劍橋雅思14閱讀原文翻譯The concept of intelligence

劍橋雅思14閱讀原文翻譯The concept of intelligence，這一篇文章主要是為大家介紹了智力的相關(guān)內(nèi)容，今天中國教育在線就來為大家分析這個問題。

劍橋雅思14閱讀原文翻譯The concept of intelligence

劍橋雅思14 Test3 Passage1閱讀原文翻譯

段落A

Looked at in one way,everyone knows what intelligence is;looked at in another way,no one does.In other words,people all have unconscious notions–known as‘implicit theories’-of intelligence,but no one knows for certain what it actually is.This chapter addresses how people conceptualize intelligence,whatever it may actually be.

從某種方式來看，每個人都知道智力是什么；但換種方式看的話，就沒有人知道了。換句話說，人們對智力都有一種下意識的概念。這被稱作內(nèi)隱理論。但沒有人確切的知道它究竟是什么。這一章會解決無論知識是什么，人類如何將它概念化的問題

But why should we even care what people think intelligence is,as opposed only to valuing whatever it actually is?There are at least four reasons people’s conceptions of intelligence matter.

但是，我們?yōu)槭裁磻?yīng)該關(guān)心人們?nèi)绾慰创橇Γ皇莾H僅評估它確實是什么？至少有四個原因可以說明人們對智力的理解十分重要。

段落B

First,implicit theories of intelligence drive the way in which people perceive and evaluate their own intelligence and that of others.To better understand the judgments people make about their own and others’abilities,it is useful to learn about people’s implicit theories.For example,parents’implicit theories of their children’s language development will determine at what ages they will be willing to make various corrections in their children’s speech.More generally,parents’implicit theories of intelligence will determine at what ages they believe their children are ready to perform various cognitive tasks.Job interviewers will make hiring decisions on the basis of their implicit theories of intelligence.People will decide who to be friends with on the basis of such theories.In sum,knowledge about implicit theories of intelligence is important because this knowledge is so often used by people to make judgments in the course of their everyday lives.

首先，智力的內(nèi)隱理論決定人們看待和評估他們自己與他人智力的方式。為了更好地理解人們對于自身以及他人能力所做出的判斷，了解人們的內(nèi)隱理論十分重要。例如，父母關(guān)于他們孩子語言發(fā)展的內(nèi)隱理論會決定他們愿意在什么時候?qū)⒆拥恼Z言進行各種糾正。更普遍地來說，父母關(guān)于智力的內(nèi)隱理論會決定他們什么時候相信孩子已經(jīng)為進行各種認知任務(wù)做好了準備。面試官會基于他們自己的智力內(nèi)隱理論做出招聘決定。人們會基于這樣的理論決定跟誰交朋友?？偟膩碚f，關(guān)于智力內(nèi)隱理論的知識很重要，因為在日常生活中，這種知識經(jīng)常被人們用于做判斷。

段落C

Second,the implicit theories of scientific investigators ultimately give rise to their explicit theories.Thus it is useful to find out what these implicit theories are.Implicit theories provide a framework that is useful in defining the general scope of a phenomenon–especially a not-well-understood phenomenon.These implicit theories can suggest what aspects of the phenomenon have been more or less attended to in previous investigations.

第二，對內(nèi)隱理論進行科學(xué)研究最終會導(dǎo)致外顯理論的出現(xiàn)。因此，研究這些內(nèi)隱理論是什么十分有用。內(nèi)隱理論所提供的框架結(jié)構(gòu)在定義某一現(xiàn)象的廣義范疇時十分有用，尤其是對于那些尚未被充分理解的現(xiàn)象來說。這些內(nèi)隱理論可以提示該現(xiàn)象的哪些方面在之前的研究中或多或少被關(guān)注過。

段落D

Third,implicit theories can be useful when an investigator suspects that existing explicit theories are wrong or misleading.If an investigation of implicit theories reveals little correspondence between the extant implicit and explicit theories,the implicit theories may be wrong.But the possibility also needs to be taken into account that the explicit theories are wrong and in need of correction or supplementation.For example,some implicit theories of intelligence suggest the need for expansion of some of our explicit theories of the construct.

第三，內(nèi)隱理論在研究者懷疑現(xiàn)存外顯理論存在錯誤或誤導(dǎo)時十分有用。如果對內(nèi)隱理論的研究發(fā)現(xiàn)現(xiàn)存內(nèi)隱理論與外顯理論之間缺乏相關(guān)性，那么內(nèi)隱理論就可能是錯誤的。但也需要考慮外顯理論錯誤并需要糾正或補充的可能性。例如，一些有關(guān)智力的內(nèi)隱理論表明需要對外顯理論的架構(gòu)進行擴展。

段落E

Finally,understanding implicit theories of intelligence can help elucidate developmental and cross-cultural differences.As mentioned earlier,people have expectations for intellectual performances that differ for children of different ages.How these expectations differ is in part a function of culture.For example,expectations for children who participate in Western-style schooling are almost certain to be different from those for children who do not participate in such schooling.

