题目内容

智力测验的初衷及价值——1992年英译汉及详解Intelligence at best is an assumptive construct—the meaning of the word has never been clear.【F1】There is more agreement on the kinds of behavior referred to by the term than there is on how to interpret or classify them.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. An intelligence test is a rough measure of a child"s capacity for learning, particularly for learning the kinds of things required in school. It does not measure character, social adjustment, physical endurance, manual skills, or artistic abilities. It is not supposed to—it was not designed for such purposes.【F2】To criticize it for such failure is roughly comparable to criticizing a thermometer for not measuring wind velocity.The other thing we have to notice is that the assessment of the intelligence of any subject is essentially a comparative affair.【F3】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.It is here that some of the difficulties which interest us begin. Any test performed involves at least three factors: the intention to do one" s best, the knowledge required for understanding what you have to do, and the intellectual ability to do it.【F4】The first two must be equal for all who are being compared, if any comparison in terms of intelligence is to be made.In school populations in our culture these assumptions can be made fair and reasonable, and the value of intelligence testing has been proved thoroughly. Its value lies, of course, in its providing a satisfactory basis for prediction. No one is in the least interested in the marks a little child gets on his test; what we are interested in is whether we can conclude from his mark on the test that the child will do better or worse than other children of his age at tasks which we think require "general intelligence".【F5】On the whole such a conclusion can be drawn with a certain degree of confidence, but only if the child can be assumed to have had the same attitude towards the test as the others with whom he is being compared, and only if he was not punished by lack of relevant information which they possessed. 【F4】

查看答案

搜索结果不匹配？点我反馈

更多问题

智力测验的初衷及价值——1992年英译汉及详解Intelligence at best is an assumptive construct—the meaning of the word has never been clear.【F1】There is more agreement on the kinds of behavior referred to by the term than there is on how to interpret or classify them.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. An intelligence test is a rough measure of a child"s capacity for learning, particularly for learning the kinds of things required in school. It does not measure character, social adjustment, physical endurance, manual skills, or artistic abilities. It is not supposed to—it was not designed for such purposes.【F2】To criticize it for such failure is roughly comparable to criticizing a thermometer for not measuring wind velocity.The other thing we have to notice is that the assessment of the intelligence of any subject is essentially a comparative affair.【F3】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.It is here that some of the difficulties which interest us begin. Any test performed involves at least three factors: the intention to do one" s best, the knowledge required for understanding what you have to do, and the intellectual ability to do it.【F4】The first two must be equal for all who are being compared, if any comparison in terms of intelligence is to be made.In school populations in our culture these assumptions can be made fair and reasonable, and the value of intelligence testing has been proved thoroughly. Its value lies, of course, in its providing a satisfactory basis for prediction. No one is in the least interested in the marks a little child gets on his test; what we are interested in is whether we can conclude from his mark on the test that the child will do better or worse than other children of his age at tasks which we think require "general intelligence".【F5】On the whole such a conclusion can be drawn with a certain degree of confidence, but only if the child can be assumed to have had the same attitude towards the test as the others with whom he is being compared, and only if he was not punished by lack of relevant information which they possessed. 【F5】

萨皮尔一沃尔夫假说的形成——2004年英译汉及详解The relation of language and mind has interested philosophers for many centuries.【F1】The Greeks assumed that the structure of language had some connection with the process of thought, which took root in Europe long before people realized how diverse languages could be.Only recently did linguists begin the serious study of languages that were very different from their own. Two anthropologist-linguists, Franz Boas and Edward Sapir, were pioneers in describing many native languages of North and South America during the first half of the twentieth century.【F2】We are obliged to them because some of these languages have since vanished, as the peoples who spoke them died out or became assimilated and lost their native languages.Other linguists in the earlier part of this century, however, who were less eager to deal with bizarre data from "exotic" language, were not always so grateful.【F3】The newly described languages were often so strikingly different from the well studied languages of Europe and Southeast Asia that some scholars even accused Boas and Sapir of fabricating their data.Na-tive American languages are indeed different, so much so in fact that Navajo could be used by the US military as a code during World War II to send secret messages.Sapir"s pupil, Benjamin Lee Whorf, continued the study of American Indian languages.【F4】Being interested in the relationship of language and thought, Whorf developed the idea that the structure of language determines the structure of habitual thought in a society.He reasoned that because it is easier to formulate certain concepts and not others in a given language, the speakers of that language think along one track and not along another.【F5】Whorf came to believe in a sort of linguistic determinism which, in its strongest form, states that language imprisons the mind, and that the grammatical patterns in a language can produce far-reaching consequences for the culture of a society.Later, this idea became to be known as the Sapir-Whorf hypothesis, but this term is somewhat inappropriate. Although both Sapir and Whorf emphasized the diversity of languages, Sapir himself never explicitly supported the notion of linguistic determinism. 【F3】

