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　　“Intellingence”at best is an assumptive construct—the meaning of the word has never been clear.（71）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 ue of verbal and mathematical symbols in solving problems.An intelligence test is a rough measure of a child’s capacity 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.（72）To criticise it for such failure is roughly comparable to criticising 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.

　　（73）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.（74）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”.（75）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.

　　1992年英译汉试题参考译文

　　“智力”充其量只是一个假设性的概念，因为智力的含义从来就是模糊的。（71）人们对智力所指的不同表现，比对这些表现如何进行解释或分类，看法更为一致。但是一般认为，智力好的人是能够迅速领会思想、区分事物、进行逻辑推理并运用文字和数字符号来解决问题的人。智力测验只是粗略衡量一个儿童学习学校所要求的不同知识的能力。智力测验并不测定人的品格、社会适应能力、身体耐力、手工技能或艺术才能。智力测试没有这样的任务，因为它并不是为这样的用途而设计的。（72）批评智力测试不反映上述情况，就犹如批评温度计不测风速一样。

　　我们要注意的另一件事是，对任何测试对象的智力评估基本上是比较而言的事。

　　（73）既然对智力的评估是比较而言的事，那么我们必须确保，在对我们的对象进行比较时，我们所使用的尺度能提供“有效的”或“公平的”比较。由此而产生一些引起我们关注的问题。进行任何测试至少要包含三个因素:尽力考好测试的意向，了解要参加考试所需要的知识，以及做这件事情的智能。（74）如果要从智力方面进行任何比较的话，那么对所有比较对象来说，前两个因素必须是一样的。在我们培养的学生中，上述设想可以公平合理。这就完全证明了智力测试的价值。它的价值当然就在它对预测提供了满意的依据。没有人丝毫会对一个儿童在测试中所取得的分数感兴趣。我们感兴趣的是，我们能否从他测试的成绩中得出结论:这个儿童和与他年龄相同的其他儿童相比，在完成我们认为需要“一般智力”的任务时，他会做得更好还是更差。（75）总的来说，得出这种结论是有一定程度把握的，但是必须具备两个条件:能够假定这个孩子对测试的态度和与他比较的另一些孩子的态度相同;他也没有因为缺乏别的孩子已掌握的有关知识而被扣分。