that controls language is larger than the right side.In persons with dyslexia,the right side of the brain is bigger. Doctors are not sure what causes this difference.However,research has shown that dyslexia is more common in males than in females,and it is found more often in persons who are left handed.No one knows the cause of dyslexia,but some scientists believe that it may result from chemical changes in a baby's body long before it is born.They are trying to find ways to teach persons with dyslexia. Dyslexic persons think differently and need special kinds of teaching help.After they have solved their problems with language,they often show themselves to be especially intelligent or creative.It is believed that dyslexia is related to the bad habits of a baby's mother.A:Right B:Wrong C:Not mentioned
共用题干Women's minds work differently from men's.At least,that is what most men are convinced of. Psychologists view the subject either as a matter of frustration or a joke.Now the biologists have moved into this minefield,and some of them have found that there are real differences between the brains of men and women.But being different,they point out hurriedly,is not the same as being better or worse.There is,however,a definite structural variation between the male and female brain.The difference is in a part of the brain that is used in the most complex intellectual processes一the link between the two halves of the brain.The two halves are linked by a trunk line of between 200 and 300 million nerves,the corpus callosum.Scientists have found quite recently that the corpus callosum in women is always larger and probably richer in nerve fibres than it is in men.This is the first time that a structural difference has been found between the brains of women and men and it must have some significance.The question is"What?",and,if this difference exists,are there others?Research shows that present-day women think differently and behave differently from men.Are some of these differences biological and inborn,a result of evolution?We tend to think that is the influence of society that produces these differences.But could we be wrong?Research showed that these two halves of the brain had different functions,and that the corpus callosum enabled them to work together. For most people,the left half is used for word-handling, analytical and logical activities;the right half works on pictures,patterns and forms.We need both halves working together. And the better the connections,the more harmoniously the two halves work.And,according to research findings,women have the better connections.But it isn't all that easy to explain the actual differences between skills of men and women on this basis.In schools throughout the world girls tend to be better than boys at"language subjects" and boys better at maths and physics.If these differences correspond with the differences in the hemispheric trunk line,there is an unalterable distinction between the sexes.We shan't know for a while,partly because we don't know of any precise relationship between abilities in school subjects and the functioning of the two halves of the brain,and we cannot understand how the two halves interact via the corpus callosum.But this striking difference must have some effect and,because the difference is in the parts of the brain involved in intellect,we should be looking for differences in intellectual processing.According to the passage it is commonly believed that brain differences are caused by social factors.A:Right B:Wrong C:Not mentioned
There are two factors which determine an individual's intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual—the sort of environment in which he is reared. If an individual is handicapped envionmentally ,it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.The importance of environment in determining an individual's intellingence can be demonstrated by the case history of the identical twins, Peter and Mark X. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old , their parents died, and they were placed in separate foster homes. Peter was reated by parents of low intelligence in an isolatedcommunity with poor educational pooprtunities.Mark was reared inthe home of well-to-do parents who had been to college. He was read to as a child , sent to good schools, and given every opportunity to be stimulated intellectually.This enviromental difference continued until the twins were in their late teens, when they were giben tesets to measure their intelligence. Mark's I.Q. was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities , the twins , having identical brains,would have tested at roughly the same level.According to the passage , the average I.Q.is ___B__.a.85b.100c.110d.125
There are two factors which determine an individual's intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual—the sort of environment in which he is reared. If an individual is handicapped envionmentally ,it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.The importance of environment in determining an individual's intellingence can be demonstrated by the case history of the identical twins, Peter and Mark X. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old , their parents died, and they were placed in separate foster homes. Peter was reated by parents of low intelligence in an isolatedcommunity with poor educational pooprtunities.Mark was reared inthe home of well-to-do parents who had been to college. He was read to as a child , sent to good schools, and given every opportunity to be stimulated intellectually.This enviromental difference continued until the twins were in their late teens, when they were giben tesets to measure their intelligence. Mark's I.Q. was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities , the twins , having identical brains,would have tested at roughly the same level.The beststatement of the main idea of this passage is that _C____.a.human brains differ considerablyb.the brain a person is born with is improtant in determining his intelligencec.environment is crucial in determining a person's intelligenced. persons having identical brains will have roughly the same intelligence
