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1992年考研翻譯題及參考答案

Part B

Directions: Read the following passage carefully and then translate the underlined sentences into Chinese. (15 points)

“Intelligence” at best is an assumptive construct—the meaning of the word has never been clear. 31) There is more agreement on the kinds of behavior referred to by the term than there is on how to interpret or classify them. But it is generally agreed that a person of high intelligence is one who can grasp ideas readily, make distinctions, reason logically, and make use of verbal and mathematical symbols in solving problems. An intelligence test is a rough measure of a child’s capacity for learning, particularly for learning the kinds of things required in school. It does not measure character, social adjustment, physical endurance, manual skills, or artistic abilities. It is not supposed to—it was not designed for such purposes. 32) To criticize it for such failure is roughly comparable to criticizing a thermometer for not measuring wind velocity.

The other thing we have to notice is that the assessment of the intelligence of any subject is essentially a comparative affair.

33) Now since the assessment of intelligence is a comparative matter we must be sure that the scale with which we are comparing our subjects provides a “valid” or “fair” comparison. It is here that some of the difficulties which interest us begin. Any test performed involves at least three factors: the intention to do one’s best, the knowledge required for understanding what you have to do, and the intellectual ability to do it. 34) The first two must be equal for all who are being compared, if any comparison in terms of intelligence is to be made. In school populations in our culture these assumptions can be made fair and reasonable, and the value of intelligence testing has been proved thoroughly. Its value lies, of course, in its providing a satisfactory basis for prediction. No one is in the least interested in the marks a little child gets on his test; What we are interested in is whether we can conclude from his mark on the test that the child will do better or worse than other children of his age at tasks which we think require “general intelligence”. 35) On the whole such a conclusion can be drawn with a certain degree of confidence, but only if the child can be assumed to have had the same attitude towards the test as the other with whom he is being compared, and only if he was not punished by lack of relevant information which they possessed.(www.nmet168.com)

31. 人們對(duì)智力這個(gè)詞所指的各種表現(xiàn)意見比較一致，而對(duì)這些表現(xiàn)的解釋或分類則有不同的看法。

32. 批評(píng)智力測(cè)試不反映上述情況，就猶如批評(píng)溫度計(jì)不測(cè)風(fēng)速一樣。

33. 既然對(duì)智力的評(píng)估是比較而言的，那么我們必須確保，在對(duì)我們的對(duì)象進(jìn)行比較時(shí)，我們所使用的尺度能提供有效的或公平的比較。
34. 如果從智力方面進(jìn)行任何比較的話，那么對(duì)所有的被比較者來(lái)說(shuō)，前兩個(gè)因素必須是一樣的。

35. 總的來(lái)說(shuō)，得出這種結(jié)論是有一定把握的，但前提是必須兩個(gè)假定成立：這個(gè)孩子對(duì)測(cè)試的態(tài)度和與他相比較的孩子對(duì)測(cè)試的態(tài)度相同；他沒有因?yàn)槿狈�別的孩子已掌握的有關(guān)知識(shí)而被扣分。

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