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　　一、考试概述：

　　本次考试的阅读部分共三篇文章，均为旧题。第一篇讲了社会发展，发展中国际的交通发展，不同时期不同的车辆。第二篇讲了IQ测试的局限性，科学家进行了不同的实验，但是现有的用途都不太符合原有目的，人们应该更多的重视能力而不只是IQ。第三篇讲了不同的动物在面临不同的路径时如何避免碰撞，讲了蚂蚁的排列。

　　二、具体题目分析

　　Passage 1：

　　题目：Practice Action

　　题型：判断题4 + 填空题4 + 流程图5

　　题号：新题

　　参考文章暂无

　　答案：

　　1. F

　　2. T

　　3. NG

　　4. T

　　5. charity

　　6. markets

　　7. daily tasks

　　8. technology

　　9. standard

　　10. patients

　　11. cushions

　　12. mechanisms

　　13. cover

　　(答案仅供参考)

　　Passage 2：

　　题目：天赋和智力

　　题型：段落细节3 + 单选题4 + 判断题 6

　　题目：新题

　　参考文章：

　　Giftedness and intelligence

　　The present work investigated three important constructs in the field of psychology: creativity, intelligence and giftedness.

　　The major objective was to clarify some aspects about each one of these three constructs, as well as some possible correlations between them. Of special interest were: (1) the relationship between creativity and intelligence - particularly the validity of the threshold theory; (2) the development of these constructs within average and above-average intelligent children and throughout grade levels; and (3) the comparison between the development of intelligence and creativity in above-average intelligent primary school children that participated in a special program for children classified as Entdeckertag (ET), against an age-class- and-IQ matched control group. The ET is a pilot program which was implemented in 2004 by the Ministry for Education, Science, Youth and Culture of the state of Rhineland-Palatinate, Germany. The central goals of this program are the early recognition of gifted children and intervention, based on the areas of German language, general science and mathematics, and also to foster the development of a child’s creativity, social ability, and more. Five hypotheses were proposed and analyzed, and reported separately within five chapters. To analyze these hypotheses, a sample of 217 children recruited from first to fourth grade, and between the ages of six and ten years, was tested for intelligence and creativity. Children performed three tests: Standard Progressive Matrices (SPM) for the assessment of classical intelligence, Test of Creative Thinking Drawing Production (TCT-DP) for the measurement of classical creativity, and Creative Reasoning Task (CRT) for the evaluation of convergent and divergent thinking, both in open problem spaces. Participants were divided according to two general cohorts: Intervention group, composed of children participating in the Entdeckertag program, and a non-intervention group, composed of children from the regular primary school. For the testing of the hypotheses, children were placed into more specific groups according to the particular hypothesis that was being tested. It could be concluded that creativity and intelligence were not significantly related and the threshold theory was not confirmed. Additionally, intelligence accounted for less than 1% of the variance within creativity; moreover, scores on intelligence were unable to predict later creativity scores. The development of classical intelligence and classical creativity throughout grade levels also presented a different pattern; intelligence grew increasingly and continually, whereas creativity stagnated after the third grade. Finally, the ET program proved to be beneficial for classical intelligence after two years of attendance, but no effect was found for creativity. Overall, results indicate that organizations and institutions such as schools should not look solely to intelligence performance, especially when aiming to identify and foster gifted or creative individuals.

　　答案：

　　1. D

　　2. E

　　3. G

　　4. limitation

　　5. 暂无

　　6. D

　　7. 暂无

　　8. NOT GIVEN

　　9. YES

　　10. YES

　　11. YES

　　12. 暂无

　　13. 暂无

　　Passage 3：

　　题名：Pattern of Nature

　　题型：段落大意题 7 + 填空题 4 + 配对题3

　　题号：新题

　　Pattern of Nature

　　参考答案

　　1-7 暂无

　　8. ants

　　9. pattern