There are two factors which determine an individual's intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual—the sort of environment in which he is reared. If an individual is handicapped envionmentally ,it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.The importance of environment in determining an individual's intellingence can be demonstrated by the case history of the identical twins, Peter and Mark X. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old , their parents died, and they were placed in separate foster homes. Peter was reated by parents of low intelligence in an isolatedcommunity with poor educational pooprtunities.Mark was reared inthe home of well-to-do parents who had been to college. He was read to as a child , sent to good schools, and given every opportunity to be stimulated intellectually.This enviromental difference continued until the twins were in their late teens, when they were giben tesets to measure their intelligence. Mark's I.Q. was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities , the twins , having identical brains,would have tested at roughly the same level.The case history of the twins appears to support the conclusion that ___C____.a.individual with identical brains seldom test at same levelb.an individual's intelligence is determined only by his enviromentc.lack of opportunity blocks the growth of intelligenced.changes of enviroment produce changes in the structure of the brain
There are two factors which determine an individual's intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more capable than others. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. So the second factor is what happens to the individual—the sort of environment in which he is reared. If an individual is handicapped envionmentally ,it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable.The importance of environment in determining an individual's intellingence can be demonstrated by the case history of the identical twins, Peter and Mark X. Being identical, the twins had identical brains at birth, and their growth processes were the same. When the twins were three months old , their parents died, and they were placed in separate foster homes. Peter was reated by parents of low intelligence in an isolatedcommunity with poor educational pooprtunities.Mark was reared inthe home of well-to-do parents who had been to college. He was read to as a child , sent to good schools, and given every opportunity to be stimulated intellectually.This enviromental difference continued until the twins were in their late teens, when they were giben tesets to measure their intelligence. Mark's I.Q. was 125, twenty-five points higher than the average and fully forty points higher than his identical brother. Given equal opportunities , the twins , having identical brains,would have tested at roughly the same level.This passage suggests that an individual 's I.Q.___C___.a.can be predicted at birthb.stays the same throuthout his lifec.can be increased by educationd.is determined by his childhood
共用题干第一篇Why Don ' t Babies Talk Like Adults?Over the past half-century,scientists have settled on two reasonable theories related to babytalk.One states that a young child's brain needs time to master language,in the same way that it does to master other abilities such as physical movement. The second theory states that a child's vocabulary level is the key fac-tor. According to this theory,some key steps have to occur in a logical sequence before sentence formation occurs.Children's mathematical knowledge develops in the same way.In 2007,researchers at Harvard University,who were studying the two theories,found a clever way to test them.More than 20,000 internationally adopted children enter the U.S.each year. Many of them no lon- ger hear their birth language after they arrive,and they must learn English more or less the same way infants do一that is,by listening and by trial and error. International adoptees don't take classes or use a dictionary when they are learning their new tongue and most of them don't have a well-developed first language.All of these factors make them an ideal population in which to test these competing hypotheses about how language is learned.Neuroscientists Jesse Snedeker,Joy Geren and Carissa Shafto studied the language development of 27 children adopted from China between the ages of two and five years.These children began learning English at an older age than US natives and had more mature brains with which to tackle the task.Even so,just as with American-born infants,their first English sentences consisted of single words and were largely bereft（缺 乏的）of function words , word endings and verbs. The adoptees then went through the same stages as typical American-born children,though at a faster clip.The adoptees and native children started combining words in sentences when their vocabulary reached the same sizes,further suggesting that what matters is not how old you are or how mature your brain is,but the number of words you know.This finding一that having more mature brains did not help the adoptees avoid the toddler-talk stage一 suggests that babies speak in babytalk not because they have baby brains,but because they have only just started learning and need time to gain enough vocabulary to be able to expand their conversations.Before long,the one-word stage will give way to the two-word stage and so on. Learning how to chat like an adult is a gradual process.But this potential answer also raises an even older and more difficult question.Adult immigrants who learn a second language rarely achieve the same proficiency in a foreign language as the average child raised as a native speaker. Researchers have long suspected there is a"critical period"for language development,after which it cannot proceed with full success to fluency.Yet we still do not understand this critical period or know why it ends.What aspect of the adopted children's language development differed from that of US-born children?A:The rate at which they acquired language.B:Their first words.C:The way they learnt English.D:The point at which they started producing sentences.
