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[고3] 2024년 10월 모의고사 - 한줄해석
안녕하세요, Flow 영어연구소입니다. 2024년도 10월 고3 영어 모의고사>의 한줄해석 자료 올립니다.설명문/실용문을 제외한 모든 지문을 포함했습니다. 자료는 PDF와 워드 파일 모두 올립니
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[고3] 2024년 10월 모의고사 - 한줄해석 (좌지문 우해석)
안녕하세요, Flow 영어연구소입니다. 오늘은 2024년도 9월 고1 영어 모의고사>의 한줄해석(좌지문 우해석) 자료 올립니다.설명문/실용문을 제외한 전지문 작업했습니다. 자료는 PDF와 워드
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[고3] 2024년 10월 – 18번: 해외 출장으로 디지털 마케팅 워크숍 연사 참석 불가 통보 이메일
I hope this email finds you well. Thank you for considering me as a speaker for the upcoming Digital Marketing Workshop. I appreciate the invitation and your thoughtfulness. The workshop sounds like an amazing event, and I would have loved to participate. However, I regret to inform you that I will be overseas on a business trip during the workshop. It is unfortunate that the timing does not work out. Although I cannot attend as a speaker this time, I remain hopeful for future opportunities where our schedules might coincide. I hope the workshop goes well.
Possible Titles:
1. A Polite Decline to a Speaking Invitation Due to Schedule Conflict
2. Expressing Gratitude While Declining a Workshop Invitation
3. Professional Response: Unable to Attend Due to Overseas Commitment
4. Navigating a Scheduling Conflict with Courtesy and Hope for Future Opportunities
Main Idea #1:
The speaker expresses gratitude for the invitation to the Digital Marketing Workshop.
Main Idea #2:
Due to a scheduling conflict with a business trip, the speaker politely declines the invitation but expresses interest in future opportunities.
Summary:
The speaker appreciates the invitation to the Digital Marketing Workshop but cannot participate due to a prior overseas business commitment. They convey hope for potential future opportunities to collaborate and wish the event success.
Key Points:
1. Expresses gratitude for the invitation to the workshop.
2. Regretfully declines due to a scheduling conflict with a business trip.
3. Shows hope for future opportunities to participate as a speaker.
4. Offers well wishes for the success of the workshop.
[고3] 2024년 10월 – 19번: 숲에서 곰을 만나 공포에 빠진 경험과 안도감
Setting out to find some wood for the campfire, Sarah moved through the forest. Just then, she noticed an approaching danger ─ a large, threatening bear. Panic spread through her body. Frozen and unable to shout, she watched in horror. Her heart beat louder with each step the bear took. But then, as if by a miracle, the bear paused, looked around, and, uninterested, turned away, retreating into the shadows of the woods. When the bear had disappeared completely out of her sight, her knees nearly gave way. Sarah could finally let out the breath she had been holding. A wave of immense relief washed over her.
Possible Titles:
1. A Close Encounter with Danger: Sarah’s Terrifying Moment in the Woods
2. Overcoming Fear: Sarah’s Unexpected Confrontation with a Bear
3. The Unexpected Relief After a Near-Encounter with a Wild Bear
4. Facing Fear: Sarah’s Brush with Danger in the Forest
Main Idea #1:
Sarah encounters a threatening bear while searching for wood in the forest, causing her to freeze in fear.
Main Idea #2:
Despite the danger, the bear unexpectedly loses interest and retreats, leaving Sarah relieved and overwhelmed by the close call.
Summary:
While gathering wood for a campfire, Sarah encountered a large bear, leaving her frozen in fear. To her immense relief, the bear lost interest and wandered off, allowing her to finally breathe again. The experience left Sarah shaken but grateful to have avoided danger.
