語(yǔ)法實(shí)例講解之雅思閱讀長(zhǎng)難句
將整句話中的生詞都疏通后，還是翻譯不來(lái)整句話的意思該怎么辦? 下面小編給大家?guī)?lái)了語(yǔ)法實(shí)例講解之雅思閱讀長(zhǎng)難句，希望能夠幫助到大家，下面小編就和大家分享，來(lái)欣賞一下吧
語(yǔ)法實(shí)例講解 雅思閱讀長(zhǎng)難句輕松一波帶走
一. 了解英語(yǔ)里的句子類型
英語(yǔ)句子的基本類型有簡(jiǎn)單句、并列句和復(fù)合句。
簡(jiǎn)單句：句子中只有一套主謂結(jié)構(gòu)的叫簡(jiǎn)單句。
比如(劍橋5，Wilderness tourism operates throughout the year in fragile areas. )
這句話中只有一套主謂結(jié)構(gòu)，主語(yǔ)是wilderness toursim，謂語(yǔ)動(dòng)詞是operates。
并列句： 句子中有兩套或者兩套以上主謂結(jié)構(gòu)，并且這些主謂結(jié)構(gòu)之間屬于并列關(guān)系。
比如 (劍橋7， The disastrous Hanshin earthquake in 1995 killed 6,400 people, toppled elevated highways, flattened office blocks and devastated the port area of Kobe. )
這句話中有4套主謂結(jié)構(gòu)，分別是Hanshin earthquake killed, Hanshin earthquake toppled, Hanshin earthquake flattened and Hanshin earthquake devastated。因?yàn)檫@4個(gè)謂語(yǔ)動(dòng)詞共用一個(gè)主語(yǔ)Hanshin earthquake,所以作者在寫(xiě)這個(gè)句子的時(shí)候只讓Hanshin earthquake出現(xiàn)一次。
復(fù)合句： 其實(shí)也就是通常說(shuō)的主從句結(jié)構(gòu)。這樣的句子里有兩套或兩套以上主謂結(jié)構(gòu)，并且這些主謂結(jié)構(gòu)之間屬于從屬關(guān)系。劍橋閱讀的閱讀中有太多這樣的例子。
比如 (劍橋7， Japanese scholars have been mystified for ages about why these tall, slender buildings are so stable. )
這句話中有2套主謂結(jié)構(gòu)，一個(gè)是主句中的Japanese scholars have been mystified, 另外一個(gè)是由why引導(dǎo)的賓語(yǔ)從句中的buildings are so stable. 賓語(yǔ)從句中的主謂結(jié)構(gòu)從屬于主語(yǔ)，因?yàn)樗亲鳛檎麄€(gè)句子的賓語(yǔ)部分而存在。
二、了解讓句子變長(zhǎng)的原因
相信很多學(xué)生對(duì)此有同感：閱讀文章里的長(zhǎng)句讀著讀著就迷失了，讀了結(jié)尾就不知道開(kāi)頭在哪了。 而寫(xiě)作文時(shí)要秀一下長(zhǎng)句卻往往心有意而力不足。接著我們就來(lái)看看是什么讓英語(yǔ)句子變長(zhǎng)了?真的總是如學(xué)生抱怨的那樣，太多從句了嗎?
比如：(劍橋7， Yet in 826, with only pegs and wedges to keep his wooden structure upright, the master builder Kobodaishi had no hesitation in sending his majestic Toji pagoda soaring fifty-five metres into the sky-nearly half as high as the Kasumigaseki skyscraper built some eleven centuries later.)
