单选题
When we talk about intelligence, we do not mean the ability to get a good score on a certain kind of test, or even the ability to do well in school. These are at best only indicators of something larger, deeper, and far more important. By intelligence we mean a style of life, a way of behaving in various situations. The true test of intelligence is not how much we know how to do, but how we behave when we don't know what to do. The intelligent person, young or old, meeting a new situation or problem, opens himself up to it. He tries to take in with mind and senses everything he can about it. He thinks about it, instead of about himself or what it might cause to happen to him. He grapples (搏斗) with it boldly, imaginatively, resourcefully (机智地), and if not confidently, at least hopefully: if he fails to master it, he looks without fear or shame at his mistakes and learns what he can from them. This is intelligence. Clearly its roots lie in a certain feeling about life, and one's self with respect to life. Just as clearly, unintelligence is not what most psychologists seem to suppose, the same thing as intelligence, only less of it. It is an entirely different style of behavior, arising out of entirely different set of attitudes. Years of watching and comparing bright children with the not-bright, or less bright, have shown that they are very different kinds of people. The bright child is curious about life and reality, eager to get in touch with it, embrace it, unite himself with it. There is no wall, no barrier, between himself and life. On the other hand, the dull child is far less curious, far less interested in what goes on and what is real, more inclined to live in a world of fantasy. The bright child likes to experiment, to try things out. He lives by the maxim (格言) that there is more than one way to skin a cat. If he can't do something one way, he'll try another. The dull child is usually afraid to try at all. It takes a great deal of urging to get him to try even once: if that try fails, he is through. Nobody starts off stupid. Hardly an adult in a thousand, or ten thousand, could in any three years of his life learn as much, grow as much in his understanding of the world around him, as every infant learns; and grows in his first three years. But what happens, as we grow older, to this extraordinary capacity for learning and intellectual growth? What happens is that it is destroyed, and more than by any other one thing, it is, destroyed by the process that we misname (误称) education—a process that goes on in most homes and schools.
单选题
What can we learn about intelligence according to the passage? ______
【正确答案】
D
【答案解析】根据题干信息词intelligence定位到第一段第三句。 本题考查本文对智力的定义。该句指出：“我们所谓的智力指的是一种生活方式，一种在各种情况下的行为方式。”由此可见，本文中的智力指如何看待生活并根据看待生活的态度行事的方式。D项与文意相符，故为答案。该项中how a person looks at life和acts upon分别与原文中a style of life和behaving对应。 【议论文——智力是一种生活方式，是对生活的态度】 第一段：对智力的再定义，即智力是一种生活方式。 第二段和第三段：一个人睿智与否和他的生活态度是否积极有关。 第四段：指出教育对智力发展的破坏。 [参考译文] 当我们谈及智力，我们并不是指在某种考试中拿高分的能力，甚至也不是指在学校表现好的能力。这些充其量只是某种更广义、更深刻、更为重要的东西的表现。我们所谓的智力指的是一种生活方式，一种在各种情况下的行为方式。对智力的真正考验不在于我们知道多少应对方案，而在于当我们不知道该做什么时会如何应对。 有才智的人，不论年长年幼，当遇到新的情况或问题时，都会豁达地面对。他会努力用心和感知去尽可能多地弄清楚问题的所有细节。他思考问题，而不是考虑自己或是这个问题将给他带来什么后果。他大胆地、富有想象地、机智地去应对这个问题，而且，就算不是信心十足，至少也是满怀希望。假如他没能解决问题，对自己的错误他也并不感到害怕或是羞愧，而是从中吸取教训。这就是智慧。很明显，它源于一种对生活的感悟和自我对生命的一种尊重。同样，愚蠢也并不像大多数心理学家认为的那样，只是缺乏智慧。它是一种截然不同的行为风格，源于完全不同的一类态度。 对聪明的孩子和不聪明(或不够聪明)的孩子多年来的观察和比较表明，他们属于截然不同的类型的人。聪明的孩子对生活和现实充满了好奇，渴望与之接触、拥抱、合而为一。他和生活之间没有围墙，没有障碍。另一方面，迟钝的孩子对周围发生的事情和现实状况不怎么好奇，也不那么感兴趣。他们更倾向于生活在幻想的世界里。聪明的孩子喜欢去经历、去试验。他的生活格言就是“把猫剥皮的方法不止有一种。”一种办法行不通，他会尝试另一种。头脑迟钝的孩子根本就害怕尝试。甚至让他尝试一次都需要不停地敦促：如果这次尝试失败了，他就可以不用再试了。 没有人一开始就是愚蠢的。一千个或一万个成人中，几乎没有一个人在他生命中的任意三年里，对周围世界的领悟能和每个婴儿在最初三年学到的东西和成长的速度相比。随着我们慢慢长大，这种非凡的学习能力和智力发育到底发生了什么改变呢?那就是它遭到了破坏，它是被我们误称为“教育”的过程——一个在大多数家庭和学校里进行的过程——破坏的，这要比任何其他的破坏都严重得多。
单选题
It can be inferred that when confronted with a problem, an unintelligent person usually ______.