Key Points:
1. Sarah encountered a bear while searching for campfire wood.
2. Fear paralyzed her as the bear approached.
3. The bear unexpectedly retreated, leaving Sarah unharmed.
4. Sarah felt a wave of relief after the bear disappeared.
[고3] 2024년 10월 – 20번: 음악이 자녀의 정서적, 사회적 발달에 미치는 긍정적 영향
There are few universals in this world, but among them are our love for our children and our love of music. When we hold a baby in our arms, comforting her with song, we are channelling the emotional power of music. We do so instinctively, just as our ancestors did. Music can be a powerful parental ally during the challenging child-rearing years. To successfully prepare our children for life in the twenty-first century, we will need to nurture qualities such as curiosity, imagination, empathy, creative entrepreneurship, and most of all resilience. Musical practice in early childhood develops all of the above and more. Research has shown that musical practice in early childhood is beneficial not only for mental acuity but for social and emotional development as well. Music is not just a hobby, a pleasant pastime; it is an integral part of what makes us happy, healthy, and whole. Indeed, if we want to do one thing to help our children develop into emotionally, socially, intellectually, and creatively competent human beings, we should start the musical conversation ─ the earlier the better.
Possible Titles:
1. The Essential Role of Music in Early Childhood Development
2. How Music Enhances Emotional, Social, and Intellectual Growth in Children
3. Nurturing Future-Ready Qualities Through Early Musical Practice
4. The Universal Connection Between Music and Child Development
Main Idea #1:
Music is a universal part of human life, and it instinctively strengthens the bond between parents and children.
Main Idea #2:
Early childhood musical practice fosters qualities such as creativity, empathy, and resilience, promoting overall social, emotional, and intellectual development.
Summary:
Music connects parents and children on a deep, instinctive level and supports early development. Research shows that musical practice enhances mental, social, and emotional growth, nurturing essential qualities for success. Starting early can help children become well-rounded, competent individuals.
Key Points:
1. Music is a universal tool that instinctively strengthens the parent-child bond.
2. Early musical practice supports mental, social, and emotional development.
3. It nurtures key qualities such as creativity, empathy, and resilience.
4. Introducing music early in life benefits children's overall growth and competence.
[고3] 2024년 10월 – 21번: 집중의 중요성과 인터넷이 주의력에 미친 부정적 영향
In 1890, William James described attention as "the taking possession by the mind, in clear and vivid form, of one out of what seem several simultaneously possible objects or trains of thought." Attention is a choice we make to stay on one task, one line of thinking, one mental road, even as attractive off-ramps signal. When we fail to make that choice and allow ourselves to be frequently sidetracked, we end up in "the confused, dazed, scatterbrained state" that James said is the opposite of attention. Staying on one road got much harder when the internet arrived and moved much of our reading online. Every hyperlink is an off-ramp, calling us to abandon the choice we made moments earlier. Nicholas Carr, in his 2010 book, grieved his lost ability to stay on one path. Life on the internet changed how his brain sought out information, even when he was off-line trying to read a book. It reduced his ability to focus and reflect because he now craved a constant stream of stimulation: "Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski."
Possible Titles:
1. The Challenges of Maintaining Focus in the Digital Age
2. How the Internet Alters Our Ability to Sustain Attention
3. William James' Definition of Attention and Its Modern Implications
4. The Impact of Online Reading on Deep Focus and Reflection
Main Idea #1:
Attention involves consciously choosing to focus on a single task or thought, resisting distractions.
Main Idea #2:
The internet has made maintaining attention more difficult, as constant online stimuli train the brain to crave quick, superficial engagement rather than deep focus.
Summary:
William James described attention as choosing to focus on a single thought, resisting distractions. The rise of the internet has made this choice harder, with hyperlinks and online content constantly tempting users to shift focus. Nicholas Carr noted that frequent online reading reduced his ability to concentrate deeply, comparing his experience to skimming the surface rather than diving deep.
