Cambridge IELTS 14 · Academic · Test 3 · Passage 1
The Concept Of Intelligence — IELTS Reading Answers
All 13 answers for The Concept Of Intelligence, Cambridge IELTS 14 Academic Reading Test 3 Passage 1, with the passage evidence and an explanation for each.
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The Concept Of Intelligence answer key at a glance
Questions 1–13. Tap an answer to see the evidence.
What this passage tests
This passage is tested with Matching Information (Q1–3), Yes / No / Not Given (Q4–6), Matching Features (Q7–13). Each section below gives the strategy for that question type, the answers, and the sentence that proves them.
Questions 1–3: Matching Information
Strategy: Scan for the idea, not the exact words. The answer is a paragraph letter, and one paragraph may be used more than once unless the instructions say otherwise.
information about how non-scientists’ assumptions about intelligence influence their behavior towards others
“implicit theories of intelligence drive the way in which people perceive and evaluate their own intelligence and that of others”
B: paragraph B says 'implicit theories of intelligence drive the way in which people perceive and evaluate' their own and others' intelligence.
a reference to lack of clarity over the definition of intelligence
“In other words, people all have unconscious notions – known as ‘implicit theories’ – of intelligence, but no one knows for certain what it actually is.”
A: paragraph A states 'no one knows for certain what it actually is', the lack of clarity the question asks for.
the point that a researcher’s implicit and explicit theories may be very different
“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.”
D: paragraph D discusses whether 'little correspondence between the extant implicit and explicit theories' exists, the possible divergence described.
Questions 4–6: Yes / No / Not Given
Strategy: These test the writer's opinions, not facts. Look for evaluative language, and treat 'may' or 'could' as weaker than the question's claim.
Slow language development in children is likely to prove disappointing to their parents.
“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”
NOT GIVEN: parents' theories affect when they correct children's speech, but the passage never says slow development disappoints them.
People’s expectations of what children should gain from education are universal.
“people have expectations for intellectual performances that differ for children of different ages. How these expectations differ is in part a function of culture.”
NO: expectations 'differ for children of different ages' and are 'in part a function of culture', so they are not universal.
Scholars may discuss theories without fully understanding each other.
“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”
YES: until scholars discuss 'their implicit theories and thus their assumptions', they 'are likely to miss the point of what others are saying'.
Questions 7–13: Matching Features
Strategy: Match the statement to the named person or thing. Names can repeat, so check each option against what that person actually says.
It is desirable for the same possibilities to be open to everyone.
“The Jeffersonian view is that people should have equal opportunities”
B: the Jeffersonian view holds that 'people should have equal opportunities', which matches opening the same possibilities to everyone.
No section of society should have preferential treatment at the expense of another.
“In this view, we do not need or want any institutions that might lead to favoring one group over another.”
C: the Jacksonian view rejects 'any institutions that might lead to favoring one group over another', matching the statement.
People should only gain benefits on the basis of what they actually achieve.
“People are rewarded for what they accomplish”
B: in the Jeffersonian view 'people are rewarded for what they accomplish', so benefits depend on achievement.
Variation in intelligence begins at birth.
“people are born with different levels of intelligence”
A: the first view says 'people are born with different levels of intelligence', meaning variation begins at birth.
The more intelligent people should be in positions of power.
“those who are less intelligent need the good offices of the more intelligent to keep them in line”
A: it argues 'those who are less intelligent need the good offices of the more intelligent to keep them in line', justifying rule by the intelligent.
Everyone can develop the same abilities.
“The Jacksonian view is that all people are equal, not only as human beings but in terms of their competencies”
C: the Jacksonian view states 'all people are equal, not only as human beings but in terms of their competencies', so everyone can develop the same abilities.
People of low intelligence are likely to lead uncontrolled lives.
“Left to themselves, the unintelligent would create, as they always have created, a kind of chaos”
A: the passage warns that 'left to themselves, the unintelligent would create ... a kind of chaos', implying uncontrolled lives.
Learn the question types in this passage
Frequently asked questions
Where does the The Concept Of Intelligence passage come from?
It is Passage 1 of Cambridge IELTS 14 Academic Reading Test 3, and it covers Questions 1–13.
What question types appear in The Concept Of Intelligence?
The passage is tested with Matching Information, Yes / No / Not Given, Matching Features. Each type is explained on this page, alongside the answers.
Are these reading answers reliable?
Every answer is paired with the sentence that proves it, so you can check each one against the passage yourself. Use the page after a timed attempt, not instead of one.
Cambridge IELTS is published by Cambridge University Press & Assessment. Band9Prep is not affiliated with Cambridge. This page is an independent study aid: it gives the answer key, the passage evidence and an explanation so you can review an attempt you have already made.