2024년 10월 고3 모의고사 변형 (31-42번)

After we make some amount of scientific and technological progress, does further progress ____ easier or harder?

____, it seems like it could go either way because there are two competing effects.

On the one hand, we "stand on the shoulders of giants": previous discoveries ____ make future progress easier.

On the other hand, we "pick the ____ fruit": we make the easy discoveries first, so those that remain are more difficult.

____ can only invent the wheel once, and once you have, it's harder to find a similarly important invention.

Though both of these effects are important, ____ we look at the data it's the latter effect that predominates.

Overall, past ____ makes future progress harder.

It's easy to see this qualitatively by ____ at the history of innovation.

Consider physics. In 1905, his "miracle ____," Albert Einstein revolutionized physics, describing the photoelectric effect, Brownian motion, the theory of special relativity, and his famous equation, E=mc².

He was twenty-six at the time and did ____ this while working as a patent clerk.

Compared to Einstein's day, progress in physics is ____ much harder to achieve.

Behavior is, for the most part, a product of ____ and brain neuropathways.

Consider the elegant chemistry at work when living organisms move, think, behave, and ____.

Certainly, the environment is a factor here because it can influence how we ____.

An analogy would ____ this adequately.

____ of the environment as gasoline, and our body as the engine.

Truly, the engine does not run without the gasoline, but ____ the intricate parts of the engine are the product of physical architecture, designed and assembled for a reactive purpose long before the gasoline is injected.

Inject more gas and the engine ____, less, and it slows.

The same is true for an organism. ____ is a response to the environment.

We have 'free ____,' but the ultimate characteristic of that response can only act with respect to the architecture of our genes and our brain.

In other words, the environment can, effectively, accelerate or slow down a potential behavior, but the ____ for that behavior is already built and functional; therefore, the environment is but a catalyst.

The social-cognitive revolution at 1 year of age sets the stage for infants' second year of ____, in which they begin to imitatively learn the use of all kinds of tools, artifacts, and symbols.

For example, in a study by Meltzoff (1988), 14-month-old children ____ an adult bend at the waist and touch its head to a panel, thus turning on a light.

They followed ____.

Infants engaged in this somewhat unusual and awkward behavior, even though it would have been easier and more natural for them simply to push the panel with their ____.

One interpretation of this behavior is that infants understood that the adult had the goal of illuminating the light and then chose one means for ____ so, from among other possible means, and if they had the same goal, they could choose the same means.

Similarly, Carpenter et al. (1998) found that 16-month-old infants will imitatively learn from a complex behavioral sequence ____ those behaviors that appear intentional, ignoring those that appear accidental.

____ children do not just imitate the limb movements of other persons, they attempt to reproduce other persons' intended actions in the world.

It is important to remember that to achieve acceptance and use of new technologies | ____, the personal importance to the users has to be valued more highly than the degree of innovation.

However, policies and political goals are often confused with the ____ personal goals.

Societal goals and individual goals do not necessarily ____.

For example, the policy goal ____ ISA (Intelligent Speed Adaptation; a system which warns the drivers when they exceed the speed limit, and may even prevent them from doing so) could be to increase traffic safety or to increase speed limit compliance.

These goals might not be relevant to some drivers, for example, due to their feeling that safety measures are redundant ____ of their own personal driving skills or because speeding is not seen as a 'real crime.'

Nevertheless, they might find that the system helps them to avoid speeding tickets or they want to ____ the system simply because they have a general interest in innovative systems.

From infancy, even before we learn to ____, we absorb how to infer people's emotions from their behaviors.

As we grow ____, however, this capacity can atrophy.

We start to ____ increasing attention to what people say rather than what they do, to the point where we can fail to notice nonlinguistic clues.

Spoken language is so information rich that it lulls us into ignoring ____ that someone might be, say, upset and instead focus on their words when they say, It's nothing. I feel fine.

Some people, however, have a talent for detecting emotions, even when they're ____.

We all know people like this: Friends ____ seem to intuit when we're feeling down, even if we haven't said anything; managers who sense when a kind word is needed to help us get over the hump at work.

It's natural to assume these people are ____ observant, or uncommonly sensitive.

Sometimes they are. But years of research indicates this is a ____ anyone can develop.

We can learn to identify the nonverbal clues that indicate someone's true emotions and ____ these hints to understand what they are feeling.

Some epistemic ____ let us know that we know.

These include the feeling of knowing, the ____ of certainty, and the feeling of correctness.