Key Points:
1. Attention requires the conscious choice to focus on one task, resisting distractions.
2. The internet has increased distractions, making sustained focus more difficult.
3. Hyperlinks act as temptations to divert attention from the chosen task.
4. Nicholas Carr observed that constant online engagement reduced his ability to read deeply and reflectively.
[고3] 2024년 10월 – 22번: 실천적 지식은 경험을 통해 형성되며 전수될 수 있는 것
Technical, book knowledge consists of "formulated rules which are, or may be, deliberately learned." Practical knowledge, on the other hand, cannot be taught or learned but only transmitted and acquired. It exists only in practice. When we talk about practical knowledge, we tend to use bodily metaphors. We say that somebody has a touch for doing some activity ─ an ability to hit the right piano key with just enough force and pace. We say that somebody has a feel for the game, an intuition for how events are going to unfold, an awareness of when you should plow ahead with a problem and when you should put it aside before coming back to it. When the expert is using her practical knowledge, she isn't thinking more; she is thinking less. She has built up a repertoire of skills through habit and has thereby extended the number of tasks she can perform without conscious awareness. This sort of knowledge is built up through experience, and it is passed along through shared experience.
Possible Titles:
1. The Distinction Between Technical Knowledge and Practical Intuition
2. Understanding the Nature of Practical Knowledge Through Experience
3. How Practical Knowledge Differs From Book Learning and Technical Rules
4. The Role of Experience in Developing Intuitive, Practical Skills
Main Idea #1:
Technical knowledge involves learning formulated rules, while practical knowledge is acquired through experience and practice.
Main Idea #2:
Practical knowledge is intuitive, relying on habits and skills developed through experience rather than conscious thought, and is passed on through shared experiences.
Summary:
Technical knowledge consists of learnable rules, while practical knowledge is intuitive and gained through experience. Practical skills are not consciously learned but developed through habit, allowing experts to perform tasks instinctively. This type of knowledge is passed along by sharing experiences rather than formal teaching.
Key Points:
1. Technical knowledge involves rules that can be deliberately learned.
2. Practical knowledge is intuitive and cannot be taught directly.
3. Experts use practical knowledge through habits, performing tasks without conscious thought.
4. Practical knowledge is acquired and passed on through shared experience.
[고3] 2024년 10월 – 23번: 인간이 그림을 만드는 본능적 욕구와 기억과의 관계
The human desire to make pictures is deeply rooted. At least 64,000 years ago, Neanderthals used colored oxide and charcoal to make paintings of large wild animals, tracings of human hands, and abstract patterns on cave and rock walls. Today, people create images with a multitude of mediums, including photography. What drives this picturemaking impulse? Some make pictures for commercial reasons. Others create informational systems or employ scientific imaging tools to visualize the unseen. Artists use images expressionistically, to conceptualize and articulate who they are and how they view the world. However, the fundamental motive for making the vast majority of pictures is a desire to preserve: to document, and therefore honor, specific people, events, and possessions of importance. Regardless of purpose, the making of images persists because words alone cannot always provide a satisfactory way to describe and express our relationship to the world. Pictures are an essential component of how humans observe, communicate, celebrate, comment, and, most of all, remember. What and how we remember shapes our worldview, and pictures can provide a stimulus to jog one's memory.
Possible Titles:
1. The Deep-Rooted Human Impulse to Create and Preserve Through Images
2. Understanding the Diverse Motives Behind the Act of Picturemaking
3. How Pictures Serve as Tools for Memory, Expression, and Communication
4. The Timeless Drive to Document and Preserve Through Visual Art
Main Idea #1:
The impulse to create images is deeply rooted in humans and dates back to ancient times.
Main Idea #2:
People make pictures for various reasons, but the primary motive is to preserve memories and document meaningful aspects of life, as pictures help express and communicate what words alone cannot.
Summary:
Humans have a long history of creating images, driven by the desire to preserve and document important people, events, and objects. While some images are made for commercial, informational, or artistic reasons, the act of picturemaking persists because it helps express and communicate ideas and memories that words alone cannot fully capture.