If you want to stay young,sit down and have a good think．This is the research result of professor Faulkner,who says that most of our brains are not getting enough exercise and as a result,we are ageing unnecessarily soon.Professor Faulkner wanted to find out why healthy farmers in northern Japan appeared to be losing their ability to think and to reason at a relatively early age,and how the process of ageing could be slowed down.He set about measuring brain volumes of a thousand people of different ages and occupations．Computer technology enabled him to obtain precise measurements of the volume of the front and side sections of the brain,which relate to intelligence and emotion,and determine the human character．Contraction of front and side parts--as cells die off--was observed in some subjects in their thirties,but it was still not evident in some sixty-and seventy-year-olds.Faulkner concluded from his tests that there is a simple way to slow the contraction—using the head.The findings show that contraction of the brain begins sooner in people in the country than in the towns．Those least at risk,says Faulkner,are lawyers,followed by university professors and doctors．White--collar workers doing routine work are,however,as likely to have shrinking brains as the farm worker,bus driver and shop assistant.Faulkner's findings show that thinking can prevent the brain from shrinking．Blood must circulate properly in the head to supply the fresh oxygen the brain cells need．"The best way to maintain good blood circulation is through using the brain,"he says．"Think hard and engage in conversation．Don't rely on pocket calculators."Professor Faulkner wanted to find out__．A.how people's brains shrinkB.the way of making people live longerC.the size of certain people's brainsD.why certain people aged sooner than others
If you want to stay young,sit down and have a good think．This is the research result of professor Faulkner,who says that most of our brains are not getting enough exercise and as a result,we are ageing unnecessarily soon.Professor Faulkner wanted to find out why healthy farmers in northern Japan appeared to be losing their ability to think and to reason at a relatively early age,and how the process of ageing could be slowed down.He set about measuring brain volumes of a thousand people of different ages and occupations．Computer technology enabled him to obtain precise measurements of the volume of the front and side sections of the brain,which relate to intelligence and emotion,and determine the human character．Contraction of front and side parts--as cells die off--was observed in some subjects in their thirties,but it was still not evident in some sixty-and seventy-year-olds.Faulkner concluded from his tests that there is a simple way to slow the contraction—using the head.The findings show that contraction of the brain begins sooner in people in the country than in the towns．Those least at risk,says Faulkner,are lawyers,followed by university professors and doctors．White--collar workers doing routine work are,however,as likely to have shrinking brains as the farm worker,bus driver and shop assistant.Faulkner's findings show that thinking can prevent the brain from shrinking．Blood must circulate properly in the head to supply the fresh oxygen the brain cells need．"The best way to maintain good blood circulation is through using the brain,"he says．"Think hard and engage in conversation．Don't rely on pocket calculators."The professor's tests show that__.A.our brains shrink as we grow oldB.the front section of the brain does not shrinkC.seventy-year-olds have better brains than sixty-year-oldsD.brain contraction may vary among people of the same age
共用题干Albert Einstein's Brain1.It doesn't take an Einstein to recognize that Albert Einstein's brain was very different from yours and mine.The gray matter housed inside that shaggy head managed to revolutionize our concepts of time,space,motion一the very foundations of physical reality一not just once but several times during his astonishing career. Yet while there clearly had to be something remarkable about Einstein's brain,the pathologist who removed it from the great physicist's skull after his death reported that the organ was,to all appearances,well within the normal range一no bigger or heavier than anyone else's.2.But a new analysis of Einstein's brain by Canadian scientists,reported in the current Lancet, reveals that it has some distinctive physical characteristics after all. A portion of the brain that governs mathematical ability and spatial reasoning一two key ingredients to the sort of thinking Einstein did best一was significantly larger than average and may also have had more interconnections among its cells,which could have allowed them to work together more effectively.3.In 1996,Harvey gave much of his data and a significant fraction of the tissue itself to Dr. Sandra Witelson,a neuroscientist