人类学研究——2003年英译汉及详解Human beings in all times and places think about their world and wonder at their place in it. Humans are thoughtful and creative, possessed of insatiable curiosity.【F1】Furthermore, humans have the ability to modify the environment in which they live, thus subjecting all other life forms to their own peculiar ideas and fancies.Therefore, it is important to study humans in all their richness and diversity in a calm and systematic manner, with the hope that the knowledge resulting from such studies can lead humans to a more harmonious way of living with themselves and with all other life forms on this planet Earth."Anthropology" derives from the Greek words anthropos "human" and logos "the study of". By its very name, anthropology encompasses the study of all humankind.Anthropology is one of the social sciences.【F2】Social science is that branch of intellectual enquiry which seeks to study humans and their endeavors in the same reasoned, orderly, systematic, and dispassioned manner that natural scientists use for the study of natural phenomena.Social science disciplines include geography, economics, political science, psychology, and sociology. Each of these social sciences has a subfield or specialization which lies particularly close to anthropology.All the social sciences focus upon the study of humanity. Anthropology is a field-study oriented discipline which makes extensive use of the comparative method in analysis.【F3】The emphasis on data gathered first-hand, combined with a cross-cultural perspective brought to the analysis of cultures past and present, makes this study a unique and distinctly important social science.Anthropological analyses rest heavily upon the concept of culture. Sir Edward Tylor"s formulation of the concept of culture was one of the great intellectual achievements of 19th century science.【F4】Tylor defined culture as "... that complex whole which includes belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society".This insight, so profound in its simplicity, opened up an entirely new way of perceiving and understanding human life. Implicit within Tylor"s definition is the concept that culture is learned, shared, and patterned behavior.【F5】Thus, the anthropological concept of "culture", like the concept of "set" in mathematics, is an abstract concept which makes possible immense amounts of concrete research and understanding. 【F3】

智力测验的初衷及价值——1992年英译汉及详解Intelligence at best is an assumptive construct—the meaning of the word has never been clear.【F1】There is more agreement on the kinds of behavior referred to by the term than there is on how to interpret or classify them.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. An intelligence test is a rough measure of a child"s capacity for learning, particularly for learning the kinds of things required in school. It does not measure character, social adjustment, physical endurance, manual skills, or artistic abilities. It is not supposed to—it was not designed for such purposes.【F2】To criticize it for such failure is roughly comparable to criticizing a thermometer for not measuring wind velocity.The other thing we have to notice is that the assessment of the intelligence of any subject is essentially a comparative affair.【F3】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.It is here that some of the difficulties which interest us begin. Any test performed involves at least three factors: the intention to do one" s best, the knowledge required for understanding what you have to do, and the intellectual ability to do it.【F4】The first two must be equal for all who are being compared, if any comparison in terms of intelligence is to be made.In school populations in our culture these assumptions can be made fair and reasonable, and the value of intelligence testing has been proved thoroughly. Its value lies, of course, in its providing a satisfactory basis for prediction. No one is in the least interested in the marks a little child gets on his test; what we are interested in is whether we can conclude from his mark on the test that the child will do better or worse than other children of his age at tasks which we think require "general intelligence".【F5】On the whole such a conclusion can be drawn with a certain degree of confidence, but only if the child can be assumed to have had the same attitude towards the test as the others with whom he is being compared, and only if he was not punished by lack of relevant information which they possessed. 【F3】