Key Points:
1. The human impulse to create pictures dates back at least 64,000 years.
2. People make images for commercial, scientific, informational, and artistic purposes.
3. The fundamental motive for most picturemaking is the desire to preserve and honor important memories.
4. Pictures complement words by providing a way to express and remember aspects of life that shape our worldview.
[고3] 2024년 10월 – 24번: 유사한 관점을 가진 사람들과의 관계가 자아 형성에 미치는 영향
We naturally gravitate toward people whose views and beliefs are similar to our own, seeking what the eighteenth-century moral philosopher Adam Smith called "a certain harmony of minds." Spending time with people who share our opinions reinforces our group identity, strengthening trust, cooperation, equality, and productivity. Our shared reality grounds us not just in our common perceptions but in similar feelings and worldviews. This helps to preserve our core values and beliefs about ourselves. It also provides us with meaning and a feeling of self-worth. And with each decision or interaction that confirms our tribe's common experience, we get rewarded with the hormonal happiness we crave. Our perception of ourselves is a mixture of our own unique characteristics and our sense of belonging to our in-groups. In fact, our personal identity is so closely interwoven with our social identity that our brains can't tell them apart. If I put you in a scanner and ask you to talk about yourself and then about the groups to which you feel the closest affinity, it will activate the same neural networks in your brain.
Possible Titles:
1. The Connection Between Personal Identity and Social Belonging
2. How Shared Beliefs Shape Group Identity and Self-Perception
3. The Role of Social Groups in Reinforcing Core Values and Self-Worth
4. Understanding the Interplay Between Personal and Social Identities
Main Idea #1:
People naturally seek out those with similar beliefs, which strengthens group identity and fosters trust and cooperation.
Main Idea #2:
Our personal and social identities are deeply interconnected, with shared experiences and group affiliations shaping how we perceive ourselves, providing meaning, and reinforcing self-worth.
Summary:
Humans tend to associate with those who share similar beliefs, as it fosters trust, cooperation, and group identity. This connection between personal and social identity is so strong that our brains process them similarly, highlighting how belonging to in-groups reinforces self-worth and a sense of meaning.
Key Points:
1. People are naturally drawn to those with similar views, which strengthens group identity.
2. Shared beliefs and experiences help preserve core values and provide a sense of self-worth.
3. Our brains do not distinguish between personal and social identities; both are interwoven.
4. Group affiliation reinforces trust, cooperation, and feelings of happiness and meaning.
[고3] 2024년 10월 – 25번: 2017년 기계 학습을 이용한 스마트폰 앱의 인식 및 사용 비율
The above graph shows awareness and usage of smartphone applications featuring machine learning in 2017. In each of the five surveyed applications, the percentage of respondents demonstrating awareness was higher than that of respondents demonstrating usage. Predictive text had the highest percentages of respondents in both awareness and usage, among the five applications. The percentage of respondents displaying awareness of voice search was more than four times that of respondents using it. Voice-to-text showed a higher percentage of the respondents reporting awareness of it than email classification, while this was not the case in their usage. The percentage of respondents showing usage of automated photo classification was less than half of the percentage of those showing awareness of it.
Possible Titles:
1. Discrepancy Between Awareness and Usage of Machine Learning Apps in 2017
2. Awareness Surpasses Usage Across Machine Learning Smartphone Applications
3. Examining User Awareness and Engagement With Machine Learning Features
4. The Gap Between Knowing and Using Machine Learning Apps in 2017
Main Idea #1:
Awareness of machine learning smartphone applications was consistently higher than their actual usage across all surveyed features in 2017.
Main Idea #2:
Predictive text had the highest awareness and usage, while significant gaps existed for other applications, such as voice search and automated photo classification, where awareness was much greater than actual engagement.
Summary:
In 2017, awareness of machine learning smartphone apps was higher than usage for all surveyed features. Predictive text had the highest percentages for both metrics, while features like voice search and photo classification showed notable gaps, indicating that users were aware of these tools but less inclined to use them.