這個(gè)句子雖然看似很長(zhǎng)，但其實(shí)是一個(gè)簡(jiǎn)單句。 主語(yǔ)是the master builder Kobodaishi，謂語(yǔ)和賓語(yǔ)是had no hesitation in doing sth, 所以主干意思就是Kobodaishi建筑大師毫不猶豫去做了某件事情。至于yet in 826這是一個(gè)時(shí)間狀語(yǔ), with only pegs and wedges to keep his wooden structure upright 這也是with引導(dǎo)的一個(gè)伴隨狀語(yǔ)，nearly half as high as the Kasumigaseki skyscraper built some eleven centuries later這個(gè)補(bǔ)語(yǔ)，用來(lái)補(bǔ)充說(shuō)明fifty-five metres into the sky究竟是有多高。由這個(gè)例子，我們可以得出一些附屬句子成分像狀語(yǔ)和補(bǔ)語(yǔ)會(huì)讓句子變長(zhǎng)。
再來(lái)看一個(gè)句子，比如(劍橋5，Much attention has focused on erosion along major trails, but perhaps more important are the deforestation and impacts on water supplies arising from the need to provide tourists with cooked food and hot showers. )
這個(gè)句子里有2套主謂結(jié)構(gòu)，一個(gè)是 attention has focused on, 另外一個(gè)是 more important are deforestation and impacts 并且這2套主謂結(jié)構(gòu)由but相連，屬于一個(gè)并列句。對(duì)剩下成分進(jìn)行分析，我們發(fā)現(xiàn)，erosion后面有個(gè)短語(yǔ)along major trails, 這個(gè)是用來(lái)修飾限定erosion的，即主要步道沿路的侵蝕，impacts on water supply后面也有一個(gè)修飾成分arising from the need to provide tourists with cooked food and hot showers. 因?yàn)樾枰o游客提供熟食和熱水澡而引發(fā)的對(duì)水供給造成的影響。
簡(jiǎn)而言之，講到長(zhǎng)句，學(xué)生們不需要直接把它們與從句等同起來(lái)。句子變長(zhǎng)，還有一部分原因是因?yàn)榫渥又星度肓撕芏喔綄俪煞直热缯f(shuō)狀語(yǔ)，定語(yǔ)和補(bǔ)語(yǔ)。我們可以利用這個(gè)規(guī)律，在讀長(zhǎng)句時(shí)有意識(shí)地先把這些附屬成分先略去不看，先把主干(即主謂)找出來(lái)，那我們對(duì)句子的理解肯定也能做到八九不離十了。
三、了解一些不常見(jiàn)的句子結(jié)構(gòu)
一些有著特殊結(jié)構(gòu)的句子也成了閱讀中的攔路虎。
1. 強(qiáng)調(diào)句
比如：(劍橋7，It was only thirty years ago that the building industry felt confident enough to erect office blocks of steel and reinforced concrete that had more than a dozen floors.)
理解強(qiáng)調(diào)句的時(shí)候可以先將其還原成正常語(yǔ)序的句子，便于理解。 The building industry felt confident enough to erect office blocks of steel and reinforced concrete that had more than a dozen floors only thirty years ago. 建筑行業(yè)才開(kāi)始有信心去建立辦公大樓，辦公大樓是鋼筋混凝土結(jié)構(gòu)，辦公大樓超過(guò)12層，盡僅僅30年前。重新組合一下這些短句的順序，就變成建筑行業(yè)是從30年前才開(kāi)始有信心建造超過(guò)12層樓高的鋼筋混凝土結(jié)構(gòu)的辦公大樓。
2. 倒裝句
比如：(Down came the “white only” notices in buses, hotels, trains, restaurants, sporting events, rest rooms and on park benches that once could be found everywhere throughout the South.)
這句話因?yàn)榘裠own放句首了，用了倒裝的結(jié)構(gòu)，正常順序應(yīng)該是the “white only” notices came down in buses, hotels, trains, restaurants, sporting events, rest rooms and on park benches that once could be found everywhere throughout the South. ‘in buses, hotels, trains, restaurants, sporting events, rest rooms and on park benches’這個(gè)介詞短語(yǔ)作為后置定語(yǔ)修飾notices。介詞短語(yǔ)后面還有一個(gè)that引導(dǎo)的定語(yǔ)從句修飾notices。對(duì)倒裝完成沒(méi)有概念的同學(xué)看到這句話后說(shuō)不定還會(huì)覺(jué)得這個(gè)句子寫(xiě)錯(cuò)了。
3. the more..., the more... 句型, 翻譯成越...，越...
比如：(劍橋6，In fact, Newman believes the main reason for adopting one sort of transport over another is politics: ‘ The more democratic the process, the more public transport is favored.’)
事實(shí)上，Newman認(rèn)為采取偏向采用某種交通工具的主要原因是政治：“過(guò)程越民主，公共交通就越受歡迎。”)
4. 賓語(yǔ)+賓補(bǔ)
比如：(劍橋7，F(xiàn)ood production has kept pace with soaring population mainly because of the expansion of artificial irrigation systems that make possible the growth of 40% of the world’s food.)
