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(1). The fact that we are not sure what ’intelligence’ is, nor what is passed on, does not prevent us from finding it a very useful working concept, and placing a certain amount of reliance on tests which ’measure’ it.

我不能确定"智力"是什么,也不能确定所衡量的是什么,但这并不妨碍我们认为它是一种非常有用的工作概念,也不妨碍我们在很大程度上信赖各种测验来测定它。

(2). In an intelligence test we take a sample of an individual’s ability to solve puzzles and problems of various kinds, and if we have taken a representative sample it will allow us to predict successfully the level of performance he will reach in a wide variety of occupations.

在一次智力测验中，我们取样测验一个人的解决各种难题和问题的能力，如果我们取了代表样本，我们就可以有效地预测此人在各种职业中将获得何种程度的成就。

(3). This became of particular importance when, as a result of the 1944 Education Act, secondary schooling for all became law, and grammar schools, with the exception of a small number of independent foundation schools, became available to the whole population.

由于1944年教育法案的结果，普及中等教育已成为法律，中等学校(少数独立的基金会学校除外)向全体人民开放，这一点就显得尤为突出。

(4). Since the number of grammar schools in the country could accommodate at most approximately 25 per cent of the total child population of eleven-plus, some kind of selection had to be made.

由于全国中等学校的数目最多能容纳11岁以上儿童总数为25%左右,所以只好作某种选拔。

(5). Narrowly academic examinations and tests were felt, quite rightly, to be heavily weighted in favor of children who had had the advantage of highly-academic primary schools and academically biased homes.

有人认为,严格的学院式考试和测验,对那些注重书本知识的小学和家庭中学术气氛很浓的儿童很有利。

(6). Intelligence tests were devised to counteract this narrow specialization, by introducing problems which were not based on specifically scholastically acquired knowledge.

设计智力测验为的是抵消这种狭隘的专业化教育,其方法是引入一些并非只考查从书本上获得知识的题目。

(7). The intelligence test is an attempt to assess the general ability of any child to think, reason, judge, analyze and synthesize by presenting him with situations, both verbal and practical, which are within his range of competence and understanding.

智力测验是一种评价儿童思考、推理、判断、分析和综合能力的尝试,给他提供一些情景,有文字的,也有实际运用的,而这些情景要在他能胜任和理解的范围之内。

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