Key Points:
1. Awareness surpassed usage across all five surveyed machine learning applications.
2. Predictive text had the highest rates of both awareness and usage.
3. Voice search awareness was more than four times its usage rate.
4. Automated photo classification showed a significant gap, with less than half of those aware actually using it.
[고3] 2024년 10월 – 26번: 고고학자 Mary Leakey의 업적과 아프리카에서의 중요한 발견들
Mary Douglas Leakey was born in 1913 in London, England in a family of scholars and researchers. Her father, who was an artist, took her to see the stone tools being studied by French prehistorians. This sparked her interest in archaeology. When she was just 17 years old, she served as an illustrator at a dig in England. Shortly after marrying Louis Leakey, she left for East Africa with her husband. Together, they made important fossil discoveries. In 1948, Mary found a partial skull fossil of Proconsul africanus on Rusinga Island in Lake Victoria. In 1959 in Tanzania, she discovered the skull of an early hominin that her husband named Zinjanthropus boisei, which is now known as Paranthropus boisei. Even after her husband's death in 1972, Mary continued her work in Africa. Mary died in 1996, in Nairobi, Kenya.
Possible Titles:
1. The Life and Legacy of Mary Leakey: A Pioneer in Archaeology
2. Mary Leakey’s Significant Fossil Discoveries in East Africa
3. From Illustrator to Leading Archaeologist: The Journey of Mary Leakey
4. The Contributions of Mary Leakey to Early Hominin Research
Main Idea #1:
Mary Leakey developed an early interest in archaeology, which led to a lifelong career in fossil discoveries in East Africa.
Main Idea #2:
Throughout her career, Mary made significant contributions to the study of early hominins, including the discovery of important fossils like Proconsul africanus and Paranthropus boisei, continuing her work even after her husband's death.
Summary:
Mary Leakey, born in 1913 in London, became interested in archaeology at a young age and later made significant fossil discoveries in East Africa. Notable finds include the partial skull of Proconsul africanus and Paranthropus boisei. She continued her work after her husband’s death, contributing greatly to the field until her own passing in 1996.
Key Points:
1. Mary Leakey’s interest in archaeology began in childhood, inspired by exposure to stone tools.
2. She made significant fossil discoveries with her husband, Louis Leakey, in East Africa.
3. Key finds included Proconsul africanus in 1948 and Paranthropus boisei in 1959.
4. Mary continued her archaeological work after Louis Leakey’s death, maintaining her dedication to the field until 1996.
[고3] 2024년 10월 – 29번: 후손들이 은하계를 식민지화할 가능성과 관련 기술들
Sometime late in the next millennium, our descendants may head off to other star systems. They may use comets as stepping-stones, some of which are only loosely bound to our sun because they reach almost halfway to the nearest star system, Alpha Centauri. Our remote descendants may eventually colonize much of our galaxy just as the first living organisms on Earth once colonized Earth's young oceans. Interstellar migrations will depend on as yet unimagined technologies for driving ships, for maintaining sustainable environments, and for putting humans into hibernations lasting for centuries. Interstellar journeys will also depend on the existence of groups willing to risk long and dangerous voyages with little or no hope of returning. It would take spaceships traveling at 1 percent of the speed of light more than four hundred years to reach the Alpha Centauri system. But if they spread out from there at a similar rate, they could settle star systems throughout the Milky Way within one hundred million years, which is just a bit longer than the span of time since dinosaurs ruled our Earth.
Possible Titles:
1. The Future of Humanity: Colonizing the Galaxy Through Interstellar Travel
2. The Challenges and Possibilities of Interstellar Migrations to Alpha Centauri
3. How Humanity Might Expand Across the Galaxy in the Next Millennium
4. Exploring the Potential for Galactic Colonization Through Advanced Technologies
Main Idea #1:
Future interstellar migrations may lead to humanity colonizing other star systems, beginning with those near our own, like Alpha Centauri.