最終，理解智力的內(nèi)隱理論有助于說明發(fā)展差異與跨文化差異。正如之前提到的那樣，人們對于智力表現(xiàn)的預(yù)期因兒童年齡的不同而不同。這種預(yù)期上的差異一定程度上是由文化造成的。例如，對接受西式教育的兒童的期待幾乎肯定不同于那些沒有接受此類教育的兒童。

段落F

I have suggested that there are three major implicit theories of how intelligence relates to society as a whole(Sternberg,1997).These might be called Hamiltonian,Jeffersonian,and Jacksonian.These views are not based strictly,but rather,loosely,on the philosophies of Alexander Hamilton,Thomas Jefferson,and Andrew Jackson,three great statesmen in the history of the United States.

我曾指出，存在三種主要的內(nèi)隱理論，解釋智力如何與整體社會文章來自老烤鴨雅思相聯(lián)系（Sternberg,1997）。它們可以被稱作漢密爾頓型，杰弗遜型，以及杰克遜型。這些理論并非嚴格基于亞歷山大·漢密爾頓，托馬斯·杰弗遜，以及安德魯·杰克遜這三位美國歷史上偉大政治家的哲學(xué)，但一定程度上與他們相關(guān)。

段落G

The Hamiltonian view,which is similar to the Platonic view,is that people are born with different levels of intelligence and that those who are less intelligent need the good offices of the more intelligent to keep them in line,whether they are called government officials or,in Plato’s term,philosopher-kings.Herrnstein and Murray(1994)seem to have shared this belief when they wrote about the emergence of a cognitive(high-IQ)elite,which eventually would have to take responsibility for the largely irresponsible masses of non-elite(low-IQ)people who cannot take care of themselves.Left to themselves,the unintelligent would create,as they always have created,a kind of chaos.

漢密爾頓的觀點與柏拉圖的觀點相似，認為人們生而具有不同水平的智力。智力較低的人需要智力較高的人的統(tǒng)治（無論他們被稱為政府官員，還是用柏拉圖的詞語“哲學(xué)王”）以確保秩序。Herrnstein和Murray（1994）在寫到有關(guān)認知精英（高智商）的出現(xiàn)時，似乎認同這種觀念。他們認為該群體最終不得不承擔大多數(shù)不負責任的非精英群體（低智商）的責任。這些人無法照顧好他們自己。如果讓他們自生自滅的話，智力較低的人會產(chǎn)生混亂，正如他們一直以來的那樣。

段落H

The Jeffersonian view is that people should have equal opportunities,but they do not necessarily avail themselves equally of these opportunities and are not necessarily equally rewarded for their accomplishments.People are rewarded for what they accomplish,if given equal opportunity.Low achievers are not rewarded to the same extent as high achievers.In the Jeffersonian view,the goal of education is not to favor or foster an elite,as in the Hamiltonian tradition,but rather to allow children the opportunities to make full use of the skills they have.My own views are similar to these(Sternberg,1997).

杰弗遜的觀點認為，人們應(yīng)該擁有同等的機會，但他們并不一定平等地受益于這些機會，也不一定因自己的成就獲得同等的回報。在機遇相同的情況下，人們憑借自己的成就獲得回報。低成就者的回報不會與高成就者相同。在杰弗遜看來，教育的目的不是像漢密爾頓的傳統(tǒng)那樣為了幫助或培養(yǎng)精英，而是讓孩子有機會充分利用他們所擁有的技能。我自己的觀點與此類似（Sternberg,1997）。

段落I

The Jacksonian view is that all people are equal,not only as human beings but in terms of their competencies–that one person would serve as well as another in government or on a jury or in almost any position of responsibility.In this view of democracy,people are essentially intersubstitutable except for specialized skills,all of which can be learned.In this view,we do not need or want any institutions that might lead to favoring one group over another.

杰克遜的觀點是人人平等，不僅作為人類如此，而且能力方面也一樣。在政府或陪審團，或者在任何需要承擔責任的崗位上，一個人能跟其他人一樣同樣出色的完成任務(wù)。在這種民主的觀念下，人們除了可以被學(xué)習(xí)的專業(yè)技能之外，本質(zhì)上是可以互相取代的。這一觀點認為，我們不需要也不想要任何偏袒某一類人群的機構(gòu)。

段落J

Implicit theories of intelligence and of the relationship of intelligence to society perhaps need to be considered more carefully than they have been because they often serve as underlying presuppositions for explicit theories and even experimental designs that are then taken as scientific contributions.Until scholars are able to discuss their implicit theories and thus their assumptions,they are likely to miss the point of what others are saying when discussing their explicit theories and their data.

智力的內(nèi)隱理論以及智力與社會的關(guān)系或許需要比現(xiàn)在更加仔細的考量，因為它們經(jīng)常作為外顯理論，甚至是隨后被當作科學(xué)貢獻的實驗設(shè)計的潛在假設(shè)。直到學(xué)者能夠討論他們的內(nèi)隱理論，以及因之而來的假設(shè)，他們才不會再其他人討論他們的外顯理論與數(shù)據(jù)時顯得毫無頭緒。

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