The growth of intelligence - IELTS Reading with Practice Test, Answers And Explanation

Luyện tập đề IELTS Reading Practice với passage The growth of intelligence được lấy từ cuốn sách IELTS Practice A - Book 3 - Test 4 - Passage 3 với trải nghiệm thi IELTS trên máy và giải thích đáp án chi tiết bằng Linearthinking, kèm list từ vựng IELTS cần học trong bài đọc.

Làm Bài Xem giải thích

The growth of intelligence - IELTS Reading with Practice Test, Answers And Explanation

📖 Bài đọc (reading passage)

The growth of intelligence
No one doubts that intelligence develops as children grow older. Yet the concept of intelligence has proved both quite difficult to define in unambiguous terms and unexpectedly controversial in some respects. Although, at one level, there seem to be almost as many definitions of intelligence as people who have tried to define it, there is broad agreement on two key features. That is, intelligence involves the capacity not only to learn from experience but also to adapt to one’s environment. However, we cannot leave the concept there. Before turning to what is known about the development of intelligence, it is necessary to consider whether we are considering the growth of one or many skills. That question has been tackled in rather different ways by psychometricians and by developmentalists.

The former group has examined the issue by determining how children’s abilities on a wide range of tasks intercorrelate, or go together. Statistical techniques have been used to find out whether the pa Hems are best explained by one broad underlying capacity’, general intelligence, or by a set of multiple, relatively separate, special skills in domains such as verbal and visuospatial ability’. While it cannot be claimed that everyone agrees on what the results mean, most people now accept that for practical purposes it is reasonable 10 suppose that both are involved. In brief, the evidence in favour of some kind of general intellectual capacity is that people who are superior (or inferior) on one type of task tend also to be superior (or inferior) on others. Moreover, general measures of intelligence tend to have considerable powers to predict a person’s performance on a wide range of tasks requiring special skills. Nevertheless, it is plain that it is not at all uncommon for individuals to be very good at some sorts of task and yet quite poor at some others. Furthermore the influences that affect verbal skills are not quite the same as those that affect other skills.

This approach to investigating intelligence is based on the nature of the task involved but studies of age-related changes show that this is not the only, or necessarily the most important, approach. For instance, some decades ago, Horn and Cattell argued for a differentiation between what they termed ‘fluid’ and ‘crystallized’ intelligence. Fluid abilities are best assessed by tests that require mental manipulation of abstract symbols. Crystallized abilities, by contrast, reflect knowledge of the environment in which we live and past experience of similar tasks; they may be assessed by tests of comprehension and information. It scents that fluid abilities peak in early adult life, whereas crystallized abilities increase up to advanced old age.

Developmental studies also show that the interconnection’s between different skills vary with age. Titus in the first year of life an interest in perceptual patterns is a major contributor to cognitive abilities, whereas verbal abilities are more important later on. These findings seemed to suggest a substantial lack of continuity between infancy and middle childhood. However, it is important to realize that the apparent discontinuity will vary according to which of the cognitive skills were assessed in infancy. It has been found that tests of coping with novelty do predict later intelligence. These findings reinforce the view that voting children’s intellectual performance needs to be assessed from their interest in and curiosity about the environment, and the extent to which this is applied to new situations, as well as by standardized intelligence testing.

These psychometric approaches have focused on children’s increase in cognitive skills as they grow older. Piaget brought about a revolution in the approach to cognitive development through his arguments (backed up by observations) that the focus should be on the thinking processes involved rather than on levels of cognitive achievement. These ideas of Piaget gave rise to an immense body of research and it would be true to say that subsequent thinking has been heavily dependent on his genius in opening up new ways of thinking about cognitive development. Nevertheless, most of his concepts have had to be so radically revised, or rejected, that his theory’ no longer provides an appropriate basis for thinking about cognitive development. To appreciate why that is so, we need to focus on some rather different elements of Piaget’s theorizing.

The first element, which has stood the test of time, is his view that the child is an active agent of learning and of the importance of this activity in cognitive development. Numerous studies have shown how infants actively scan their environment; how they prefer patterned to non-patterned objects, how they choose novel over familiar stimuli, and how they explore their environment as if to see how it works. Children’s questions and comments vividly illustrate the ways in which they are constantly constructing schemes of what they know and trying out their ideas of how to fit new knowledge into those schemes or deciding that the schemes need modification. Moreover, a variety’ of studies have shown that active experiences have a greater effect on learning than comparable passive experiences. However, a second element concerns the notion that development proceeds through a series of separate stages that have to be gone through step-by-step, in a set order, each of which is characterized by a particular cognitive structure. That has tinned out to be a rather misleading way of thinking about cognitive development, although it is not wholly wrong.