Main Idea #2:
These journeys will require advanced, yet-to-be-invented technologies and the willingness of groups to embark on long, risky voyages, potentially enabling the colonization of the Milky Way over millions of years.
Summary:
In the distant future, humanity may expand to other star systems, starting with Alpha Centauri. This would require advanced technologies for space travel, sustainable environments, and human hibernation. Though the journeys would be long and risky, humanity could potentially settle the Milky Way over the course of one hundred million years.
Key Points:
1. Future interstellar migration may start with nearby star systems like Alpha Centauri.
2. Advanced, currently unimagined technologies will be needed for sustainable long-distance space travel.
3. Successful journeys will depend on groups willing to undertake long, dangerous trips with little hope of returning.
4. Humanity could potentially colonize the galaxy within one hundred million years, similar to the time span since dinosaurs existed.
[고3] 2024년 10월 – 30번: 어린 동물들이 계급질서에서 특별 대우를 받는 ‘강아지 면허’ 설명
Notably, young animals of many species have a special status, a leeway period granted by older members of the group. This break from the hierarchy is called "puppy license" by the behaviorists who see it in dogs, but it's a feature of family dynamics in a range of species. Older animals will overlook, or gently correct, an inappropriate display of dominance as long as the offender is young enough not to know better. Puppy license also covers play: older dogs seem to enjoy puppy playfulness, and may encourage young dogs by wrestling more gently, barking more softly, and sometimes letting the puppies win. As soon as that young dog hits a certain point in adolescence, however, its puppy license expires. Behaviors that were lightheartedly tolerated just a few days before are now met with adult pushback. Although the dog is still young and may lack experience, it is challenged and treated like an adult. In the human world and in the dog world, as juveniles mature into wildhood and their puppy licenses are no longer valid, a tolerant world becomes irritated and intolerant.
Possible Titles:
1. The Concept of "Puppy License" and Its Role in Animal Social Dynamics
2. How Young Animals Are Granted Leeway During Early Development
3. Understanding the Expiration of "Puppy License" in Animal Behavior
4. The Shift From Tolerance to Challenge as Juveniles Mature in the Animal World
Main Idea #1:
Young animals are granted a "puppy license," a period during which older members of the group tolerate or gently correct inappropriate behaviors.
Main Idea #2:
As juveniles mature, their "puppy license" expires, leading to stricter enforcement of social norms, as older members challenge and treat them as adults.
Summary:
Young animals often receive a "puppy license," where their playful or inappropriate behaviors are tolerated by older members. This leeway encourages learning and play, but once the juveniles reach a certain maturity, the tolerance fades, and they are treated as adults. This shift mirrors similar dynamics in the human world, where youthful freedom gives way to stricter expectations as individuals grow.
Key Points:
1. Young animals are granted a leeway period known as "puppy license" where their behaviors are more tolerated.
2. Older animals often enjoy and gently encourage playful interactions with younger ones.
3. The "puppy license" expires once the young animals reach adolescence, leading to stricter behavior correction.
4. This transition from tolerance to challenge is seen across different species, including humans.
[고3] 2024년 10월 – 31번: 과학 발전이 더 어려워지는 이유와 기존 이론의 한계
After we make some amount of scientific and technological progress, does further progress get easier or harder? Intuitively, 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 can make future progress easier. On the other hand, we "pick the low-hanging fruit": we make the easy discoveries first, so those that remain are more difficult. You 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, when we look at the data it's the latter effect that predominates. Overall, past progress makes future progress harder. It's easy to see this qualitatively by looking at the history of innovation. Consider physics. In 1905, his "miracle year," 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 all this while working as a patent clerk. Compared to Einstein's day, progress in physics is now much harder to achieve.
