"Intelligence" at best is an assumptive construct--the meaning of the word has never been

clear. There is 【21】______ agreement on the kinds of behavior. 【22】______ by the term than there is on how to interpret or classify them. 【23】______ it is generally agreed that a person of high intelligence is one who can grasp ideas 【24】______ , make distinctions, reason logically, and make use of verbal and mathematical 【25】______ in solving problems. An intelligence test is a 【26】______ measure of a child's capacity for learning, 【27】______ for learning the kinds of things required in school. It does not measure character, social adjustment, physical 【28】______ , manual skills, or artistic abilities. It was not designed 【29】______ such purposes. To criticize it for such failure is roughly 【30】______ to criticizing a thermometer for not measuring wind velocity.

The other thing we have to 【31】______ is that the assessment of the intelligence of any 【32】______ is essentially a comparative affair. We must be sure that the 【33】______ with which we are comparing our subjects provides a" valid" or "fair" comparison. 【34】______ this, any test performed involves at least three factors: the 【35】______ to do one's best, the knowledge required for under standing 【36】______ you have to do, and the 【37】______ ability to do it. The first two must be equal for all that are being compared, if any comparison 【38】______ intelligence is to be made.

No one is 【39】______ interested in the marks a little child gets on his test; instead we are interested in 【40】______ 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".

【21】

A．too much

B．less

C．more

D．so much