主干是food production has kept pace with soaring population 糧食生產(chǎn)跟上了人口飆升的步伐，后面跟了一個(gè)because of artificial irrigation短語(yǔ)作原因狀語(yǔ)，并且在irrigation systems后面還跟了一個(gè)定語(yǔ)從句that make possible the growth of 40% of the world’s food 來(lái)修飾irrigation systems。在這個(gè)定語(yǔ)從句里， make possible the growth of 40% of the world’s food這個(gè)就是賓語(yǔ)加賓語(yǔ)補(bǔ)足語(yǔ)的結(jié)構(gòu)，the growth of 40% of the world’s food 是賓語(yǔ)，possible是補(bǔ)充說(shuō)明賓語(yǔ)的結(jié)果，合起來(lái)就是make the growth of 40% of the world’s food possible。但是為了不讓只有一個(gè)單詞possible作補(bǔ)語(yǔ)看起來(lái)太單薄，就將它和he growth of 40% of the world’s food換了位置。但是學(xué)生在讀句子的時(shí)候，應(yīng)該要自動(dòng)幫它們還原。
總結(jié)：
總的來(lái)說(shuō)，考生們很習(xí)慣地把閱讀中的理解障礙歸因于詞匯量不夠，但是如果對(duì)句子結(jié)構(gòu)不熟練的話，一樣會(huì)存在閱讀困難，因?yàn)閷W(xué)生往往發(fā)現(xiàn)無(wú)法將每個(gè)詞的意思竄連成意思合理的句子。本文嘗試將雅思長(zhǎng)難句中經(jīng)常出現(xiàn)的難點(diǎn)給學(xué)生作了一個(gè)總結(jié)，首先學(xué)生需要了解英語(yǔ)句子的基本句子結(jié)構(gòu)，在分析長(zhǎng)句時(shí)，把主謂結(jié)構(gòu)都先找出來(lái)，分清楚哪些是主句主謂結(jié)構(gòu)，哪些是從句主謂結(jié)構(gòu)，了解從句的功能。其次，不要受一些附屬結(jié)構(gòu)的影響，像是定語(yǔ)、狀語(yǔ)、補(bǔ)語(yǔ)，這些成分可以在分析完主謂結(jié)構(gòu)后再加入進(jìn)去理解。最后，要注意一些特殊句型，特殊句型的數(shù)量并不多，平時(shí)的備考中不需要花很多時(shí)間就可以學(xué)習(xí)完?？忌鷤?cè)趥淇佳潘奸喿x時(shí)，應(yīng)該要重視句子分析的能力，當(dāng)這種能力變成一種習(xí)慣的時(shí)候，長(zhǎng)句就不再會(huì)是閱讀攔路虎了。
雅思閱讀全真?？碱}:智力的開(kāi)端
The beginning of intelligence
A No one doubts that intelligence develops as children grow older. Yet the concept of intelligence has proved both quite difficult to define in unambiguous terms and unexpectedly controversial in some respects. Although, at one level, there seem to be almost as many definitions of intelligence as people who have tried to define it, there is broad agreement on two key features. That is, intelligence involves the capacity not only to learn from experience but also to adapt to one's environment. However, we cannot leave the concept there. Before turning to what is known about the development of intelligence, it is necessary to consider whether we are considering the growth of one or many skills. That question has been tackled in rather different ways by psychometricians(心理測(cè)量師)and by developmentalists.
B The former group has examined the issue by determining how children's abilities on a wide range of tasks intercorrelate, or go together. Statistical techniques have been used to find out whether the patterns are best explained by one broad underlying capacity, general intelligence, or by a set of multiple, relatively separate, special skills in domains such as verbal and visuospatial ability. While it cannot be claimed that everyone agrees on what the results mean, most people now accept that for practical purposes it is reasonable to suppose that both are involved. In brief,the evidence in favour of some kind of general intellectual capacity is that people who are superior (or inferior) on one type of task tend also to be superior (or inferior) on others. Moreover, general measures of intelligence tend to have considerable powers to predict a person's performance on a wide range of tasks requiring special skills. Nevertheless, it is plain that it is not at all uncommon for individuals to be very good at some sorts of task and yet quite poor at some others.
