Adult Intelligence Reading Answers

Feb 11, 2023

Adult Intelligence Reading Answers has 14 questions that are to be answered in 40 minutes. IELTS topic-Adult Intelligence Reading Answers deals with measuring intelligence. Adult Intelligence IELTS reading question type has two kinds of questions. That is choosing the correct answer, and identifying whether a statement can correspond to the passage. Candidates need to skim through the passage for the best answer. Adult Intelligence Reading Answershelp students to prepare for IELTS exams.They can also refer to IELTS Reading practice papers.

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Section 1

Read the passage to answer the following questions

Adult Intelligence Reading Answers

Over 90 years ago, Binet and Simon delineated two different methods of assessing intelligence. These were the psychological method (which concentrates mostly on intellectual processes, such as memory and abstract reasoning) and the pedagogical method (which concentrates on assessing what an individual knows). The main concern of Binet and Simon was to predict elementary school performance independently from the social and economic background of the individual student. As a result, they settled on the psychological method, and they spawned an intelligence assessment paradigm, which has been substantially unchanged from their original tests.

With few exceptions, the development of adult intelligence assessment instruments proceeded along the same lines of the Binet-Simon tests. Nevertheless, the difficulty of items was increased for older examinees. Thus, extant adult intelligence tests were created as little more than upward extensions of the original Binet-Simon scales. The Binet-Simon tests are quite effective in predicting school success in both primary and secondary educational environments. However, they have been found to be much less predictive of success in post-secondary academic and occupational domains. Such a discrepancy provokes fundamental questions about intelligence. One highly debated question asks whether college success is actually dependent on currently used forms of measured intelligence, or if present measures of intelligence are inadequately sampling the wider domain of adult intellect. One possible answer to this question lies in questioning the preference of the psychological method over the pedagogical method for assessing adult intellect. Recent research across the fields of education, cognitive science, and adult development suggests that much of adult intellect is indeed not adequately sampled by extant intelligence measures and might be better assessed through the pedagogical method (Ackerman, 1996; Gregory, 1994).

Several lines of research have also converged on a redefinition of adult intellect that places a greater emphasis on content (knowledge) over process. Substantial strides have been made in delineating knowledge aspects of intellectual performance which are divergent from traditional measures of intelligence (e.g., Wagner, 1987) and in demonstrating that adult performance is greatly influenced by prior topic and domain knowledge (e.g., Alexander et al., 1994). Even some older testing literature seems to indicate that the knowledge measured by the Graduate Records Examination (GRE) is a comparable or better indicator of future graduate school success and post-graduate performance than traditional aptitude measures (Willingham, 1974).

Knowledge and Intelligence

When an adult is presented with a completely novel problem (e.g., memorizing a random set of numbers or letters), the basic intellectual processes are typically implicated in predicting which individuals will be successful in solving problems. The dilemma for adult intellectual assessment is that the adult is rarely presented with a completely novel problem in the real world of academic or occupational endeavors. Rather, the problems that an adult is asked to solve almost inevitably draw greatly on his/her accumulated knowledge and skills—one does not build a house by only memorizing physics formulae. For an adult, intellect is better conceptualized by the tasks that the person can accomplish and the skills that he/she has developed rather than the number of digits that can be stored in working memory or the number of syllogistic reasoning items that can be correctly evaluated. Thus, the content of the intellect is at least as important as the processes of intellect in determining an adult’s real-world problem-solving efficacy.

From the artificial intelligence field, researchers have discarded the idea of a useful general problem solver in favor of knowledge-based expert systems. This is because no amount of processing power can achieve real-world problem-solving proficiency without an extensive set of domain-relevant knowledge structures. Gregory (1994) describes the difference between such concepts as “potential intelligence” (knowledge) and “kinetic intelligence” (process). Similarly, Schank and Birnbaum (1994) say that “what makes someone intelligent is what he [/she] knows.”