❓ Câu hỏi (questions)

Most researchers accept that one feature of intelligence is the ability to 

change our behaviour according to our situation.

react to others’ behaviour patterns.

experiment with environmental features.

cope with unexpected setbacks.

What have psychometricians used statistics for?

to find out if cooperative tasks are a useful tool In measuring certain skills

to explore whether soveral abilities are involved in the development of intelligence

to demonstrate that mathematical models can predict test results for different skills

to discover whether common sense is fundamental to developing children’s abilities

Why are Horn and Cattell mentioned?

They disagreed about the interpretation of different intelligence tests.

They research concerned both linguistic and mathematical abilities.

They were the first to prove that intelligence can be measured by testing a range of special skills.

Their work was an example of research into how people’s cognitive skills vary with age.

What was innovative about Piaget’s research?

He refused to accept that children developed according to a set pattern.

He emphasised the way children thought more than how well they did in tests.

He used visually appealing materials instead of traditional intelligence tests.

He studied children of all ages and levels of intelligence.

A surprising number of academics have come to the same conclusion about what the term intelligence means.

A general test of intelligence is unlikely to indicate the level of performance in every type of task.

The elderly perform less well on comprehension tests than young adults.

We must take into account which skills are tested when comparing intelligence at different ages.

Piaget’s work influenced theoretical studies more than practical research.

Piaget’s emphasis on active learning has been discredited by later researchers.

Researchers investigating the development of intelligence have shown that 11.
﻿  skills become more significant with age.
One good predictor of 12.
﻿ intelligence is the degree to which small children are 13.
﻿ about their surroundings and how much interest they show on finding themselves in an 14.
﻿ setting.

adult

practical

verbal

spatial

inquisitive

uncertain

academic

plentiful

unfamiliar

🔥 Answer key (đáp án và giải thích)

Giải thích chi tiết

Skimming/scanning

Những câu hỏi Multiple Choice thuộc dạng hỏi Main Idea, đòi hỏi học viên phải hiểu mối liên hệ giữa các câu và tóm được nội dung câu chứ không chỉ skim/scan từ khoá. Ví dụ. Nếu chỉ skim/scan mà không nắm được main idea thì học viên rất dễ chọn các đáp án như:

C. experiment with environmental features. => Có học viên sẽ chọn câu này vì thấy từ “environmental" đề cập trong lựa chọn này rất giống từ “environment" trong câu trong đoạn. Tuy nhiên, đây không phải là đáp án đúng vì trong bài không đề cập tới việc “thí nghiệm" (experiment) với yếu tố môi trường.

Áp dụng DOL’s Linearthinking

😍 Đọc câu hỏi để hiểu

Câu hỏi: Most researchers accept that one feature of intelligence is the ability to

Đơn giản hóa để hiểu ý chính

=> Câu hỏi: research-accept: intelligence = ability to

😎 Xác định thông tin liên quan

Dựa trên thông tin được đưa ra trong câu hỏi, đáp án phải liên quan đến đặc điểm của trí thông minh. Chúng ta có thể dễ dàng tìm thấy thông tin này được đề cập trong đoạn đầu tiên.

🥰Simplify + Read connection

Although there seem to be many definitions of intelligence , there is broad agreement on two key features .

That is , intelligence involves the capacity not only to learn from experience but also to adapt to one’s environment .

😎 Hiểu ý chính

(1) agreement: intelligence - 2 key features

(2) intelligence - learn from experience + adapt to environment

=> Main idea: agreement: intelligence = learn from experience + adapt to environment

😍 So sánh với danh sách:

=> Main idea: agreement: intelligence = learn from experience + adapt to environment

Lựa chọn A: Most researchers accept that one feature of intelligence is the ability to change our behaviour according to our situation.

=> “Adapt" là thích nghi, hay nói cách khác là thay đổi bản thân cho phù hợp với môi trường, tình huống = “change our behaviour according to our situation"

=> Đáp án: A

❌ Bây giờ hãy cùng xem tại sao các đáp án còn lại lại sai nhé!!! ❌ B: Mặc dù trí thông minh liên quan đến các tương tác xã hội, đoạn văn không nhấn mạnh việc phản ứng với hành vi của người khác như một đặc điểm cốt lõi. ❌ C: Việc thử nghiệm với các yếu tố của môi trường không được đề cập như một đặc điểm chính của trí thông minh. ❌ D: Mặc dù trí thông minh có thể giúp đối phó với những trở ngại, đoạn văn không nêu rõ đây là đặc điểm nổi bật của nó.