C Furthermore the influences that affect verbal skills are not quite the same as those that affect other skills. This approach to investigating intelligence is based on the nature of the task involved, but studies of age-related changes show that this is not the only, or necessarily the most important, approach. For instance, some decades ago, Horn and Cattell argued for a differentiation between what they termed 'fluid' and 'crystallised' intelligence. Fluid abilities are best assessed by tests that require mental manipulation of abstract symbols. Crystallised abilities, by contrast, reflect knowledge of the environment in which we live and past experience of similar tasks; they may be assessed by tests of comprehension and information. It seems that fluid abilities peak in early adult life, whereas crystallised abilities increase up to advanced old age.
D Developmental studies also show that the interconnections between different skills vary with age. Thus in the first year of life an interest in perceptual patterns is a major contributor to cognitive abilities, whereas verbal abilities are more important later on. These findings seemed to suggest a substantial lack of continuity between infancy and middle childhood. However, it is important to realize that the apparent discontinuity will vary according to which of the cognitive skills were assessed in infancy. It has been found that tests of coping with novelty do predict later intelligence. These findings reinforce the view that young children's intellectual performance needs to be assessed from their interest in and curiosity about the environment, and the extent to which this is applied to new situations, as well as by standardised intelligence testing.
E These psychometric approaches have focused on children’s increase in cognitive skills as they grow older. Piaget (著名兒童教育學(xué)家) brought about a revolution in the approach to cognitive development through his arguments (backed up by observations) that the focus should be on the thinking processes involved rather than on levels of cognitive achievement. These ideas of Piaget gave rise to an immense body of research and it would be true to say that subsequent thinking has been heavily dependent on his genius in opening up new ways of thinking about cognitive development. Nevertheless, most of his concepts have had to be so radically revised, or rejected, that his theory no longer provides an appropriate basis for thinking about cognitive development. To appreciate why that is so, we need to focus on some rather different elements of Piaget’s theorising.
F The first element, which has stood the test of time, is his view that the child is an active agent of learning and of the importance of this activity in cognitive development. Numerous studies have shown how infants actively scan their environment; how they prefer patterned to non-patterned objects, how they choose novel over familiar stimuli, and how they explore their environment as if to see how it works. Children's questions and comments vividly illustrate the ways in which they are constantly constructing schemes of what they know and trying out their ideas of how to fit new knowledge into those schemes or deciding that the schemes need modification. Moreover, a variety of studies have shown that active experiences have a greater effect on learning than comparable passive experiences. However, a second element concerns the notion that the development proceeds through a series of separate stages that have to be gone through step-by-step, in a set order, each of which is characterized by a particular cognitive structure. That has turned out to be a rather misleading way of thinking about cognitive development, although it is not wholly wrong.
Questions 14-17
Choose the correct letter, A, B, C, or D.
Write your answers in boxes 27-30 on your answer sheet
14 Most researchers accept that one feature of intelligence is the ability to
A change our behaviour according to our situation.
B react to others' behaviour patterns.
C experiment with environmental features.
D cope with unexpected setbacks.
15 What have psychometricians used statistics for?
A to find out if cooperative tasks are a useful tool in measuring certain skills
B to explore whether several abilities are involved in the development of intelligence
C to demonstrate that mathematical models can predict test results for different skills
D to discover whether common sense is fundamental to developing children's abilities
16 Why are Horn and Cattell mentioned?
A They disagreed about the interpretation of different intelligence tests.
B Their research concerned both linguistic and mathematical abilities.
C They were the first to prove that intelligence can be measured by testing a range of special skills.
D Their work was an example of research into how people's cognitive skills vary with age.
17 What was innovative about Piagct's research?
A He refused to accept that children developed according to a set pattern.
B He emphasised the way children thought more than how well they did in tests.
C He used visually appealing materials instead of traditional intelligence tests.
D He studied children of all ages and levels of intelligence.
Questions 18-22
Do the following statements agree with the information given in Reading Passage 3?
In boxes 31-36 on your answer sheet, write
YES if the statement is true
NO if the statement is false
NOT GIVEN if the information is not given in the passage
18 A surprising number of academics have come to the same conclusion about what the term intelligence means.
19 A general test of intelligence is unlikely to indicate the level of performance in every type of task.
20 The elderly perform less well on comprehension tests than young adults.
21 We must take into account which skills are tested when comparing intelligence at different ages.
22 Piaget's work influenced theoretical studies more than practical research.
Questions 23-26
Complete the summary using the list of words, A-1, below.
Write your answers in boxes 37-40 on your answer sheet.