One line of relevant educational research is from the examination of expert- novice differences which indicates that the typical expert is found to mainly differ from the novice in terms of experience and the knowledge structures that are developed through that experience rather than in terms of intellectual processes (e.g., Glaser, 1991). Additional research from developmental and gerontological perspectives has also shown that various aspects of adult intellectual functioning are greatly determined by knowledge structures and less influenced by the kinds of process measures, which have been shown to decline with age over adult development (e.g., Schooler, 1987; Willis & Tosti- Vasey, 1990).

Shifting Paradigms

By bringing together a variety of sources of research evidence, it is clear that our current methods of assessing adult intellect are insufficient. When we are confronted with situations in which the intellectual performance of adults must be predicted (e.g., continuing education or adult learning programs), we must begin to take account of what they know in addition to the traditional assessment of intellectual processes. Because adults are quite diverse in their knowledge structures (e.g., a physicist may know many different things than a carpenter), the challenge for educational assessment researchers in the future will be to develop batteries of tests that can be used to assess different sources of intellectual knowledge for different individuals. When adult knowledge structures are broadly examined with tests such as the Advanced Placement [AP] -and College Level Exam Program [CLEP], it may be possible to improve such things as the prediction of adult performance in specific educational endeavors, the placement of individuals, and adult educational counseling.

Section 2

Solutions and Explanations

Questions 28-34

Complete the sentences below about the reading passage. Choose your answers from the box below, and write them in boxes 28-34 on your Answer Sheet. There are more choices than sentences so you will not use them all.

The psychological method of intelligence assessment measures (28).............................

Binet and Simon wanted to develop an assessment method that was not influenced by the child’s (29)........................

The Binet-Simon tests have been successfully used to predict (30)......................

The Binet-Simon tests are not good predictors of (31).........................

According to (32)..........................., the pedagogical method is the best way to assess adult intelligence.

The pedagogical method is a better measure of adult intelligence because most problems that adults encounter in real life are not completely (33)................................

In the area of artificial intelligence, (34).......................... systems are preferred.

Question: 28.

Answer: H. thought process
Supporting Sentence: the psychological method (which concentrates mostly on intellectual processes, such as memory and abstract reasoning)
Keywords: psychological method, concentrates, intellectual processes
Keyword Location: Paragraph 1, lines 2-3
Explanation: The first paragraph states that the psychological approach focuses primarily on intellectual processes. Therefore thought process is the answer.

Question: 29.

Answer: J social class
Supporting Sentence: The main concern of Binet and Simon was to predict elementary school performance independently from the social and economic background of the individual student.
Keywords: Binet and Simon, predict elementary school performance, independently from the social, background of the individual student
Keyword Location: Paragraph 1, lines 4-6
Explanation: According to the first sentence, Binet and Simon's primary goal was to predict elementary school performance. This also has to be done without taking into account the social and economic status of the individual student. Therefore option-J is the answer.

Question: 30.

Answer: D. Potential for achievement in school
Supporting Sentence: The Binet-Simon tests are quite effective in predicting school success in both primary and secondary educational environments.
Keywords: Binet-Simon tests, quite effective, predicting school success
Keyword Location: Paragraph 2, lines 4-6
Explanation: The second paragraph does states that both in primary and secondary educational settings, the Binet-Simon tests are very good at predicting academic success. Therefore option-D is the answer.

Question: 31.

Answer: L. future job performance
Supporting Sentence: However, they have been found to be much less predictive of success in post-secondary academic and occupational domains.
Keywords: less predictive, success in post-secondary academic
Keyword Location: Paragraph 2, lines 6-7
Explanation: From the second paragraph it can be understood that Binet-Simon tests could not predict the future work performance. Therefore option-L is the answer.

Question: 32.

Answer: I. Ackerman and Gregory
Supporting Sentence: might be better assessed through the pedagogical method (Ackerman, 1996; Gregory, 1994).
Keywords: better assessed through, pedagogical method, Ackerman, Gregory,
Keyword Location: Paragraph 2, last line
Explanation: The second paragraph state that the pedagogical method, in the opinion of Ackerman and Gregory, is the most effective method for evaluating adult intelligence. Therefore option-I is the answer.