Xem full giải thích

IELTS Reading Practice

Gồm làm đề, xem giải thích chi tiết, học từ vựng của những bài thi IELTS Reading phổ biến nhất trên thị trường

Why good ideas fail - IELTS Reading with Practice Test, Answers And Explanation

Luyện tập đề IELTS Reading Practice với passage Why good ideas fail được lấy từ cuốn sách Real Test 2026 - Q1 - Test 1 - Passage 1 với trải nghiệm thi IELTS trên máy và giải thích đáp án chi tiết bằng Linearthinking, kèm list từ vựng IELTS cần học trong bài đọc.

The growth of intelligence
No one doubts that intelligence develops as children grow older. Yet the concept of intelligence has proved both quite difficult to define in unambiguous terms and unexpectedly controversial in some respects. Although, at one level, there seem to be almost as many definitions of intelligence as people who have tried to define it, there is broad agreement on two key features. That is, intelligence involves the capacity not only to learn from experience but also to adapt to one’s environment. However, we cannot leave the concept there. Before turning to what is known about the development of intelligence, it is necessary to consider whether we are considering the growth of one or many skills. That question has been tackled in rather different ways by psychometricians and by developmentalists.

The former group has examined the issue by determining how children’s abilities on a wide range of tasks intercorrelate, or go together. Statistical techniques have been used to find out whether the pa Hems are best explained by one broad underlying capacity’, general intelligence, or by a set of multiple, relatively separate, special skills in domains such as verbal and visuospatial ability’. While it cannot be claimed that everyone agrees on what the results mean, most people now accept that for practical purposes it is reasonable 10 suppose that both are involved. In brief, the evidence in favour of some kind of general intellectual capacity is that people who are superior (or inferior) on one type of task tend also to be superior (or inferior) on others. Moreover, general measures of intelligence tend to have considerable powers to predict a person’s performance on a wide range of tasks requiring special skills. Nevertheless, it is plain that it is not at all uncommon for individuals to be very good at some sorts of task and yet quite poor at some others. Furthermore the influences that affect verbal skills are not quite the same as those that affect other skills.

This approach to investigating intelligence is based on the nature of the task involved but studies of age-related changes show that this is not the only, or necessarily the most important, approach. For instance, some decades ago, Horn and Cattell argued for a differentiation between what they termed ‘fluid’ and ‘crystallized’ intelligence. Fluid abilities are best assessed by tests that require mental manipulation of abstract symbols. Crystallized abilities, by contrast, reflect knowledge of the environment in which we live and past experience of similar tasks; they may be assessed by tests of comprehension and information. It scents that fluid abilities peak in early adult life, whereas crystallized abilities increase up to advanced old age.

Developmental studies also show that the interconnection’s between different skills vary with age. Titus in the first year of life an interest in perceptual patterns is a major contributor to cognitive abilities, whereas verbal abilities are more important later on. These findings seemed to suggest a substantial lack of continuity between infancy and middle childhood. However, it is important to realize that the apparent discontinuity will vary according to which of the cognitive skills were assessed in infancy. It has been found that tests of coping with novelty do predict later intelligence. These findings reinforce the view that voting children’s intellectual performance needs to be assessed from their interest in and curiosity about the environment, and the extent to which this is applied to new situations, as well as by standardized intelligence testing.

These psychometric approaches have focused on children’s increase in cognitive skills as they grow older. Piaget brought about a revolution in the approach to cognitive development through his arguments (backed up by observations) that the focus should be on the thinking processes involved rather than on levels of cognitive achievement. These ideas of Piaget gave rise to an immense body of research and it would be true to say that subsequent thinking has been heavily dependent on his genius in opening up new ways of thinking about cognitive development. Nevertheless, most of his concepts have had to be so radically revised, or rejected, that his theory’ no longer provides an appropriate basis for thinking about cognitive development. To appreciate why that is so, we need to focus on some rather different elements of Piaget’s theorizing.

