영어 모의고사 (자동 편성)

Students are frequently told that where they study makes little difference, ①provided that they put in enough hours. Cognitive research on memory retrieval, however, suggests that this advice oversimplifies an important process. According to the encoding specificity principle, ②information becomes intertwined with the context in which it was originally learned. Cues present during encoding therefore facilitate retrieval far more effectively than cues encountered elsewhere. A striking demonstration involved ③divers who memorized word lists either underwater or on dry land. When tested later, divers recalled substantially more words ④if the testing environment matched the original learning environment. This held true regardless of which environment that happened to be. This finding implies that reviewing material exclusively in a quiet bedroom may not adequately prepare a student for the noisy atmosphere of an actual examination hall. Rather than assuming that memorization is a context-free process, students ought to consider deliberately varying study locations and conditions. Doing so would ensure that retrieval cues ⑤remains available regardless of how a future test is administered.

Why do people often overvalue objects they have partly ①built themselves, even when the finished product is objectively inferior to something they could have simply purchased? This puzzle, which researchers ②named after a furniture retailer famous for selling items that require home assembly, challenges the standard economic assumption that value is determined solely by an object's inherent qualities. In a series of experiments, participants who ③assembled a plain storage box were willing to pay nearly as much for their own imperfect creation as they were for a professionally built version, despite being fully aware of its flaws. Labor, it seems, functions as a kind of psychological investment: once effort has been ④pour into a task, individuals become reluctant to judge the outcome objectively, because doing so would require admitting that their effort was partly ⑤wasted.

Students who read many books across many different subjects often develop a habit that quieter learners sometimes ①lack: the habit of comparing new information with what they already know. A student who has read about ancient wars, ocean ecosystems, and modern economics can more easily ②notice when two different subjects share a similar pattern. This kind of connection-making is closely related to what psychologists call critical thinking, since seeing a familiar pattern in an unfamiliar topic allows a person to ask ③sharper questions instead of accepting new information at face value. Extensive reading also builds a large mental library of examples, which makes it ④harder to evaluate whether a new claim sounds reasonable or exaggerated. Teachers often notice that widely read students argue more carefully, supporting their opinions with ⑤specific examples rather than vague generalizations.

For much of the twentieth century, memory researchers assumed that once a memory had been consolidated—transformed from a fragile, short-term trace into a stable, long-term representation—it remained essentially fixed, immune to further modification unless the underlying neural circuitry was physically damaged. This assumption, however, was overturned by a body of research demonstrating that _______________, rendering it temporarily susceptible to alteration before it is, in a sense, filed away again. During this narrow window, which typically lasts only a few hours, the memory can be strengthened, weakened, or even subtly distorted by new information encountered in the interim, after which it must undergo a second round of stabilization, a process now widely referred to as reconsolidation. Consequently, what we experience as a stable recollection may actually be a continuously revised construction, reshaped every time it is summoned into conscious awareness and returned to storage.

In a classic experiment inspired by Keynes's beauty contest analogy, participants choose a number between zero and one hundred, and the winner is whoever selects the number closest to two-thirds of the average of all guesses submitted. A perfectly rational player, assuming every other participant reasons with unlimited depth, would conclude the equilibrium number is zero. In practice, however, actual guesses rarely converge on zero; most participants stop reasoning after a round or two of imagining what others might guess, producing _______________. This gap between theoretical equilibrium and observed behavior reveals that human reasoning is bounded.

For many students, the walk to school feels so routine that safety becomes an afterthought, yet a surprising number of accidents occur within a few blocks of the school gate. Part of the danger comes from convenience: _______________. This shortcut becomes especially risky during the darker months, when a driver's ability to spot a pedestrian drops sharply well before sunrise or after sunset.

For our club's spring project, we were told to create a sculpture using only materials collected from the school's recycling bins, and my first reaction was disappointment at not being allowed to buy proper art supplies. (A) Sorting through flattened cardboard, broken umbrella frames, and plastic bottle caps, I initially saw nothing but trash. (B) My perspective shifted once a senior member showed me a piece she had built the previous year, a bird made entirely of bent bicycle spokes and bottle caps, each cap functioning as a single feather. (C) She explained that upcycling art forces a creator to notice a material's natural shape and texture rather than simply painting over it, which often produces more original results than starting with a blank, expensive canvas.

Memory researchers have long recognized that learning is not simply a matter of accumulating information without cost. Newly acquired material can collide with what the mind already holds, producing measurable disruptions in recall. (A) Conversely, when material learned later undermines the recollection of something acquired earlier, the process is labeled retroactive interference. This second mechanism explains why switching to a new keyboard layout can temporarily impair typing on a familiar one. (B) Both processes suggest that memories compete for the same limited retrieval pathways rather than resting in isolated compartments. This insight carries real implications for how students approach studying multiple similar subjects. Instead of cramming closely related material back to back, spacing out review sessions can reduce competition between overlapping traces. Varying study contexts further helps preserve accuracy for both old and new information alike. (C) When earlier knowledge interferes with the retrieval of information learned afterward, psychologists call this proactive interference. This phenomenon explains why someone who memorized an old phone number for years may struggle to recall a new one.

This is precisely what makes the condition so difficult to catch before it becomes severe. Ambitious young athletes and the parents who support them sometimes assume that more training automatically produces better results, a belief that occasionally leads to a condition known as overtraining syndrome. ( ① ) Unlike ordinary fatigue that resolves after a few days of rest, overtraining syndrome develops gradually over weeks or months of insufficient recovery relative to training load, eventually producing persistent exhaustion, declining performance despite continued hard work, and increased susceptibility to illness and injury. ( ② ) Adolescents may be especially vulnerable, since their bodies are simultaneously coping with the physical demands of growth and the added stress of intensive training schedules. ( ③ ) Warning signs are often subtle at first, including disrupted sleep, irritability, and a loss of enthusiasm for a sport the athlete once genuinely enjoyed, which adults often mistake for ordinary moodiness. ( ④ ) Recovery from full-blown overtraining syndrome can take months rather than days. ( ⑤ )

In other words, the hardest part of reading is never the reading itself, but the moment just before it begins. Building a reading habit does not usually start with a big decision to read more. ( ① ) It often starts with very small, easy steps. ( ② ) Some students keep a book in their bag so that they always have something to read while waiting for a bus, and others choose a fixed time each day, like right before bed, to read for just ten minutes. ( ③ ) These small routines work because they lower the effort needed to begin. ( ④ ) Once a student sits down and opens a book, continuing to read the next page feels much easier than the first step of starting. Experts also suggest setting a very low daily goal, such as one page, instead of a strict page count that feels like homework. ( ⑤ ) Over weeks, these tiny actions add up, and reading slowly becomes something the student simply does, rather than something the student has to force.