Possible Titles:
1. The Challenge of Further Progress: Standing on Giants or Picking Low-Hanging Fruit?
2. Why Future Scientific and Technological Advances Become More Difficult Over Time
3. The Balance Between Past Discoveries and the Increasing Difficulty of Innovation
4. Understanding the Growing Challenge of Progress Through Historical Examples
Main Idea #1:
Progress in science and technology faces two opposing effects: building on past discoveries can make it easier, while exhausting simpler discoveries makes further progress harder.
Main Idea #2:
Despite the advantages of past discoveries, the data suggests that progress generally becomes more difficult over time, as evidenced by the increasing complexity of advancements in fields like physics compared to earlier periods.
Summary:
Further scientific and technological progress is influenced by two opposing effects: building on past discoveries and the depletion of easy innovations. Historical examples, such as Einstein’s revolutionary achievements in 1905, show that progress has become harder over time, indicating that the easier discoveries have already been made.
Key Points:
1. Progress can either be facilitated by past discoveries or hindered by the exhaustion of easy problems.
2. The "low-hanging fruit" effect suggests that simpler, foundational innovations are discovered first.
3. Historical data and examples indicate that future advances generally become more difficult.
4. Einstein's rapid progress in physics contrasts with the growing challenges faced by modern scientists.
[고3] 2024년 10월 – 32번: 유전자와 뇌의 구조가 행동에 미치는 영향과 환경의 역할
Behavior is, for the most part, a product of genes and brain neuropathways. Consider the elegant chemistry at work when living organisms move, think, behave, and act. Certainly, the environment is a factor here because it can influence how we act. An analogy would illustrate this adequately. Think of the environment as gasoline, and our body as the engine. Truly, the engine does not run without the gasoline, but all 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 accelerates, less, and it slows. The same is true for an organism. Behavior is a response to the environment. We have 'free will,' 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 engine for that behavior is already built and functional; therefore, the environment is but a catalyst.
Possible Titles:
1. The Interaction Between Genes, Brain Architecture, and Environmental Influence on Behavior
2. Understanding Behavior: Genes as the Engine and Environment as the Catalyst
3. How Genetic and Neurological Structures Shape Behavioral Responses
4. The Role of Environmental Stimuli in Triggering Predetermined Behavioral Patterns
Main Idea #1:
Behavior is largely determined by genetic and neurological structures, with the environment influencing but not creating these behaviors.
Main Idea #2:
The environment acts as a catalyst, akin to gasoline for an engine, accelerating or decelerating behaviors that are ultimately governed by the existing architecture of genes and brain neuropathways.
Summary:
Behavior stems primarily from genes and brain structures, while the environment acts as a catalyst, influencing the expression of these behaviors. Like an engine that requires gasoline to run, behavior responds to environmental stimuli, but the genetic and neurological "engine" dictates how this response operates.
Key Points:
1. Genes and brain pathways are fundamental to determining behavior.
2. The environment influences behavior but does not create the underlying structure.
3. Behavior can be accelerated or slowed by environmental factors, similar to how gasoline affects an engine.
4. The architecture of genes and the brain ultimately governs the range of possible responses.
[고3] 2024년 10월 – 33번: 영아들이 의도적인 행동을 모방하는 사회 인지적 혁명 과정
The social-cognitive revolution at 1 year of age sets the stage for infants' second year of life, in which they begin to imitatively learn the use of all kinds of tools, artifacts, and symbols. For example, in a study by Meltzoff , 14-month-old children observed an adult bend at the waist and touch its head to a panel, thus turning on a light. They followed suit. 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 hand. 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 doing so, from among other possible means, and if they had the same goal, they could choose the same means. Similarly, Carpenter et al. found that 16-month-old infants will imitatively learn from a complex behavioral sequence only those behaviors that appear intentional, ignoring those that appear accidental. Young children do not just imitate the limb movements of other persons, they attempt to reproduce other persons' intended actions in the world.