Question: 33.

Answer: C. New
Explanation: The passage makes it clear that the pedagogical method is a more accurate indicator of adult intelligence. This is because the majority of problems that adults face in daily life are not altogether new. Therefore
option-C is the answer.

Question: 34.

Answer: E. Knowledge-based
Supporting Sentence: From the artificial intelligence field, researchers have discarded the idea of a useful general problem solver in favor of knowledge-based expert systems.
Keywords: artificial intelligence field, researchers, in favor of, knowledge-based expert systems
Keyword Location: Paragraph 5, lines 1-2
Explanation: It is evident from the fifth paragraph that experts in the field of artificial intelligence have abandoned the notion of a practical general problem solver. This is in favor of knowledge-based expert systems. Therefore option-E is the answer.

Questions 35-39

Do the following statements agree with the information in Reading Passage 3? In boxes 35-39 on your Answer Sheet, write

TRUE if the statement is true according to the passage.
FALSE if the statement contradicts the passage.
NOT GIVEN if there is no information about this in the passage.

true 36. false 37. false 38. false 39. true

The Binet-Simon tests have not changed significantly over the years.

Answer: TRUE
Supporting Sentence: With few exceptions, the development of adult intelligence assessment instruments proceeded along the same lines of the Binet-Simon tests.\
Keywords: With few exceptions, proceeded along, Binet-Simon tests
Keyword Location: Paragraph 2, first two lines
Explanation: It is clear from the second paragraph that there has not been much of a change in the Binet-Simon tests over time. Therefore the given statement is true.

Success in elementary school is a predictor of success in college.

Answer: FALSE
Supporting Sentence: The Binet-Simon tests are quite effective in predicting school success in both primary and secondary educational environments. However, they have been found to be much less predictive of success in post-secondary academic and occupational domains.
Keywords: Binet-Simon tests, quite effective, predicting school success, less predictive, success in post-secondary academic
Keyword Location: Paragraph 2, lines 4-7
Explanation: The passage states that both in primary and secondary educational settings, the Binet-Simon tests are very good at predicting academic success. But they are much less likely to predict success in post-secondary academic and professional fields, though. Therefore the given statement is false.

Research suggests that experts generally have more developed intellectual processes than novices.

Answer: FALSE
Supporting Sentence: rather than in terms of intellectual processes
Keywords: rather than, in terms of intellectual processes
Keyword Location: Paragraph 6, line 4
Explanation: The passage states that according to research, experts generally do not possess more sophisticated intellectual processes than beginners. Therefore the given statement is false.

Knowledge structures in adults decrease with age.

Answer: FALSE
Supporting Sentence: are greatly determined by knowledge structures and less influenced by the kinds of process measures,
Keywords: determined by knowledge structures, less influenced, kinds of process measures
Keyword Location: Paragraph 6, lines 6-7
Explanation: From the sixth paragraph it is clear that Knowledge structures in adults does not decrease with age. Therefore the given statement is false.

Better methods of measuring adult intelligence need to be developed.

Answer: TRUE
Supporting Sentence: By bringing together a variety of sources of research evidence, it is clear that our current methods of assessing adult intellect are insufficient.
Keywords: our current methods, assessing adult intellect, insufficient
Keyword Location: Last paragraph, first two lines
Explanation: The last paragraph states that it is obvious that our current approaches to evaluating adult intelligence are inadequate. This is said when a range of research-based evidence is combined. Therefore the given statement is true.

Question 40

Choose the correct letter, A-C, and write it in box 40 on your Answer Sheet.

The Advanced Placement and College Level Exam Program tests measure

A thought processes

B job skills

C knowledge

Answer: C knowledge
Explanation: The passage does state that Knowledge is measured by the Advanced Placement and College Level Exam Program tests. Therefore option-C is the answer.

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