2015年考研英语阅读理解考前专项训练（62）
发布时间：2012/11/2 12:58:31 来源：城市网学院 编辑：admin
[英译汉]
Much of the excitement among investigators in the field of intelligence derives from their trying to determine exactly what intelligence is. Different investigators have emphasized different aspects 0f intelligence in their definitions. （1）For example, in a 1921 symposium on the definition of intelligence, the American psychologist Lewis M. Terman emphasized the ability to think abstractly, while another American psychologist, Edward L. Thorndike, emphasized learning and the ability to give good responses to questions. In a similar 1986 symposium, however, psychologists generally agreed on the importance of adaptation to the environment as the key to understanding both what intelligence is and what it does. Such adaptation may occur in a variety of environmental situations. （2）For example, a student in school learns the material that is required to pass or do well in a course; a physician treating a patient with an unfamiliar disease adapts by learning about the disease; an artist reworks a painting in order to make it convey a more harmonious impression. （3）For the most part, adapting involves making a change in oneself in order to cope more effectively, but sometimes, effective adaptation involves either changing the environment or finding a new environment altogether.
Effective adaptation draws upon a number of cognitive processes, such as perception, learning, memory, reasoning, and problem solving. The main trend in defining intelligence, then, is that it is not itself a cognitive or mental process, but rather a selective #bination of these processes purposively directed toward effective adaptation to the environment. （4） For example, the physician noted above learning about a new disease adapts by perceiving material on the disease in medical literature, learning what the material contains, remembering crucial aspects of it that are needed to treat the patient, and then reasoning to solve the problem of how to apply the information to the needs of the patient. Intelligence, in sum, has #e to be regarded as not a single ability but an effective drawing together 0f many abilities. （5）This has not always been obvious to investigators of the subject, however, and, indeed, much of the history of the field revolves around arguments regarding the nature and abilities that constitute intelligence. [357 words]
超纲词汇
Harmonious adj.和谐的，协调的，和睦的，悦耳的 [NextPage] 【参考译文】
（1）例如，在1921年举办的一次有关智力定义的研讨会上，美国心理学家路易斯·特曼强调抽象思维能力，而另一 位美国心理学家爱德华·桑戴克强调学习和对问题做出敏捷反应的能力。
（2）例如，学校的学生为通过一门课程或取得优秀成绩必须学习所要求学的材料；给病人看病的医生碰到疑难病症 时需要研究这种疾病；画家重画一幅画以使其更加传神。
（3）在极大程度上，适应在于自身做出改变以便更有成效地去应付。但是，在有些情况下，富有成效的适应不是需 要改变环境，就是需要寻找全然不同的新环境。
（4）例如，上面提到一位医生需要研究一种新的疾病。他采用以下步骤进行自我调适：先在医学文献中查找有关该 疾病的材料；了解材料所包含的内容；记住材料中那些治疗病人所需要的重要内容；然后考虑如何把所获得的 信息应用于给病人治病。
（5）然而，对智力课题研究人员来说，这一点并非一直很清楚。实际上，这个课题的研究史主要是围绕智力的本质 和智力所涉及的能力而进行的争论。
【句结构解析】
（1）F0r examPle，in a 1921 symposium on the de，inition of intelligemP.the American psychologist lewis M.Terman emphasized the ability to think abstractly.while another American psychologist.Edward L.Thorn dike，emphasized learning and the ability to give good responses to questions.
（2）For example a student in school[camps the material[that is requi red to pass or do well in a course]；a phy siclan rtreating a patient with an unfamiliar disease]adapts by learning about the disease；an artist reworks a painting in order to make it convey a more harmonious impression.
（3）For the mosl part，adapting involves making a change in oneself in order to cope more effectively.hut sometimes.effective adaptation involves either changing the environment or finding a new envi ronment altogether.
（4） For example, the physician [noted above][learning about a new disease] adapts by perceiving material on the disease in medical literature, learning [what the material contains], remembering crucial aspects of it [that are needed to treat the patient], and then reasoning to solve the problem of [how to apply the information to the needs of the patient].
（5） This has not always been obvious to investigators of the subject, however, and, indeed, much of the history of the field revolves around arguments [regarding the nature and abilities （that constitute intelligence）].
全文翻译
智力研究人员为何激动不已？原因是他们千方百计地想确定究竟什么是智力。不同的研究人员在各自的定义中分别强调了智力的不同方面。（1）例如，在1921年举办的一次有关智力定义的研讨会上，美国心理学家路易斯。特曼强调抽象思维能力，而另一位美国心理学家爱德华·桑戴克强调学习和对问题做出敏捷反应的能力。然而，在1986年一次类似的研讨会上提出，对环境的适应性对于理解“什么是智力”以及“智力的作用”有重要的影响，大多数心理学家对此观点表示赞同。这种适应性可以在各种各样的环境情况下出现。（2）例如，学校的学生为通过一门课程或取得优秀成绩必须学习所要求学的材料；给病人看病的医生碰到疑难病症时需要研究这种疾病画家重画一幅画以使其更加传神。（3）在极大程度上，适应在于自身做出改变以便更有成效地去应付。但是，在有些情况下，富有成效的适应不是需要改变环境，就是需要寻找全然不同的新环境。
有效适应充分利用了一系列的认知过程，比如感知、学习、记忆、推理以及解决问题。现在定义智力的主流不是把智力本身看做是一种认知或心理过程，而是在刻意地对环境做出有效适应的过程中把这些因素有选择性地结合起来。（4）例如，上面提到一位医生需要研究一种新的疾病。他采用以下步骤进行自我调适：先在医学文献中查找有关该疾病的材料；了解材料所包含的内容；记住材料中那些治疗病人所需要的重要内容；然后考虑如何把所获得的信息应用于给病人治病。总而言之，智力开始被认为是多种能力的综合而非单一能力。（5）然而，对智力课题研究人员来说，这一点并非一直很清楚。实际上，这个课题的研究史主要是围绕智力的本质和智力所涉及的能力而进行的争论。