who maintains a"brain bank"at McMaster for comparative studies of brain structure and function.These normal,undiseased brains,willed to science by people whose intelligence had been carefully measured before death, gave Witelson a solid set of benchmarks against which to measure the seat of Einstein's brilliant thoughts.Not only was Einstein's inferior parietal region unusually bulky the scientists found,but a feature called the Sylvian fissure was much smaller than average.Without this groove that normally slices through the tissue,the brain cells were packed close together,permitting more interconnections一which in principle can permit more cross-referencing of information and idea, leading to great leaps of insight.4.That's the idea,anyway.But while it's quite plausible according to current neurological theory,that doesn't necessarily,make it true.We know Einstein was a genius,and we now know that his brain was physically different from the average.But none of this proves a cause-and-effect relationship."What you really need,"says McLean's Benes,"is to look at the brains of a number of mathematical geniuses to see if the same abnormalities are present."5.Even if they are,it's possible that the bulked一up brains are a result of strenuous mental exercise,not an inherent feature that makes genius possible.Bottom line:we still don't know whether Einstein was born with an extraordinary mind or whether he earned it,one brilliant idea at a time.The structure of brain________.A:that doesn't necessarily make it trueB:the cells of mathematicsC:was born with an extraordinary mind or he earned itD:allow the cells work together more effectivelyE:is the same as the averages in size and weight
共用题干Albert Einstein's Brain1.It doesn't take an Einstein to recognize that Albert Einstein's brain was very different from yours and mine.The gray matter housed inside that shaggy head managed to revolutionize our concepts of time,space,motion一the very foundations of physical reality一not just once but several times during his astonishing career. Yet while there clearly had to be something remarkable about Einstein's brain,the pathologist who removed it from the great physicist's skull after his death reported that the organ was,to all appearances,well within the normal range一no bigger or heavier than anyone else's.2.But a new analysis of Einstein's brain by Canadian scientists,reported in the current Lancet, reveals that it has some distinctive physical characteristics after all. A portion of the brain that governs mathematical ability and spatial reasoning一two key ingredients to the sort of thinking Einstein did best一was significantly larger than average and may also have had more interconnections among its cells,which could have allowed them to work together more effectively.3.In 1996,Harvey gave much of his data and a significant fraction of the tissue itself to Dr. Sandra Witelson,a neuroscientist who maintains a"brain bank"at McMaster for comparative studies of brain structure and function.These normal,undiseased brains,willed to science by people whose intelligence had been carefully measured before death, gave Witelson a solid set of benchmarks against which to measure the seat of Einstein's brilliant thoughts.Not only was Einstein's inferior parietal region unusually bulky the scientists found,but a feature called the Sylvian fissure was much smaller than average.Without this groove that normally slices through the tissue,the brain cells were packed close together,permitting more interconnections一which in principle can permit more cross-referencing of information and idea, leading to great leaps of insight.4.That's the idea,anyway.But while it's quite plausible according to current neurological theory,that doesn't necessarily,make it true.We know Einstein was a genius,and we now know that his brain was physically different from the average.But none of this proves a cause-and-effect relationship."What you really need,"says McLean's Benes,"is to look at the brains of a number of mathematical geniuses to see if the same abnormalities are present."5.Even if they are,it's possible that the bulked一up brains are a result of strenuous mental exercise,not an inherent feature that makes genius possible.Bottom line:we still don't know whether Einstein was born with an extraordinary mind or whether he earned it,one brilliant idea at a time.We don't know whether Einstein________.A:that doesn't necessarily make it trueB:the cells of mathematicsC:was born with an extraordinary mind or he earned itD:allow the cells work together more effectivelyE:is the same as the averages in size and weight
