「Intelligence」 at best is an assumptive construct -- the meaning of the word has never been clear.
智力充其量只是一個假設性的概念，因為智力的含義從來就是模糊的。
There is more agreement on the kinds of behavior referred to by the term thanthere is on how to interpret or classify them.
人們對智力這個詞所指的各種表現意見比較一致，而對這些表現的解釋或分類則有不同的看法。
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.
但普遍認為，智力高的人是能指那些夠迅速領會思想、區分事物、進行邏輯推理並運用文字和數字符號來解決問題的人。
An intelligence test is a rough measure of a child’s capacity for learning, particularly for learning the kinds of things required in school.
智力測驗只是粗略衡量一個兒童學習的能力，尤其是學習學校所要求的各種知識的能力。
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.
智力測驗並不測定人的個性、社會適應能力、身體耐力、手工技能或藝術才能。其設計初衷也並非為了測定這些方面。
To criticize it for such failure is roughly comparable to criticizing a thermometer for not measuring wind velocity.
批評智力測試不反映上述情況，就猶如批評溫度計不測風速一樣。
The other thing we have to notice is that the assessment of the intelligence of any subject is essentially a comparative affair.
我們要注意的另一件事是，對任何測試對象的智力評估都是比較而言的。
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.
既然對智力的評估是比較而言的，那麼我們必須確保，在對我們的對象進行比較時，我們所使用的尺度能提供有效的或公平的比較。
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.
正是基於這一點，產生了一些讓我們關注的問題。進行任何測試至少要包含三個因素：盡力考好的意向，理解考試要求所需要的知識，以及做這件事情所需的智能。
The first two must be equalfor all who are being compared, if any comparison in terms of intelligence is to be made.
如果從智力方面進行任何比較的話，那麼對所有的被比較者來說，前兩個因素必須是一樣的。
In school populations in our culture these assumptions can be made fair and reasonable, and the value of intelligence testing has been proved thoroughly.
在我們的文化培養的學生中，上述設想可以公平合理。這就完全證明了智力測試的價值。
Its value lies, of course, in its providing a satisfactory basis for prediction.
它的價值當然就在它對預測提供了令人滿意的依據。
No one is in the least interested in the marks a little child gets on his test;
沒有人會對一個兒童在測試中所取得的分數感興趣。
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.」
我們感興趣的是，我們能否從他測試的成績中得出結論：與同齡人相比，這個兒童在完成我們認為需要「一般智力」的任務時，他會做的更好還是更差。
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 others with whom he is being compared, and only if he was not punished by lack of relevant information which they possessed.
總的來說，得出這種結論是有一定把握的，但前提是必須兩個假定成立：這個孩子對測試的態度和與他相比較的孩子對測試的態度相同；他沒有因為缺乏別的孩子已掌握的有關知識而被扣分。