Answer of the Concept of Intelligence with Explanation is taken from IELTS Academic Reading: Cambridge 14, Reading Test 3: Passage 1 and is aimed for candidates who have major problems in finding IELTS Reading Answers.
Download Link 1
Download Link 1
Answer of the Concept of Intelligence with Explanation is divided into three parts for your ease of navigating answer, passage, and questions, all at the same time.
Answer of Concept of Intelligence with Explanation
Tips & Process for 1-3
- Answers are never in order
- Some paragraphs may not have an answer at all and some could contain more than one answer.
- Do this question at last. Each text will have several types of questions attached to it. If you do the matching information question last, you will have a good understanding of the passage by the time you get to it. This will make it easier and quicker to complete.
- This is not matching heading so you may not find your answer in the first and last sentence of the paragraph always
- You need to be aware of synonyms
- Search for the questions with names, numbers, places and dates information to match first. It is more easy to locate them.
Tips & Process for 4-6
- Ignore anything you already know about the topic and don’t make assumptions. Base your answers on the text-only.
- The answers appear in the same order in the text as the order of the statements.
- Identify any words that qualify the statement, for example some, all, mainly, often, always and occasionally. These words are there to test if you have read the whole statement because they can change the meaning.
- Be careful when you see verbs that qualify statements, such as suggest, claim, believe and know. For example, ‘The man claimed he was a British citizen,’ and ‘The man is a British citizen’ mean two different things.
- Watch out for distractions. Know that the test setters love to use ‘distractions’ to test you. A prime example is qualifying words such as:- Ram often goes to the gym. Ram occasionally goes to the gym.
- There will be at least one of each answer type – Yes, No, Not Given. So, if you don’t have at least one of each when you’ve completed the question, you’ve made a mistake.
- You don’t need to read the whole text. First, you will scan for keywords and then you’ll read in detail the section in which they’re located to find the answer.
- Don’t look for words that exactly match those in the statements. You should also look for synonyms. Remember that you are matching meaning, not words.
- If you can’t find the information you are looking for, then it is probably ‘not given’. Don’t waste time looking for something that is not there.
- If you have no idea what the answer is put ‘not given’. You probably have no idea because the answer is not there.
|1. B||intelligence, influence, behaviour||Para B, line 4||Scan for the keywords intelligence, behaviors, influence.|
Now read intensively “For example, parent’s 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.”
Here, Non-scientists refer to normal people, and implicit theories refer to assumptions about intelligence.
|2. A||lack of clarity, intelligence||Para A||Scan for the keywords in para A: lack of clarity= no one knows, intelligence.|
Now read this line “. .. . no one knows what it actually is. This chapter addresses how people conceptualize intelligence, whatever it may actually be.”
Thus, it can be said that there is a lack of clarity over the definition of intelligence.
|3. D||researcher’s, implicit, explicit, theories||Para D||Now read intensively “if an investigation…reveals little correspondence between the extant implicit and explicit|
theories, the implicit theories may be wrong”.
Here, little correspondence means difference so it is possible that these two types of theories may be different.
|4. Not Given||language development, disappointing,||Para B||We find the keyword ‘language development in children’ in paragraph B; but there is no mention of any slow or fast language learning.|
|5. No||expectations, children education||Para E||Scan for the keywords: expectations, children, education.|
Now read deeply “people have expectations for intellectual performances that differ for children of different ages. How these expectations differ is 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.”
So, peoples expectations for intellectual performances differ for children of different ages and of different cultures for eg schooling. Therefore, these expectations are not universal (universal = not different). The statement contradicts the author’s claims.
|6. Yes||scholars, understanding,||Para J||Scan for the keywords: scholars and understanding.|
Now read intensively “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.”
So, it is true that scholars usually discuss their own theories without fully understanding (hence they are likely to miss the point) other scholars.
|7. B||desirable, same possibilities, open to everyone||Para H||Keyword synonyms and similar are given: people should have = desirable, equal opportunities = same opportunities.|
Now read this line “The Jeffersonian view is that people should have equal opportunities, …. ….”
|8. C||no section, preferential treatment||Para I||Search for the keywords and synonyms, similars: “preferential treatment= favouring one group over another”|
Now read this line “In this view, we do not need or want any institutions that might lead to favouring one group over another.” Here we= Jacksonian.
|9. B||gain benefits, achieve||Para H||No direct keyword so look for the synonyms and similarities: Here, opportunities = benefits.|
It is Jeffersonian view who believe that “people are rewarded for what they accomplish”
|10. A||variation, intelligence, birth||Para G||Scan for the keywords: variation, intelligence, begins, birth. |
Hamiltonian view people are born with different levels of intelligence”, which means variation of intelligence begins at birth.
|11. A||intelligent, positions, power||Para G||Scan for the keywords: intelligent= IQ, positions of power,|
Here, Hamilton’s view suggests that the more intelligent (They hold the positions of power like government officials or philosopher-kings) should keep the less intelligent in line (control).
|12. C||everyone, develop, same, abilities||Para I||Jacksonian holds that people are equal in terms of their competencies.|
|13. G||low intelligence, uncontrolled, lives||Para G||Hamilton believes that left to themselves, the unintelligent (ow intelligence) would create, as they always have created, a kind of chaos(uncontrolled lives).|