For example, ____ feel sure that "1666" is the answer to the question, "When did the Great Fire of London occur?"

Feeling that you know, ____ that you are sure, is not unfailing.

We ____ be mistaken in those feelings.

Other epistemic feelings alert our attention to what we do not ____ know.

____, awe, and wonder fall into this category.

As with the feelings of knowing, we can ask whether ____ of not-yet-knowing are necessarily right.

It does seem that if you wonder at ____, there is something that prompted you to wonder.

This feeling alerts you to the fact that your current body of knowledge ─ the schemas, heuristics, and other information ____ use ─ did not prepare you for the thing you wonder at.

As such, ____ is a useful emotion, because it points to gaps in what you thought you knew.

Memory ____ plays tricks.

According to Mlodinow, we give "unwarranted importance to memories that are the most vivid and hence most available for retrieval ─ our memory makes it easy to remember the events that are unusual and striking not the many events that are ____ and dull."

The self-serving bias works because, as Trivers observes, "There are also many processes of memory that can be biased to produce welcome results. Memories are ____ distorting in self-serving ways."

A recent study argues that several forms of cognitive bias cause distortions in ____ and retrieving memories.

This, in turn, has a bearing on theories of agenda setting, priming, and framing, which argue that how people respond to the ____ is strongly influenced by what is most easily and readily accessible from their memories.

But what if memories about news stories are faulty and ____, forget, or invent what was actually reported?

In such cases, it may be the manipulation of ____ in individual minds that primes, frames, and sets the agenda, not the original news stories.

____ way to catch a fly ball is to solve all the differential equations governing the ball's trajectory as well as your own movements and at the same time reposition your body based on those solutions.

Unfortunately, you don't have a differential equation-solving device in your brain, so instead you solve a simpler problem: how to place the glove most effectively ____ the ball and your body.

The cerebellum assumes that your hand and the ____ should appear in similar relative positions for each catch.

So, if the ____ is dropping too fast and your hand appears to be going too slowly, it will direct your hand to move more quickly to match the familiar relative position.

These simple actions by the cerebellum to map sensory inputs onto muscle ____ enable us to catch the ball without solving any differential equations.

We are ____ able to use the cerebellum to anticipate what our actions would be even if we don't actually take them.

Your cerebellum might tell you that you could catch the ball but you're ____ to crash into another player, so maybe you should not take this action.

Philosophical interest in poetry has been dominated by the question of ____ poetry can aid philosophical thought and promote philosophical inquiry.

This focus reflects a tradition of ____ like Pope and Rumi presenting their philosophical work in verse.

In addition, poets like William Wordsworth and T. S. Eliot have ____ celebrated as poet-philosophers, with their work valued as the product of philosophy through poetry.

However, arguments ____ poetry having a role to play in philosophical inquiry have tended to focus on poetry's (negative) relationship to truth (or, as John Koethe puts it, poetry's indifference to truth).

Although we may accept works of poetry as having ____ themes, this does not amount to doing philosophy through poetry.

____ such argument hinges on the non-paraphrasability of poetry and form-content unity.

The thought goes, if ____ is to play a role in philosophy, then it needs to be paraphrasable (that is, its content must be separable from its form).

The assumption is that paraphrase is a mark of understanding and indicates that some proposition has a fixed meaning and that only a proposition with a ____ meaning can be evaluated in terms of truth or falsity.

Poetry resists paraphrase: to change the words is to ____ the poem.

Vocal ____ produced by parrots, regardless of the fact that they may be audibly indistinguishable from spoken words and regardless of the fact that someone or some group of people may take them to be words, are not words.

They are not given a semantic dimension by physical similitude to ____ words.

____ can the "talk" of a parrot be given a semantic dimension by being taken to be a set of linguistic acts.

In like manner, weather etchings on a stone or shapes in the clouds, regardless of how physically similar they may be to written words or drawings of objects and regardless of what they are taken to be by ____, are not words or pictures.

They do not ____ the appropriate etiology and they have no inherent semantic content or object.

They are simply physical objects that resemble certain ____ things.

For observers, they may call to mind the things they ____.

In this regard, they may function as natural signs by virtue of the physical ____, but they have no semantic content about which one could be right or wrong.

If people ____ A to be a sign of B by virtue of some nonsemantic relation that holds, or is believed to hold, between A and B, A is a sign of B.

But words, ____, and images are not that way.

They ____ a semantic content to be understood.