The Concept of Intelligence IELTS Reading Answers With Explanation

The concept of intelligence reading answers explained: Most of the time, the IELTS Reading section presents passages from psychology and education, so candidates must pay attention to both the information and how it is given. The essay examines how people perceive intelligence, whether through casual conversations or research, and its influence on decisions made at school, in the workplace, and in society as a whole. When doing the practice exercise, you will get a chance to read analytically, handle complex ideas, and practise question types such as Sentence Completion, Yes/No/Not Given, and Summary Matching.

This Story also Contains

1. IELTS Reading Passage: The Concept of Intelligence
2. Introduction to The Concept of Intelligence
3. Importance of Understanding IELTS Reading Answers
4. Key Themes and Concepts in The Concept of Intelligence
5. Types of Questions in the Passage
6. Step-by-Step Answer Explanation
7. Tips for Solving IELTS Reading Answers

IELTS Reading Passage: The Concept of Intelligence

1. Looked at in one way, everyone knows what intelligence is; looked at in another way, no one does. In other words, people all have unconscious notions ~ known as ‘implicit theories’, of intelligence, but no one knows for certain what it actually is. This chapter addresses how people conceptualize intelligence, whatever it may actually be. But why should we even care what people think intelligence is, as opposed only to valuing whatever it actually is? There are at least four reasons people’s conceptions of intelligence matter.

2. First, implicit theories of intelligence drive the way in which people perceive and evaluate their own intelligence and that of others. To better understand the judgments people make about their own and others’ abilities, it is useful to learn about people’s implicit theories. For example, parents’ implicit theories of their children’s language development will determine at what ages they will be willing to make various corrections in their children’s speech. More generally, parents’ implicit theories of intelligence will determine at what ages they believe their children are ready to perform various cognitive tasks. Job interviewers will make hiring decisions on the basis of their implicit theories of intelligence. People will decide who to be friends with on the basis of such theories. In sum, knowledge about implicit theories of intelligence is important because this knowledge is so often used by people to make judgments in the course of their everyday lives.

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3. Second, the implicit theories of scientific investigators ultimately give rise to their explicit theories. Thus it is useful to find out what these implicit theories are. Implicit theories provide a framework that is useful in defining the general scope of a phenomenon – especially a not-well-understood phenomenon. These implicit theories can suggest what aspects of the phenomenon have been more or less attended to in previous investigations.

4. Third, implicit theories can be useful when an investigator suspects that existing explicit theories are wrong or misleading. If an investigation of implicit theories reveals little correspondence between the extant implicit and explicit theories, the implicit theories may be wrong. But the possibility also needs to be taken into account that the explicit theories are wrong and in need of correction or supplementation. For example, some implicit theories of intelligence suggest the need for expansion of some of our explicit theories of the construct.

5. Finally, understanding implicit theories of intelligence can help elucidate developmental and cross-cultural differences. As mentioned earlier, people have expectations for intellectual performances that differ for children of different ages. How these expectations differ is in part a function of culture. For example, expectations for children who participate in Western-style schooling are almost certain to be different from those for children who do not participate in such schooling.

6. I have suggested that there are three major implicit theories of how intelligence relates to society as a whole (Sternberg, 1997). These might be called Hamiltonian, Jeffersonian, and Jacksonian. These views are not based strictly, but rather, loosely, on the philosophies of Alexander Hamilton, Thomas Jefferson, and Andrew Jackson, three great statesmen in the history of the United States.

7. The Hamiltonian view, which is similar to the Platonic view, is that people are born with different levels of intelligence and that those who are less intelligent need the good offices of the more intelligent to keep them in line, whether they are called government officials or, in Plato’s term, philosopher-kings. Herrnstein and Murray (1994) seem to have shared this belief when they wrote about the emergence of a cognitive (high-IQ) elite, which eventually would have to take responsibility for the largely irresponsible masses of non-elite (low-1Q) people who cannot take care of themselves. Left to themselves, the unintelligent would create, as they always have created, a kind of chaos.

8. The Jeffersonian view is that people should have equal opportunities, but they do not necessarily avail themselves equally of these opportunities and are not necessarily equally rewarded for their accomplishments. People are rewarded for what they accomplish, if given equal opportunity. Low achievers are not rewarded to the same extent as high achievers. In the Jeffersonian view, the goal of education is not to favor or foster an elite, as in the Hamiltonian tradition, but rather to allow children the opportunities to make full use of the skills they have. My own views are similar to these (Sternberg, 1997).