The first element, which has stood the test of time, is his view that the child is an active agent of learning and of the importance of this activity in cognitive development. Numerous studies have shown how infants actively scan their environment; how they prefer patterned to non-patterned objects, how they choose novel over familiar stimuli, and how they explore their environment as if to see how it works. Children’s questions and comments vividly illustrate the ways in which they are constantly constructing schemes of what they know and trying out their ideas of how to fit new knowledge into those schemes or deciding that the schemes need modification. Moreover, a variety’ of studies have shown that active experiences have a greater effect on learning than comparable passive experiences. However, a second element concerns the notion that development proceeds through a series of separate stages that have to be gone through step-by-step, in a set order, each of which is characterized by a particular cognitive structure. That has tinned out to be a rather misleading way of thinking about cognitive development, although it is not wholly wrong.
No one doubts that intelligence develops as children grow older. Yet the concept of intelligence has proved both quite difficult to define in unambiguous terms and unexpectedly controversial in some respects. Although, at one level, there seem to be almost as many definitions of intelligence as people who have tried to define it, there is broad agreement on two key features. That is, intelligence involves the capacity not only to learn from experience but also to adapt to one’s environment. However, we cannot leave the concept there. Before turning to what is known about the development of intelligence, it is necessary to consider whether we are considering the growth of one or many skills. That question has been tackled in rather different ways by psychometricians and by developmentalists.

The former group has examined the issue by determining how children’s abilities on a wide range of tasks intercorrelate, or go together. Statistical techniques have been used to find out whether the pa Hems are best explained by one broad underlying capacity’, general intelligence, or by a set of multiple, relatively separate, special skills in domains such as verbal and visuospatial ability’. While it cannot be claimed that everyone agrees on what the results mean, most people now accept that for practical purposes it is reasonable 10 suppose that both are involved. In brief, the evidence in favour of some kind of general intellectual capacity is that people who are superior (or inferior) on one type of task tend also to be superior (or inferior) on others. Moreover, general measures of intelligence tend to have considerable powers to predict a person’s performance on a wide range of tasks requiring special skills. Nevertheless, it is plain that it is not at all uncommon for individuals to be very good at some sorts of task and yet quite poor at some others. Furthermore the influences that affect verbal skills are not quite the same as those that affect other skills.

This approach to investigating intelligence is based on the nature of the task involved but studies of age-related changes show that this is not the only, or necessarily the most important, approach. For instance, some decades ago, Horn and Cattell argued for a differentiation between what they termed ‘fluid’ and ‘crystallized’ intelligence. Fluid abilities are best assessed by tests that require mental manipulation of abstract symbols. Crystallized abilities, by contrast, reflect knowledge of the environment in which we live and past experience of similar tasks; they may be assessed by tests of comprehension and information. It scents that fluid abilities peak in early adult life, whereas crystallized abilities increase up to advanced old age.

Developmental studies also show that the interconnection’s between different skills vary with age. Titus in the first year of life an interest in perceptual patterns is a major contributor to cognitive abilities, whereas verbal abilities are more important later on. These findings seemed to suggest a substantial lack of continuity between infancy and middle childhood. However, it is important to realize that the apparent discontinuity will vary according to which of the cognitive skills were assessed in infancy. It has been found that tests of coping with novelty do predict later intelligence. These findings reinforce the view that voting children’s intellectual performance needs to be assessed from their interest in and curiosity about the environment, and the extent to which this is applied to new situations, as well as by standardized intelligence testing.

These psychometric approaches have focused on children’s increase in cognitive skills as they grow older. Piaget brought about a revolution in the approach to cognitive development through his arguments (backed up by observations) that the focus should be on the thinking processes involved rather than on levels of cognitive achievement. These ideas of Piaget gave rise to an immense body of research and it would be true to say that subsequent thinking has been heavily dependent on his genius in opening up new ways of thinking about cognitive development. Nevertheless, most of his concepts have had to be so radically revised, or rejected, that his theory’ no longer provides an appropriate basis for thinking about cognitive development. To appreciate why that is so, we need to focus on some rather different elements of Piaget’s theorizing.

The first element, which has stood the test of time, is his view that the child is an active agent of learning and of the importance of this activity in cognitive development. Numerous studies have shown how infants actively scan their environment; how they prefer patterned to non-patterned objects, how they choose novel over familiar stimuli, and how they explore their environment as if to see how it works. Children’s questions and comments vividly illustrate the ways in which they are constantly constructing schemes of what they know and trying out their ideas of how to fit new knowledge into those schemes or deciding that the schemes need modification. Moreover, a variety’ of studies have shown that active experiences have a greater effect on learning than comparable passive experiences. However, a second element concerns the notion that development proceeds through a series of separate stages that have to be gone through step-by-step, in a set order, each of which is characterized by a particular cognitive structure. That has tinned out to be a rather misleading way of thinking about cognitive development, although it is not wholly wrong.

The growth of intelligence - IELTS Reading with Practice Test, Answers And Explanation

📖 Bài đọc (reading passage)

❓ Câu hỏi (questions)

🔥 Answer key (đáp án và giải thích)

Giải thích chi tiết

IELTS Reading Practice

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