# Английский язык. Горчакова Е.П - 42 стр.

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42
forth) make it clear that both heredity and environment are
influential. The closer the genetic relation between people; the
closer their IQ scores, and the more similar the environments
in which people develop, the closer their IQ scores.
Deliberate intervention in the environment can raise IQ.
Teaching, training, and coaching in specific subjects can
increase mental ability, and so can affection, personal
attention, and a lively, stimulating atmosphere.
Severely malnourished children have lower IQs than
better nourished children in the same countries. The brains
growth can be retarded during its development by inadequate
nourishment to the mothers body the environment of the
unborn baby. Low intelligence at birth, therefore, may be
environmentally (not genetically) caused.
In middle childhood boys are more likely to gain in IQ
scores, girls to lose. Women sometimes show greater growth in
adulthood, particularly if they scored lower than boys in
adolescence. This may be accounted for by the change in
expectations of what a young girl should be, intellectually, and
what a mature woman is allowed to be. Such findings may
also explain poor performance in other groups. For women and
minority group members, motivation, society expectations and
self-expectations all play a part in performance.
The present state of science and of society makes it
impossible to establish definitely whether group differences in
IQ are genetically determined. We have neither experiment.
To separate genetic and environmental influences on
groups of people. Because minority groups were not adequately
represented in the standardization process, and because
neither the tests nor the testing situation, are culture-fair,
current mental tests are not applicable to minority group.
VOCABULARY PRACTICE
4. Match the key terms with their explanations.
1. mental age
2. g (general
intelligence)
a)
a factor which controls several
intellectual activities and thus
accounts for the positive correlation
                                           42

forth) make it clear that both heredity and environment are
influential. The closer the genetic relation between people; the
closer their IQ scores, and the more similar the environments
in which people develop, the closer their IQ scores.

Deliberate intervention in the environment can raise IQ.
Teaching, training, and “coaching” in specific subjects can
increase mental ability, and so can affection, personal
attention, and a lively, stimulating atmosphere.

Severely malnourished children have lower IQs than
better nourished children in the same countries. The brain’s
growth can be retarded during its development by inadequate
nourishment to the mother’s body – the environment of the
unborn baby. Low intelligence at birth, therefore, may be
environmentally (not genetically) caused.

In middle childhood boys are more likely to gain in IQ
scores, girls to lose. Women sometimes show greater growth in
adulthood, particularly if they scored lower than boys in
adolescence. This may be accounted for by the change in
expectations of what a young girl should be, intellectually, and
what a mature woman is “allowed’ to be. Such findings may
also explain poor performance in other groups. For women and
minority group members, motivation, society expectations and
self-expectations all play a part in performance.

The present state of science and of society makes it
impossible to establish definitely whether group differences in
IQ are genetically determined. We have neither experiment.

To separate genetic and environmental influences on
groups of people. Because minority groups were not adequately
represented in the standardization process, and because
neither the tests nor the testing situation, are culture-fair,
current mental tests are not applicable to minority group.

VOCABULARY PRACTICE

4 . Ma t c h t h e k ey t er m s wi t h t h ei r ex p l a n a t i o n s.
1. mental age                     a) a factor which controls several
intellectual       activities         and         thus
2. g (“general”            accounts for the positive correlation
telli     e)