영어 모의고사 (자동 편성)

Researchers who ①study teenagers have found a strong link between how well students sleep and how well they perform in school. Students who sleep fewer than seven hours a night tend to score lower on tests of memory and attention than those who ②sleep eight or nine hours, even when the two groups study for the same number of hours. One explanation is that sleep plays an active role in learning: during certain stages of sleep, the brain replays and strengthens information ③encountered during the day, converting fragile short-term memories into more durable long-term ones. When sleep is cut short, this consolidation process is interrupted before it can finish, so material that seemed well understood the night before often ④feel unfamiliar the next morning. For this reason, some schools have begun rethinking early start times, reasoning that an extra hour of sleep might do more for test scores than an extra hour of studying ever ⑤could.

For much of the twentieth century, memory researchers assumed that once a memory had been ①consolidated—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 ②overturned by a body of research demonstrating that the act of retrieval itself can ③stabilize a previously consolidated memory, 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 ④strengthened, 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 ⑤revised construction, reshaped every time it is summoned into conscious awareness and returned to storage.

When people look back on a multi-day journey, they ①rarely recall every hour with equal clarity; instead, memory tends to compress the entire experience into just a few representative moments. Psychologists have found that two points carry ②disproportionate weight in this process: the single moment when emotion, whether joy or discomfort, reached its highest intensity, and whatever happened right before the experience concluded. Consider two hikers who complete an identical five-day trek. The first finishes with a ③grueling, rain-soaked final climb, while the second enjoys a calm, scenic descent on the last afternoon despite having endured an equally difficult ascent earlier in the trip. Even though both hikers faced comparable hardship overall, the second is far ④less likely to remember the journey fondly, simply because the trip ended pleasantly. This pattern reveals that overall satisfaction is not calculated as an average of every experienced moment; rather, it is shaped disproportionately by whichever moments felt most ⑤intense and by however the experience happened to end.

Among the many strategies proposed to remove carbon dioxide from the atmosphere, one of the oldest draws on an agricultural technique predating modern industry, converting organic material into a stable form of charcoal known as biochar. Biochar is produced through pyrolysis, _______________. This process leaves behind a carbon-rich solid that resists decomposition far longer than raw organic matter, locking carbon in a form remaining stable in soil for centuries. When mixed into farmland, biochar also improves soil structure, retaining moisture and nutrients otherwise lost, which can boost crop yields in depleted soils. For example, farmers cultivating nutrient-poor tropical soils have reported measurable increases in productivity after adding biochar. Nevertheless, researchers caution that the climate benefits of biochar depend on the feedstock and method used, since poorly managed pyrolysis can release as much carbon as it sequesters, undermining its own purpose.

Physical education class often feels like the one period of the day when students can finally move freely, which sometimes leads them to skip the warm-up routine that teachers insist on before any real activity begins. Cold muscles, however, are noticeably less flexible than warmed ones, and _______________. Coaches often compare an unwarmed muscle to a cold rubber band that snaps rather than stretches under sudden pressure.

Looking back at the goals I set last New Year, I can now see how much actually changed over the year. (A) I did not finish all twelve books I had planned to read, but six was still an improvement from the previous year. (B) Saving money turned out to be the hardest part, since unexpected expenses kept appearing throughout the year. (C) In addition, my exercise habit became a pleasant surprise, as jogging twice a week slowly turned into a daily morning routine.

Eyewitness testimony has long carried weight in courtrooms, yet decades of research reveal that memories of witnessed events are more malleable than most people assume. (A) When individuals who observe an event are later exposed to misleading information about what they saw, whether through a leading question or a conversation with another witness, their recollections frequently incorporate details that never occurred, a phenomenon known as the misinformation effect. (B) Crucially, these distorted memories often feel genuine to the person experiencing them, since the original memory trace becomes blended with the newly introduced information rather than existing as a separate, contradictory record. Such findings have prompted legal systems to adopt cautious interviewing protocols designed to minimize suggestive questioning during investigations. (C) In one classic paradigm, participants who watched a video of a traffic accident and were then asked how fast the cars were going when they smashed into each other reported higher speed estimates and were more likely to falsely recall broken glass than participants asked the identical question using the milder verb hit.

When people evaluate their personal contribution to water scarcity, they often consider only the water that flows directly from household taps, overlooking a far larger quantity consumed indirectly through the goods they purchase. (A) The water footprint, a concept that extends this narrow view, measures the total volume of freshwater used to produce the goods and services an individual or a nation consumes. Central to this concept is the notion of virtual water, the water embedded invisibly within a product, from irrigating cotton fields to livestock raised for meat. (B) Critics caution, however, that focusing exclusively on aggregate volume can mislead policymakers, since a liter of water drawn from a region suffering drought carries far greater consequences than one drawn from a water-abundant area. (C) For instance, producing a kilogram of beef can require several thousand liters of water, whereas a kilogram of vegetables typically demands a fraction of that amount. Nations that import water-intensive goods rather than producing them domestically are importing virtual water from regions that may face severe shortages.

Psychologists studying human judgment often describe the mind as operating through two distinct systems rather than a single unified process. (A) This efficiency comes at a cost, however, because System 1's shortcuts can produce systematic errors that an overburdened System 2 rarely catches. (B) Most daily decisions are therefore handled almost entirely by System 1, which allows people to function efficiently without exhausting their limited mental resources. (C) System 1 works quickly and automatically, generating impressions without any noticeable effort, while System 2 is slow and deliberate, engaged only when a problem requires careful reasoning.

Our photography club meets every Thursday, and our advisor always repeats the same instruction before we leave campus: put the camera down for the first ten minutes and simply look around. (A) Over time, though, I noticed that the members who followed her advice most closely tended to bring back the most interesting photographs, waiting for a specific moment rather than rushing to snap the first thing they saw. (B) A camera, our advisor explained, cannot teach a person what is worth noticing; it can only record what the photographer has already decided matters. (C) At first this rule frustrated me, since I had joined the club specifically to take pictures, not to stand around empty-handed.