영어 모의고사 (자동 편성)

For decades, memory researchers assumed that repetition alone ①determined how well information would be retained, an assumption that an influential theory proposed by Craik and Lockhart eventually overturned. According to their framework, what matters most is not how many times a person rehearses material but how deeply that material is processed during encoding. Shallow processing, which involves attending merely to superficial features such as the shape of letters or the sound of a word, produces memory traces that fade quickly and remain vulnerable to interference. Elaborative processing, by contrast, requires ②to connect new information to existing knowledge, generating meaningful associations, and analyzing semantic content, thereby ③producing traces that are considerably more durable. Consequently, a student who merely repeats a definition aloud without considering its implications ④is less likely to retain it than one who relates the concept to a personal example. This distinction reshaped educational practice, ⑤encouraging teachers to design tasks that demand comprehension rather than mechanical repetition, since durable memory depends on the depth, not the frequency, of cognitive engagement.

Child safety experts now argue that this advice is too simple ①to be useful, since most children will inevitably need to interact with unfamiliar adults, whether asking a store employee for help or greeting a new neighbor. A more effective approach focuses on specific situations rather than people in general, ②teaching children to recognize behavior that feels wrong, such as an adult asking a child to keep a secret from parents. Role-playing these scenarios in advance ③helps children respond quickly under pressure, rather than freezing because the situation feels unfamiliar and confusing. Experts also emphasize that children should be taught they will never get in trouble for ④refusing an adult's request or for loudly saying no in public, since hesitation ⑤causing by politeness can cost precious seconds in a genuine emergency.

When people look back on a multi-day journey, they rarely ①recall 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 disproportionate weight in this process: the single moment when emotion, whether joy or discomfort, ②reached 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 grueling, rain-soaked final climb, while the second enjoys a calm, scenic descent on the last afternoon despite having ③endure an equally difficult ascent earlier in the trip. Even though both hikers faced comparable hardship overall, the second is far more likely to remember the journey fondly, simply because the trip ④ended 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 ⑤felt most intense and by however the experience happened to end.

Last year our art club received a set of digital drawing tablets, and I assumed switching from paper ①feeling like cheating, since a screen seemed to remove the physical struggle of real drawing. After a few weeks of practice, though, I noticed the tablet ②demanded a different kind of skill rather than an easier one. Because there is no paper texture to guide the pen, beginners often press too hard or draw shaky lines until their hand ③adjusts to the smooth glass surface. What the tablet does offer is the freedom ④to undo a mistake instantly and experiment with colors without wasting a single sheet of paper. Several club members who once avoided painting because they feared ruining their work now ⑤try bold new styles daily.

A shocking headline can spread across social media within minutes, long before anyone ①checks whether it is actually true. Studies show that false stories often travel faster than accurate ones, partly because surprising or emotional claims ②get shared more quickly than careful, balanced reporting. To handle this flood of information, students today need a skill that previous generations rarely had to practice: ③checking a source before believing it. Simple habits can make a real difference, such as looking for the original source of a claim, checking the date an article ④publishing, and searching to see whether other trustworthy outlets are reporting the same story. Media literacy classes now teach students ⑤to pause before they share anything, asking who wrote it and why.

Imagine a brilliant scientist named Mary who has spent her entire life inside a black-and-white room, learning everything physical science could ever teach about color, including the exact wavelengths of light and the precise neural processes triggered when a person sees red. Despite this ①complete physical knowledge, Mary herself has never actually seen a color; every book, screen, and object in her world has been carefully restricted to shades of gray. Suppose that one day Mary is finally released from the room and shown a ripe red tomato for the first time. Philosopher Frank Jackson argued that Mary would learn something entirely ②new at that moment, namely what it actually feels like to see red, even though she already possessed every physical fact about color there was to know beforehand. If Mary genuinely gains new knowledge upon leaving the room, then physical facts alone ③cannot capture everything there is to know about conscious experience, ④confirming that something was indeed missing from her exhaustive scientific education all along, a conclusion that some physicalists find entirely ⑤unsurprising.

Long before cognitive scientists possessed the tools to observe the brain directly, Donald Broadbent proposed an influential model suggesting that the human capacity to process incoming sensory information is ①constrained by a structural bottleneck through which only a single stream of input can pass at any given instant. According to this filter theory, multiple channels of stimulation, such as competing voices in a crowded room, are initially registered at a ②deep, physical level, but only one channel is selected for further, meaning-based analysis while the rest are blocked from advancing beyond that early filter. Although later researchers challenged the ③rigidity of this early selection mechanism, pointing to instances in which unattended information, such as one's own name, nevertheless breaks through and captures awareness, the core insight that attention imposes a genuine processing limit rather than a mere matter of willpower has remained remarkably ④durable. This basic bottleneck principle continues to inform contemporary explanations of why multitasking so reliably ⑤degrades performance on demanding tasks.

Few ideas in policy debate provoke as much philosophical unease as the notion that a government might ①deliberately steer citizens toward better choices while leaving every option technically available. Defenders insist that freedom is ②preserved as long as no option is banned and no penalty is attached, arguing that a citizen who is merely steered, rather than coerced, remains free to choose otherwise. Critics counter that this defense rests on an ③impoverished notion of liberty, one that ignores how engineered defaults and calculated framing can shape decisions just as powerfully as an outright prohibition would. If a policy is designed because officials expect it to bypass conscious deliberation, these critics ask, can the resulting choice still be called ④autonomous, even though no law was broken? The dispute ultimately turns on what freedom actually requires: the mere absence of coercion, or a decision-making process that remains ⑤opaque and undistorted.

Our school's volunteer club, Helping Hands, tries to _______________. Each month, students visit a nearby nursing home and spend an afternoon talking with elderly residents. For example, they read newspapers aloud or just listen to old stories from the residents. In addition, members collect used books and toys from classmates and donate them to a community center downtown. Some students feel nervous before their first visit, unsure of what to say to strangers. However, most discover that a warm smile works better than perfect words. Therefore, the club's real goal is not just finishing hours for a report card. Instead, it teaches members that caring for others grows into a lasting habit, like watering a plant daily. By the end of the year, many students say the club changed how they see their community.

During exam season last year, our school counselor introduced a weekly drop-in session where students could paint freely for thirty minutes without any instructions or grading. (A) I attended mostly out of curiosity, expecting a relaxing but ultimately pointless activity, since I have never considered myself artistically talented. (B) To my surprise, filling a blank page with color, without worrying whether the result looked good, left me noticeably calmer than scrolling through my phone during the same amount of free time. (C) The counselor explained that art therapy does not aim to produce impressive paintings; it simply gives people a way to express feelings that are difficult to put into words.