Researchers investigating the development of intelligence have shown that 23 skills become more significant with age. One good predictor of 24 intelligence is the degree to which small children are 25 about their surroundings and how much interest they show on finding themselves in an 26 setting.
A adult B practical C verbal
D spatial E inquisitive F uncertain
G academic H plentiful I unfamiliar
文章題目：早期的智商研究
篇章結(jié)構(gòu)
體裁
議論文
題目
早期的智商研究
結(jié)構(gòu)
（一句話概括每段大意）
A段：智商概念的定義
B段：研究智商的方法和結(jié)果
C段：智商對(duì)口語(yǔ)方面和其他方面的不同影響
D段：不同技巧會(huì)隨著年齡而變化的原因
E段：Piaget關(guān)于兒童認(rèn)知發(fā)展的觀點(diǎn)
F段: Piaget理論的兩個(gè)方面對(duì)比
試題分析
Question 14-26
題目類型：
題號(hào)
定位詞
文中對(duì)應(yīng)點(diǎn)
題目解析
14
One feature,
ability
A段第三，四句Two key features,
Not only…but also, to adapt to one’s environment
A段第三句說(shuō)有兩種特點(diǎn)，后一句用并列結(jié)構(gòu)說(shuō)不僅…而且包括適應(yīng)環(huán)境的能力,其中adapt, environment，同義替換選項(xiàng)A的change behavior, situation
因此，本題答案為A
15
Psychometricians,
Statistics, for
B段第二句Statistical techniques,
Explained by
B段第二句說(shuō)心理測(cè)量師用統(tǒng)計(jì)技術(shù)來(lái)解釋一種廣泛的能力或一系列獨(dú)立特殊的技能，與選項(xiàng)B中to explore, several abilities對(duì)應(yīng)
因此，本題答案為B
16
Why, Horn, Cattell
C段第二，三句For instance,
Studies of age-related changes
C段第三句提到了Horn 和Cattell, 是舉例子，所以往前一句找到例子支持的觀點(diǎn)，即第二句，說(shuō)與年齡相關(guān)的智商的變化說(shuō)明這不是唯一或最重要的方法，與選項(xiàng)D中vary with age 同義替換
因此，本題答案為D
17
Innovative,
Piaget research
E段第二句Revolution,
His argument
E段第二句focus on thinking processes rather than on levels of achievements,他認(rèn)為焦點(diǎn)應(yīng)該集中在兒童思維的過(guò)程而不是認(rèn)知水平，與選項(xiàng)B的the way children thought more than how well they did 同義替換
因此，本題答案為B
18
Number of academics, same conclusion, term
A段第二句
Yet, concept, difficult to define, controversial
A段第二句說(shuō)，智商這個(gè)概念很難準(zhǔn)確地定義也存在爭(zhēng)議，選項(xiàng)說(shuō)come to the same conclusion,與原文意思相反，錯(cuò)
因此，本題答案為NO
19
General test, unlikely, level of performance, every type of task
B段第五，六句General measures, wide range of tasks, nevertheless, good and yet poor
B段最后兩句說(shuō)，測(cè)量可預(yù)測(cè)出一個(gè)人在任務(wù)中的表現(xiàn)，然而也可能有人在某些方面很出色，但在其他方面很吃力，選項(xiàng)與原文語(yǔ)義相符
因此，本題答案為YES
20
Elderly, comprehension test, less than, young adults