9. The Jacksonian view is that all people are equal, not only as human beings but in terms of their competencies – that one person would serve as well as another in government or on a jury or in almost any position of responsibility. In this view of democracy, people are essentially inter-substitutable except for specialized skills, all of which can be learned. In this view, we do not need or want any institutions that might lead to favoring one group over another.

10. Implicit theories of intelligence and of the relationship of intelligence to society perhaps need to be considered more carefully than they have been because they often serve as underlying presuppositions for explicit theories and even experimental designs that are then taken as scientific contributions. Until scholars are able to discuss their implicit theories and thus their assumptions, they are likely to miss the point of what others are saying when discussing their explicit theories and their data.

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Introduction to The Concept of Intelligence

What exactly is defined as intelligence? Usually, we think we recognise it when someone shares a smart comment, decides what to do, or writes a quality book. Intelligence has never been defined in a way that can be used everywhere. The author explains in “The Concept of Intelligence” that people hold unconscious beliefs — known as implicit theories — about intelligence, yet these unconscious assumptions about intelligence play a role in how we use it in the workplace, schools, social groups, and at work in politics.

The article specifically addresses the questions presented in the passage, discussing key points to remember and providing guidance on how to interpret test material. Both your expertise and confidence in reading will get a boost if you use this walkthrough.

Overview of the Passage

The passage is taken from a scholarly discussion about implicit vs. explicit theories of intelligence, exploring how different people, including parents, teachers, and policymakers, unconsciously define intelligence. It further discusses the differences between Hamiltonian, Jeffersonian, and Jacksonian beliefs to explain how intelligence is worked into various social structures. The content illustrates critical reasoning and abstract ideas, as is usual in the IELTS Academic Reading part.

Paragraph 1:

Although people generally know what intelligence means, no single definition is accepted everywhere. This paragraph introduces the idea of implicit theories — people’s unconscious beliefs — which shape how intelligence is understood across different contexts.

Paragraph 2:

People's implicit theories impact real-world judgments, from how parents raise children to hiring decisions and social relationships. With the help of these theories, people can assess their own and others’ cognitive abilities.

Paragraph 3:

This field of psychology shows that scientists are also affected by their implicit theories. Often, researchers construct formal theories about intelligence relying on unspoken conceptions, which direct their studies and influentially shape how things are examined.

Paragraph 4:

A disagreement between the two types of theories can show some problems in accepted science. There are times when researching general views of intelligence improves existing academic theories.

Paragraph 5:

People’s views on intelligence are greatly affected by their culture and age. For instance, schools in the West may look for different mental achievements compared to those from societies that do not have formal education.

Paragraph 6:

The text introduces three important social views explaining intelligence: these are described as Hamiltonian, Jeffersonian, and Jacksonian and show various approaches on equality, government, and meritocracy.

Paragraph 7 (Hamiltonian View):

This opinion means that intelligence in society is not even, and it is best to put the smartest in charge of those who are less capable. It follows Plato’s idea of philosopher-kings and urges that things remain in order with elite control.

Paragraph 8 (Jeffersonian View):

This system highlights fairness, still those who do well are the ones who get promoted. Mainly, education should give every person a chance to succeed, not only serve an elite group.

Paragraph 9 (Jacksonian View):

In this model, it is claimed that people have about the same amount of intelligence. All people may take on public roles, and society shouldn’t single out a certain group.

Paragraph 10:

At the end, the passage advises readers to be aware of these basic assumptions that they have. If they do not know what the other assumes, scholars might end up with wrong interpretations or not be able to communicate well.

Importance of Understanding IELTS Reading Answers

The IELTS exam considers other things besides the speed at which you read, as seen in this passage. It is important to judge abstract topics, follow arguments, and spot the distinction between facts and ideas you may infer. Going through detailed explanations helps you understand the subject more.

• How to decide when something is based on facts and when it is just a person’s thoughts

• Figuring out how to tell apart paraphrases and implied ideas

• The correct way to work with difficult YES/NO/NOT GIVEN questions

Understanding how to answer Reading answers with background information gives you more chances to do well, even if you come across subjects you haven’t seen before.

Key Themes and Concepts in The Concept of Intelligence

1. Implicit vs. Explicit Theories of Intelligence:

This passage shows that there are differences between personal, unconscious beliefs (implicit theories) and formal, well-studied theories. Even though there is no one common idea about what intelligence is, most people still use implicit theories about it every day.

2. Impact on Daily Life and Social Decisions:

People look at their own abilities and the abilities of others from their own view of intelligence. Thus, as a result, parents use their beliefs about intelligence to direct their children, employers shape their hiring choices, and friendships grow, revealing that intelligence biases impact social life.

