Cambridge IELTS 14, Test 3, Reading Passage 1: The Concept of Intelligence Solution with Answer Key
Cambridge IELTS 14, Test 3: Reading Passage 1; The Concept of Intelligence Solution with Answer Key. Here we will discuss detailed explanation of all the questions of the passage. Here is step by step Solution with Tips and Strategies. This post is for educational purpose only. If you find difficulties in reading passage to find the right answer in the exam, just read the post carefully. Tips and strategies will help you find the right answer.
The Concept of Intelligence
IELTS Cambridge 14, Test 3, Academic Reading Module, Reading Passage 1: The Concept of Intelligence
Questions 1-3: Identifying Information
Tips: Step by step guide How To Solve Information Matching Question In IELTS Reading Module
Question 1: information about how non-scientists’ assumptions about intelligence influence their behaviour towards others
Solution: Keywords: non-scientist’s assumptions, intelligence, influence, behaviour towards others,
Now, the answer is in paragraph B where the writer gives reference to the assumptions (theories) of non-scientists such as parents, people in job
interviews and other general people. Let’s take a look at lines 4-7, “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, behaviour with others is a kind of cognitive task,
Answer: B
Question 2: a reference to lack of clarity over the definition of intelligence
Solution: Keywords for the question: lack of clarity, definition of intelligence,
Now, scan in the first of paragraph A. Take a close look. “. .. . no one knows what it actually is. This chapter addresses how people conceptualize intelligence, whatever it may actually be.”
Here, the lines suggest that our idea about the definition of intelligence will be clear reading this chapter.
Answer: A
Question 3: the point that a researcher’s implicit and explicit theories may be very different
Solution: Keywords: researcher’s, implicit, explicit, theories, may be, different,
Now, read the first lines of paragraph D. Here, the author states, “…implicit theories can be useful when an investigator suspects that existing explicit theories are wrong or misleading.” This means implicit theories may be right when explicit theories are wrong.
Answer: D
Questions 4-6: Yes, No, Not Given
Tips: Step by step guide how to solve Yes, No, Not Given in IELTS Reading Module.
Question 4: Slow language development in children is likely to prove disappointing to their parents.
Solution: Keywords: slow language development, likely to prove, disappointing,
Now, scan in paragraph B, the reference of ‘language development in children’ ; but there is no mention of any slow or fast language learning.
Answer: NOT GIVEN
Question 5: People’s expectations of what children should gain from education are universal.
Solution: Keywords: expectations, what children should gain, education, universal
Now, scan in paragraph E. Take a look at lines 2-6, “. … . .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.” Here, these lines indicate that expectations of what children should achieve, learn or gain for education are not universal; it differs for their age and the culture in which they are brought up.”
Answer: NO
Question 6: Scholars may discuss theories without fully understanding each other.
Solution: Keywords: scholars, may discuss, without, understanding,
Now, scan in the paragraph J, lines 4-6 … .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 noted here that scholars may consult with each other about the theories sometimes without fully understanding each other’s point.
Answer: YES
Questions 7-13: Matching Statements with Correct Theory
Tips: How to solve matching statement with theory
Question 7: It is desirable for the same possibilities to be open to everyone.
Solution: Keywords: desirable, same possibilities, open to everyone.
Now, the answer in found in Section H, in the very opening line, “The Jeffersonian view is that people should have equal opportunities, …. ….” Here, people should have = desirable, equal opportunities = same opportunities.
Answer: B (Jeffersonian)
Question 8: No section of society should have preferential treatment at the expense of another.
Solution: Keywords: no section, preferential treatment, expense of another.
Now, the last line of Section I has the answer. The author writes, “. .. In this view, we do not need or want any institutions that might lead to favouring one group over another.”
Here, favouring one group over another = preferential treatment at the expense of another
Answer: C (Jacksonian)
Question 9: People should only gain benefits on the basis of what they actually achieve.
Solution: Keywords: should, gain benefits, what they actually achieve.
Now, the answer is found at the end of section H. Take a look at this line, “. .. . .to allow children the opportunities to make full use of the skills they have.”
Here, allow children the opportunities = people should only gain benefits, skills they have = what they actually achieve,
Answer: B (Jeffersonian)
Question 10: Variation in intelligence begins at birth.
Solution: Keywords: variation, intelligence, begins, birth.
Now, the answer can be traced in section G, in the very beginning. The writer says, “ . . .people are born with different levels of intelligence . .. . .”
Here, different levels = variation
Answer: A (Hamiltonian)
Question 11: The more intelligent people should be in positions of power.
Solution: Keywords: more intelligent people, positions of power.
Now, the answer for this question is found in lines 4-7 of Section G, “.. . seem to have shared this belief when they wrote about the emergence of a cognitive (high-IQ) elite, which eventually would have to take responsibility for the largely irresponsible masses of non-elite (low IQ) people who cannot take care of themselves.”
Here, cognitive (high-IQ) elite = more intelligent people, eventually would have to take responsibility = should be in positions of power
Answer: A (Hamiltonian)
Question 12: Everyone can develop the same abilities.
Solution: Keywords: everybody, develop, same abilities,
Now, the answer can be traced in the middle of Section I. “… . . people are essentially intersubstitutable except for specialized skills, all of which can be learned.”
Answer: C (Jacksonian)
Question 13: People of low intelligence are likely to lead uncontrolled lives.
Solution: Keywords: low intelligence, likely to, lead, uncontrolled lives.
Now, the last few lines of Section G give us the answer. First the writer says in lines 6-7, “ . . .for the largely irresponsible masses of non-elite (low-IQ) people who cannot take care of themselves.”
Then in the last lines the author mentions, “.. .Left to themselves, the unintelligent would create, as they always have created, a kind of chaos.”
Here, chaos means disorder which is the result of irresponsible people’s lifestyle.
Answer: A (Hamiltonian)
The-concept-of-intelligence Answer Sheet