C段第三至六句Fluid ability peak in early adult, whereas, crystallised ability increase to old age
C段例子中說(shuō)流動(dòng)智商和固定智商的測(cè)量依據(jù)不同，一個(gè)是大腦控制符號(hào)的能力，一個(gè)是對(duì)理解和信息測(cè)試；最后一句說(shuō)流動(dòng)智商在剛成年達(dá)到頂峰，而固定智商隨年齡的增加而增長(zhǎng)；選項(xiàng)說(shuō)elderly perform less well on comprehension,與原文意思相反，錯(cuò)
因此，本題答案為NO
21
Which skills, comparing at different ages
D段第一句Studies show,
Interconnections,
Different skills, vary with age
D段首句說(shuō)研究表明不同技巧之間的關(guān)聯(lián)隨年齡的變化而變化，最后一句說(shuō)研究結(jié)果加強(qiáng)了這種看法，選項(xiàng)與原文相符
因此，本題答案為YES
22
Piaget’s work, theoretical study, more than, practical research
E段第二句至段尾
E段第二句開(kāi)始說(shuō)，Piaget提出了革命性的觀點(diǎn)，并引發(fā)了大量的研究，而選項(xiàng)中的比較是原文沒(méi)有的
因此，本題答案為NOT GIVEN
23
Skills, more significant,
age
D段第一，二句
D段第一句說(shuō)研究表明不同技巧隨著年齡變化，第二句轉(zhuǎn)折說(shuō)之后對(duì)口頭能力方面的影響更大whereas verbal abilities are more important later on
因此，本題答案為C
24
Good predictor, degree, small children
D段第五句
D段第五句說(shuō)發(fā)明出了通過(guò)創(chuàng)新來(lái)預(yù)測(cè)成年之后的智商測(cè)試 tests of coping with novelty do predict later intelligence, later同義替換 adult
因此，本題答案為A
25
Small children, surroundings
D段最后一句
D段最后一句并列的前半句，young children’s ……from their interest in and curiosity about the environment, interest and curiosity 同義替換 inquisitive
因此，本題答案為E
26
And, how much, setting
D段最后一句
D段最后一句的后半句，and the extent ……to new situations, new 同義替換 unfamiliar
因此，本題答案為I
參考譯文：
早期的智商研究
A 沒(méi)有人會(huì)質(zhì)疑隨著兒童的成長(zhǎng)，他的智商也會(huì)相應(yīng)地得到發(fā)展。對(duì)于“智商”這個(gè)概念，既是很難用準(zhǔn)確的術(shù)語(yǔ)定義，也沒(méi)有想到會(huì)在很多方面存在爭(zhēng)議。盡管從某種水平上來(lái)講，已經(jīng)有很多關(guān)于智商的不同的定義，因?yàn)榭偸怯泻芏嗳讼胍o它下定義.但是有兩點(diǎn)是人們普遍贊同的。也就是說(shuō)，智商不僅包括從經(jīng)驗(yàn)中學(xué)習(xí)的能力還包括適應(yīng)環(huán)境的能力。但是，它的概念遠(yuǎn)不止這些，在談?wù)撽P(guān)于智商的發(fā)展之前，有必要先考慮一下若干技巧的成熟，而這個(gè)問(wèn)題被心理測(cè)量師和發(fā)展心理學(xué)家以不同的方式在進(jìn)行著研究。(第31題,27題)
B 前者通過(guò)測(cè)試兒童在一系列不相關(guān)的任務(wù)的完成能力來(lái)進(jìn)行研究。他們使用了統(tǒng)計(jì)技術(shù)來(lái)最好地解釋是否存在一種廣泛存在的能力，也就是普遍智商，或是一系列相對(duì)獨(dú)立特殊的技能存在于像口頭和視覺(jué)空間方面。但是并不是每個(gè)人都接受研究結(jié)果的含義，大多數(shù)人認(rèn)為處于實(shí)踐方面的意義，上述兩者應(yīng)該是并存的，這樣的解釋才是合理的。簡(jiǎn)而言之，一些支持普遍智商存在的證據(jù)體現(xiàn)在在一種任務(wù)的完成過(guò)程中表現(xiàn)出色(或遜色)的人往往在完成其它任務(wù)時(shí)也更勝一籌(或更差一些)。此外，普遍智商的測(cè)量可以在很大程度上預(yù)計(jì)出一個(gè)人在一系列其它需要特定技能的任務(wù)中的表現(xiàn)。然而，很顯然，也有可能盡管有的人在某些方面很出色，但是在其它方面很吃力。(第28題,32題)