3. Influence on Scientific Research:

An underlying understanding of psychology plays a big role in shaping hypotheses and developing formal theories by scientists. Such unconscious concepts influence the topics chosen for studying intelligence in research.

4. Need to Reevaluate Existing Theories:

When the commonly known beliefs about intelligence differ from current theories, this might show that some considered theories are inaccurate. If somebody agrees with implicit theories, it may push researchers to look at intelligence from a fresh perspective.

5. Cultural and Developmental Perspectives:

The way people think about intelligence differs depending on individuals’ age and culture. A student attending school in the West might have different mental challenges than a student in a school in another country. Thus, people’s intelligence is treated differently in every society.

6. Three Political Views on Intelligence in Society:

As this passage shows, there are three main philosophical templates.

• Hamiltonian: Intelligence is unequal; the elite should lead.

• Jeffersonian: All get equal opportunity, but outcomes depend on merit.

• Jacksonian: Everyone is equally capable and interchangeable, except for trainable skills.

They display various concepts of democracy and leadership.

7. Importance of Acknowledging Assumptions in Research:

Scientists often create their theories using ideas that are not always obvious. Noticing these underlying assumptions is necessary for successful communication in academics and for making better intelligence models.

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Types of Questions in the Passage

The different categories of the questions given below should be studied thoroughly to score high bands in the exam.

1. Complete the Sentence Below: (Q1 - Q8)

Q1. People tend to form their own unconscious beliefs about intelligence, also called __________.
Q2. People use their implicit theories to make __________ in daily life about others’ intelligence.
Q3. The Hamiltonian model implies a need for __________ to manage society.
Q4. A mismatch between implicit and explicit theories could mean current theories are __________.
Q5. Cultural differences affect how people form __________ for children’s intellectual performance.
Q6. The Hamiltonian view argues that the less intelligent must be guided by a more __________ class.
Q7. The Jeffersonian model supports the idea of equal opportunity but rewards based on __________.
Q8. The Jacksonian theory claims all people are essentially __________ in terms of their abilities.

2. Do the following statements agree with the information given in Reading Passage? (Q9 - Q13)

In boxes 9-13 on your answer sheet, write

YES, if the statement agrees with the information

NO, if the statement contradicts the information

NOT GIVEN if there is no information on this

Q9. Most researchers agree that the Jacksonian model is the most accurate representation of intelligence.
Q10. The Platonic idea of leadership closely resembles the Hamiltonian perspective on intelligence.
Q11. The Jeffersonian approach believes that educational systems should only favour high achievers.
Q12. Scientific investigators sometimes unintentionally base their research on their implicit beliefs.
Q13. Cultural values have no role in shaping people’s expectations of intelligence.

Step-by-Step Answer Explanation

Answer 1: implicit theories

In Paragraph 1, the author states that unconscious notions are considered to be “implicit theories” of intelligence.

Answer 2: judgments

It is stated in paragraph 2 that people use this knowledge all the time when forming judgments in their daily lives.

Answer 3: government officials

In paragraph 7, it is stated that individuals with fewer intellectual abilities are best guided by government officials or experts.

Answer 4: wrong

It states in paragraph 4 that if the implicit and explicit views differ, sometimes the explicit theory itself may be wrong or should be revised.

Answer 5: expectations

Paragraph 5 explains that people’s intellectual ideas can be quite different depending on their cultural and age backgrounds.

Answer 6: intelligent

According to the text, paragraph 7 introduces the idea that highly intelligent people (such as philosopher-kings) must control those who are less capable.

Answer 7: accomplishments

According to paragraph 8, people should enjoy equal opportunities while being rewarded for the things they do.

Answer 8: equal

Paragraph 9 underlines how Jacksonians claimed that all people are equally capable.

Answer 9: NO

Jacksonian, Hamiltonian, and Jeffersonian models are explained in the passage without preference, since it says most researchers do not agree or prefer any one model.

Answer 10: YES

It is explained in paragraph 7 that the Hamiltonian view is just like Plato’s concept of philosopher-kings.

Answer 11: NO

According to the Jeffersonian theory, equal opportunities are important and should not favour anyone over others. People who excel are rewarded only when everyone is given fair opportunities.

Answer 12: YES

Paragraph 3 mentions, scientists often form explicit theories based on their implicit, often unspoken assumptions.

Answer 13: NO

It is stated in paragraph 5 that a child’s cultural background plays a role in expectations for children’s intellectual development.

Tips for Solving IELTS Reading Answers

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