영어 모의고사 (자동 편성)

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 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, ②are initially registered at a shallow, 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 rigidity of this early selection mechanism, ③pointing to instances in which unattended information, such as one's own name, nevertheless ④breaks through and captures awareness, the core insight that attention imposes a genuine processing limit rather than a mere matter of willpower has remained remarkably durable. This basic bottleneck principle ⑤continues to inform contemporary explanations of why multitasking so reliably degrades performance on demanding tasks.

For many students, the walk to school feels so routine that safety becomes an afterthought, yet a surprising number of accidents ①occur within a few blocks of the school gate. Part of the danger comes from convenience: students often cut across a busy street rather than walking the extra minute to the nearest crosswalk, ②assuming they can judge the traffic gap correctly. This shortcut becomes especially risky during the darker months, when a driver's ability to spot a pedestrian ③drop sharply well before sunrise or after sunset. Traffic safety officials argue that these small habits, ④repeated daily, do more to prevent injury than any single safety campaign ever ⑤could.

Our school is starting a New Year Goal-Setting Campaign to help everyone begin the year with ①vague direction. During the first week of January, every student will receive a small goal card in homeroom class and write one ②personal goal along with two simple steps. After completing the card, students must ③submit it to their homeroom teacher by January 9th. All goal cards will then be ④displayed on the bulletin board outside the library, so students can encourage one another. Students who show clear progress will receive a small prize, which we hope will ⑤motivate everyone to keep trying.

Building a reading habit does not usually start with a big decision to read more. It often starts with very ①small, easy steps. Some students keep a book in their bag so that they always have something to read while waiting for a bus. Others choose a fixed time each day, like right before bed, and read for just ten minutes. These small routines work because they ②increase the effort needed to begin. Once a student sits down and opens a book, continuing to read the next page feels much ③easier than the first step of starting. Experts also suggest setting a very ④low daily goal, such as one page, instead of a strict page count that feels like homework. Over weeks, these tiny actions add up, and reading slowly becomes something the student simply does, rather than something the student has to ⑤force.

Cognitive psychologists distinguish between two modes by which the mind handles information, a distinction that helps explain why experienced drivers can hold conversations while navigating familiar roads without conscious effort. Automatic processing occurs ①slowly, requires minimal attention, and typically operates outside conscious awareness, allowing multiple automatic tasks to proceed without interfering with one another. Controlled processing, by contrast, unfolds more slowly, demands ②deliberate attention, and can generally handle only one demanding task at a time, since it draws upon a limited pool of cognitive resources that becomes rapidly depleted under competing demands. Skills that once required intense concentration, such as reading or typing, gradually become automatic through ③extensive practice, freeing attentional resources for other purposes. This shift explains why novice drivers find it difficult to talk while merging onto a highway, whereas seasoned drivers manage the same maneuver with ④comparative ease. However, automaticity carries hidden costs, since automatized responses can be triggered ⑤inappropriately by habitual cues even when circumstances have changed, occasionally producing errors that controlled deliberation would have prevented.

Around elementary schools, bright yellow signs mark what is known as a school zone, an area where drivers are required to slow down to ①reduce the risk of striking a child who might dart into the street without warning. Some drivers complain that the reduced speed limit wastes their time, especially when no children happen to be ②invisible at that moment. This complaint misses an important fact about how children behave near traffic: young students often ③lack the judgment to predict how far a car will travel before it can stop, and they may step off the curb chasing a ball or a friend without checking either direction. A car traveling even ten kilometers per hour slower gives a driver several extra ④seconds to brake, often the exact difference between a frightening near miss and a tragedy. For this reason, cities have begun installing cameras that automatically fine drivers who ⑤ignore the posted limit near schools.

When engineers design the software that controls a self-driving car, they face a question philosophers have debated for decades: should a crashing vehicle protect its own passenger, or minimize total harm even at the passenger's expense? Surveys reveal an uncomfortable contradiction: most people say a car should be programmed to save the greater number of lives, yet the same people admit they would never buy a vehicle designed to sacrifice its own owner. This suggests that _______________. Manufacturers, regulators, and philosophers must instead agree on transparent rules before autonomous vehicles are allowed to make such decisions.

Cities are frequently several degrees warmer than the surrounding countryside, a phenomenon known as the urban heat island effect, which intensifies in summer and threatens public health. This disparity arises largely because asphalt and concrete absorb solar radiation during the day and slowly release it as heat throughout the night, preventing urban areas from cooling down. Furthermore, the scarcity of vegetation in densely built areas removes a natural cooling mechanism, since plants lower temperatures by evaporating water from their leaves. To address this problem, urban planners _______________. One widely used solution involves reflective "cool" roofing engineered to reflect more sunlight than dark rooftops absorb. Another strategy, green infrastructure, incorporates rooftop gardens and tree-lined streets that provide shade while releasing moisture. In contrast, some cities have pursued permeable pavements that let water seep through and evaporate, cooling nearby surfaces. Collectively, these strategies show that reducing urban heat depends on combining approaches suited to a city's geography.

VO2 max, defined as the maximum volume of oxygen a person's body can consume and use during intense exercise, is widely regarded as one of the best single indicators of cardiorespiratory fitness. (A) Elite endurance athletes typically post VO2 max values far higher than those of untrained individuals, reflecting hearts that pump larger volumes of blood and muscles that extract oxygen with remarkable efficiency. (B) While genetics accounts for a substantial portion of an individual's potential VO2 max, consistent aerobic training can still raise the measurement considerably over months of dedicated effort. (C) It is worth noting, however, that a high VO2 max does not guarantee success in competition, since other factors such as pacing strategy and mental resilience also play a decisive role.

Every July, our school library launches a summer reading challenge that invites students to read at least five books before classes begin again in September. (A) Without daily homework and tests to worry about, summer gives students rare freedom to choose books purely because they sound interesting, not because a teacher assigned them. Librarians notice that students often pick more unusual genres during the challenge, including graphic novels, poetry, and nonfiction about hobbies they enjoy. (B) Students who complete the challenge receive a small prize, but many say the real reward is something else entirely. (C) This freedom seems to matter more than the prize itself, since students who only cared about winning tend to quit once the reading feels difficult, while curious readers keep going. Teachers who track student progress after summer report that challenge participants often return in September with noticeably stronger reading habits than classmates who read nothing over the break.