C 會(huì)對(duì)口語(yǔ)方面造成的影響和對(duì)其它方面的影響不太一樣。研究智商的方法是基于任務(wù)本身的性質(zhì)的，但是對(duì)于年齡相關(guān)的智商的變化表明這不是唯一的或是一定是最重要的方法。比方說(shuō)，幾十年前，Horn和Cattell—直在爭(zhēng)論他們所謂的“流動(dòng)智商”和“固定智商”之間的區(qū)分，流動(dòng)智商是依據(jù)對(duì)大腦控制抽象符號(hào)的能力來(lái)測(cè)量的，而固定智商是通過(guò)針對(duì)理解和信息的測(cè)試來(lái)衡量的。似乎流動(dòng)智商在人剛成年的時(shí)候達(dá)到頂峰(peak in)，而固定智商會(huì)隨著年齡的增加而增長(zhǎng)(advanced)。(第 29 題，33 題)
D 發(fā)展學(xué)的研究也表明不同的技巧之間的相互關(guān)聯(lián)隨著年齡的變化而變化。因此在人一歲的時(shí)候，對(duì)于感知類型方面表現(xiàn)出的興趣是認(rèn)知能力提高的一個(gè)重要因素，但是之后其對(duì)口頭能力方面的影響更大。這些研究結(jié)果似乎表明嬰兒和童年初期之間缺乏一個(gè)連續(xù)性。但是要意識(shí)到這種明顯的不連續(xù)性會(huì)因測(cè)量的嬰兒的能力的不同而變化。已經(jīng)發(fā)明出了通過(guò)創(chuàng)新來(lái)預(yù)測(cè)成年之后(later)的智商的測(cè)試。一直以來(lái)，人們認(rèn)為需要通過(guò)測(cè)驗(yàn)兒童對(duì)環(huán)境表現(xiàn)出來(lái)的興趣和好奇心以及他們對(duì)于陌生環(huán)境能應(yīng)用出來(lái)的程度以及標(biāo)準(zhǔn)智力測(cè)試的評(píng)估來(lái)衡量?jī)和闹橇Ρ憩F(xiàn)，而這些研究結(jié)果則加強(qiáng)了這種看法。(第37-40題)
E 這些心理測(cè)量的方法著重在兒童在年齡增長(zhǎng)時(shí)所伴隨的認(rèn)知技巧的提高。皮亞杰(著名兒童教育學(xué)家)卻在這個(gè)領(lǐng)域掀起了一場(chǎng)革命，他認(rèn)為，焦點(diǎn)應(yīng)該集中在兒童的思維(thought)過(guò)程而不是認(rèn)知(did)的水平。(第30題)皮亞杰的觀點(diǎn)引發(fā)了大量的研究，可以說(shuō)是他開(kāi)的先河才導(dǎo)致了后續(xù)人們對(duì)于思維認(rèn)知發(fā)展方向的研究。然而因?yàn)樗岢龅拇蠖鄶?shù)的概念己經(jīng)從根本上被改變了或是被否定了，以至于他的理論不再對(duì)兒童認(rèn)知發(fā)展的研究提供合理的基礎(chǔ)支持。(第35題 NOT GIVEN)
F 他理論的第一個(gè)方面經(jīng)受住了時(shí)間的檢驗(yàn)：兒童是積極學(xué)習(xí)的主體，而這對(duì)于認(rèn)知發(fā)展是非常重要的。(第36題，他的理論并沒(méi)有完全被認(rèn)為一無(wú)是處discredited…)無(wú)數(shù)的研究已經(jīng)表明嬰兒就已經(jīng)開(kāi)始積極地觀察周圍的環(huán)境，他們傾向于選擇有固定模式的事物，他們會(huì)因?yàn)榧胰说拇碳ざx擇新鮮事物，他們積極地探索環(huán)境是為了弄明白周圍的世界是怎么運(yùn)轉(zhuǎn)的。兒童的問(wèn)題和對(duì)事物的評(píng)論生動(dòng)地展示了他們一直在構(gòu)建自己已知事物的模式，并且試圖將新的知識(shí)融入到這個(gè)模式中，或是認(rèn)為這個(gè)模式需要修正。此外，一系列的研究表明主動(dòng)的經(jīng)驗(yàn)要比被動(dòng)的經(jīng)驗(yàn)在學(xué)習(xí)方而有更大的影響。但是他理論的第二個(gè)方面：認(rèn)為兒童認(rèn)知的發(fā)展是分為若干獨(dú)立的階段，而且這些階段要以固定的順序逐一地經(jīng)過(guò)，而每一個(gè)階段都有一個(gè)特定的認(rèn)知結(jié)構(gòu)——被證明是一個(gè)在研究認(rèn)真發(fā)展方而相當(dāng)誤導(dǎo)人的方法，盡管它并不是一無(wú)是處。
參考答案：
Version 20113 主題 早期的智力發(fā)展
14
A
15
B
16
D
17
B
18
NO
19
YES
20
NO
21
YES
22
NOT GIVEN
23
C
24
A
25
E
26
I
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