共用题干Albert Einstein's Brain1.It doesn't take an Einstein to recognize that Albert Einstein's brain was very different from yours and mine.The gray matter housed inside that shaggy head managed to revolutionize our concepts of time,space,motion一the very foundations of physical reality一not just once but several times during his astonishing career. Yet while there clearly had to be something remarkable about Einstein's brain,the pathologist who removed it from the great physicist's skull after his death reported that the organ was,to all appearances,well within the normal range一no bigger or heavier than anyone else's.2.But a new analysis of Einstein's brain by Canadian scientists,reported in the current Lancet, reveals that it has some distinctive physical characteristics after all. A portion of the brain that governs mathematical ability and spatial reasoning一two key ingredients to the sort of thinking Einstein did best一was significantly larger than average and may also have had more interconnections among its cells,which could have allowed them to work together more effectively.3.In 1996,Harvey gave much of his data and a significant fraction of the tissue itself to Dr. Sandra Witelson,a neuroscientist who maintains a"brain bank"at McMaster for comparative studies of brain structure and function.These normal,undiseased brains,willed to science by people whose intelligence had been carefully measured before death, gave Witelson a solid set of benchmarks against which to measure the seat of Einstein's brilliant thoughts.Not only was Einstein's inferior parietal region unusually bulky the scientists found,but a feature called the Sylvian fissure was much smaller than average.Without this groove that normally slices through the tissue,the brain cells were packed close together,permitting more interconnections一which in principle can permit more cross-referencing of information and idea, leading to great leaps of insight.4.That's the idea,anyway.But while it's quite plausible according to current neurological theory,that doesn't necessarily,make it true.We know Einstein was a genius,and we now know that his brain was physically different from the average.But none of this proves a cause-and-effect relationship."What you really need,"says McLean's Benes,"is to look at the brains of a number of mathematical geniuses to see if the same abnormalities are present."5.Even if they are,it's possible that the bulked一up brains are a result of strenuous mental exercise,not an inherent feature that makes genius possible.Bottom line:we still don't know whether Einstein was born with an extraordinary mind or whether he earned it,one brilliant idea at a time.Paragraph 3________A:The InformationB:The Different in StructureC:The ConclusionD:The Research in Einstein's BrainE:Normal Brain in Size and Weight
共用题干Albert Einstein's Brain1.It doesn't take an Einstein to recognize that Albert Einstein's brain was very different from yours and mine.The gray matter housed inside that shaggy head managed to revolutionize our concepts of time,space,motion一the very foundations of physical reality一not just once but several times during his astonishing career. Yet while there clearly had to be something remarkable about Einstein's brain,the pathologist who removed it from the great physicist's skull after his death reported that the organ was,to all appearances,well within the normal range一no bigger or heavier than anyone else's.2.But a new analysis of Einstein's brain by Canadian scientists,reported in the current Lancet, reveals that it has some distinctive physical characteristics after all. A portion of the brain that governs mathematical ability and spatial reasoning一two key ingredients to the sort of thinking Einstein did best一was significantly larger than average and may also have had more interconnections among its cells,which could have allowed them to work together more effectively.3.In 1996,Harvey gave much of his data and a significant fraction of the tissue itself to Dr. Sandra Witelson,a neuroscientist who maintains a"brain bank"at McMaster for comparative studies of brain structure and function.These normal,undiseased brains,willed to science by people whose intelligence had been carefully measured before death, gave Witelson a solid set of benchmarks against which to measure the seat of Einstein's brilliant thoughts.Not only was Einstein's inferior parietal region unusually bulky the scientists found,but a feature called the Sylvian fissure was much smaller than average.Without this groove that normally slices through the tissue,the brain cells were packed close together,permitting more interconnections一which in principle can permit more cross-referencing of information and idea, leading to great leaps of insight.4.That's the idea,anyway.But while it's quite plausible according to current neurological theory,that doesn't necessarily,make it true.We know Einstein was a genius,and we now know that his brain was physically different from the average.But none of this proves a cause-and-effect relationship."What you really need,"says McLean's Benes,"is to look at the brains of a number of mathematical geniuses to see if the same abnormalities are present."5.Even if they are,it's possible that the bulked一up brains are a result of strenuous mental exercise,not an inherent feature that makes genius possible.Bottom line:we still don't know whether Einstein was born with an extraordinary mind or whether he earned it,one brilliant idea at a time.Einstein's brain________.A:that doesn't necessarily make it trueB:the cells of mathematicsC:was born with an extraordinary mind or he earned itD:allow the cells work together more effectivelyE:is the same as the averages in size and weight
