个体使用的具体刺激方式并不如智力投入重要。
The exact type of stimulation that an individual uses is not as important as being intellectually engaged.
并且对于桑希尔固执的相信IQ可以测出“具体的普遍智力”而非仅仅测出做IQ题的能力，这点也有很多著名的反对理论。
But a more profound objection relates to Thornhill's obdurate belief that IQ is a true measure of "crystallised general intelligence" rather than just a measure of ability to perform in IQ tests.
爱也影响到大脑复杂的智力过程。当人坠入爱河时，其心理表征，具体表现，甚至身体意象都会受到影响。
Love influences sophisticated intellectual processes of the brain too. When a person feels in love, their mental representation, metaphors and even body image are also affected.
证据的收集、分析、组织以及提交构成了为完成某一具体目标或目的(即事实的真相)而进行的一种智力行为。
Evidence collection, analysis, organization, and delivery comprise an intellectual activity directed toward a specific goal or end, namely, the truth of the matter.
安排好具体的活动内容以便运用到不同的技能训练，智力训练，如：询问，想象，连接，假设，推理，计划过程。
Plan specific activities to engage a variety of identified skills and intellectual processes including, enquiring imaging, connecting, hypothesising, theorising, planning.
更具体地说，它是一种神经毒素，它也可能影响儿童的智力。
More specifically, it is a neurotoxin, and it may also affect the intelligence of the child.
智力测验的这种种类，不过，没有本来使考试得分与大脑的任何具体的特性相结合的真实的度量标准。
This class of mental tests, however, has no true metric relating the test scores to any specific properties of the brain per se.
在具体的干预方向上，实验班学生记忆智力分数和言语智力分数的提高要明显高于控制班学生。
In certain intervention aspect, memory and language intelligence scores of experimental class students are obvious higher than control class students.
本文进行智力资本研究的目的不只是为了理论上的突破，而是力图通过该研究使企业对智力资本的认识更加深刻、更加具体。
This paper does research on the intellectual capital not only for a theoretical breakthrough, but for enterprises accessing deeper understanding and more specific about the intellectual capital.
本文分析了目前农村中学外语教学落后的现状及造成这一现状的原因，提出要想改变这一现状就必须重视和提倡学生非智力因素之一兴趣，并阐述了保持农村学生学习外语学习兴趣的具体方法。
Abstract Having analyzed the present poor TEFL situation in the countryside of China, the author suggests that interest, one of the factors of non-intelligence, should be paid great attention to.
在第二部分里，本文对中学学业不良学生的非智力因素特征分为学习动机、学习兴趣、情绪情感、意志四个方面作了具体阐述。
In the second chapter of the article, I divide the underachievers' personality factors into four respects to explicate: learning motive, learning interest, attachment and volition.
在第二部分里，本文对中学学业不良学生的非智力因素特征分为学习动机、学习兴趣、情绪情感、意志四个方面作了具体阐述。
In the second chapter of the article, I divide the underachievers' personality factors into four respects to explicate: learning motive, learning interest, attachment and volition.
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