共用题干The Bilingual Brain When Karl Kim immigrated to the United States from Korea as a teenager,he had a hard time learning English.Now he speaks it fluently,and he had a unique opportunity to see how our brains adapt to a second language.As a graduate student,Kim worked in the lab of Joy Hirsch,a neuroscientist in New York.______(46)They found evidence that children and adults don't use the same parts of the brain when they learn a second language. The researchers used an instrument called an MRI(magnetic resonance imaging)scanner to study the brains of two groups of bilingual people.______(47)The other consisted of people who,like Kim, learned their second language later in life.People from both groups were placed inside the MRI scanner.This allowed Kim and Hirsch to see which parts of the brain were getting more blood and were more active.They asked people from both groups to think about what they had done the day before,first in one language and then the other.They couldn't speak out loud because any movement would disrupt the scanning. Kim and Hirsch looked specifically at two language centers in the brain-Broca's area,which is believed to control speech production,and Wernicke's area,which is thought to process meaning.Kim and Hirsch found that both groups of people used the same part of Wernicke's area no matter what language they were speaking. ______(48) People who learned a second language as children used the same region in Broca's area for both their first and second languages.People who learned a second language later in life used a different part of Broca's area for their second language.______(49)Hirsch believes that when language is first being programmed in young children,their brains may mix the sounds and structures of all languages in the same area.Once that programming is complete,the processing of a new language must be taken over by a different part of the brain. A second possibility is simply that we may acquire languages differently as children than we do as adults.Hirsch thinks that mothers teach a baby to speak by using different methods involving touch'sound, and sight.______(50)______(46)A:But their use of Broca's area was different.B:One group consisted of those who had learned a second language as children.C:How does Hirsch explain this difference?D:We use special parts of the brain for language learning.E:And that is very different from learning a language in a high school or college class.F:Their work led to an important discovery.
单选题The best statement of the main idea of this passage is that _____.Ahuman brains differ considerablyBthe brain a person is born with is important in determining his intelligenceCenvironment is crucial in determining a person’s intelligenceDpersons having identical brains will have roughly the same intelligence
问答题Practice 1 There are two factors which determine all individual’s intelligence. The first is the sort of brain he is born with. Human brains differ considerably, some being more 1 than others. But no matter how good a brain he has to begin with, all individual will have a low order of intelligence 2 he has opportunities to learn. So the second factor is what happens to the individual—the sort of 3 in which he is reared. The importance of environment in determining all individual’s intelligence can be 4 by the case history of the identical twills, Peter and Mark. Being identical, the twins had identical brains at 5 . and their growth processes were the same. When the twins were three months old ,their parents died, and they were placed in 6 foster homes. Peter was reared by parents of low intelligence in an isolated community with poor educational opportunities. Mark was reared in the home of well-to-do parents who had been to 7 . He was read to as a child, sent to good schools, and given every opportunity to be 8 intellectually. This environmental difference continued until the twins were in their late teens, when they were given tests to measure their 9 . Mark’s LQ. was 125, twenty-five points-higher than the average and 10 forty points higher than his identical brother. Given equal opportunities, the twills, having identical brains, would have tested at roughly the same level.[A] separate [B] stimulated [C] smart[D] unless [E] when [F] fully[G] birth [H] improved [I] environment[J] clearly [K] demonstrated [L] similar[M] intelligence [N] capable [O] college