Possible Titles:
1. How Infants Learn Intentional Actions Through Imitation
2. The Role of Social-Cognitive Development in Early Imitative Learning
3. Understanding the Imitative Behaviors of Infants: Learning Through Intention
4. The Emergence of Goal-Oriented Imitation in Infants’ Second Year
Main Idea #1:
The social-cognitive revolution at around 1 year enables infants to begin imitative learning of tools, actions, and symbols by observing adults.
Main Idea #2:
Infants do not merely imitate actions but discern and reproduce the intentional behaviors of others, focusing on purposeful actions and ignoring those that appear accidental.
Summary:
Infants around 1 year old begin to imitatively learn how to use tools and symbols by observing the intentional actions of adults. Studies show that infants can differentiate between purposeful and accidental behaviors, choosing to imitate only those actions that appear to have a clear goal. This goal-oriented imitation is a key aspect of their early learning.
Key Points:
1. The social-cognitive revolution enables infants to start learning through imitation.
2. Infants observe and imitate adults' intentional actions, not just their movements.
3. Infants can distinguish between purposeful and accidental behaviors.
4. Imitative learning helps infants understand goal-directed actions and how to achieve them.
[고3] 2024년 10월 – 34번: 과학적 이론은 언제든지 오류가 입증될 수 있음을 설명
As an ideal of intellectual inquiry and a strategy for the advancement of knowledge, the scientific method is essentially a monument to the utility of error. Most of us gravitate toward trying to prove our beliefs, to the extent that we bother investigating their validity at all. But scientists gravitate toward falsification; as a community if not as individuals, they seek to disprove their beliefs. Thus, the defining feature of a hypothesis is that it has the potential to be proven wrong (which is why it must be both testable and tested), and the defining feature of a theory is that it hasn't been proven wrong yet. But the important part is that it can be ─ no matter how much evidence appears to confirm it, no matter how many experts endorse it, no matter how much popular support it enjoys. In fact, not only can any given theory be proven wrong; sooner or later, it probably will be. And when it is, the occasion will mark the success of science, not its failure. This was the crucial insight of the Scientific Revolution: that the advancement of knowledge depends on current theories collapsing in the face of new insights and discoveries.
Possible Titles:
1. The Role of Error and Falsification in the Advancement of Science
2. How the Scientific Method Embraces the Potential for Being Wrong
3. The Importance of Disproving Theories in Scientific Progress
4. Understanding the Utility of Error Through the Scientific Method
Main Idea #1:
The scientific method values falsification over confirmation, making error a crucial element in the advancement of knowledge.
Main Idea #2:
The potential for theories to be proven wrong is essential to scientific progress, as new insights and discoveries arise when existing theories collapse, highlighting the success rather than the failure of science.
Summary:
The scientific method is built around the principle of falsification, where hypotheses must be testable and capable of being proven wrong. This approach values error, as scientific progress depends on the eventual collapse of current theories in light of new discoveries. This insight from the Scientific Revolution underscores that disproving theories leads to the advancement of knowledge.
Key Points:
1. The scientific method prioritizes disproving rather than confirming beliefs.
2. A hypothesis must be testable, and a theory remains valid only as long as it hasn't been proven wrong.
3. Scientific progress occurs when current theories are challenged and replaced by new insights.
4. The process of falsification drives the advancement of knowledge, emphasizing the utility of error.
[고3] 2024년 10월 – 35번: 새로운 시스템 사용 시 개인적 필요가 사회적 목표와 충돌할 수 있음
It is important to remember that to achieve acceptance and use of new technologies/systems, 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 driver's personal goals. Societal goals and individual goals do not necessarily coincide. For example, the policy goal behind 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 because 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 use the system simply because they have a general interest in innovative systems.
Possible Titles:
1. Balancing Innovation and User Relevance in Technology Adoption
2. The Challenge of Aligning Policy Goals With Personal User Interests
3. Understanding User Motivation: Beyond Innovation in System Acceptance
4. How Personal Relevance Drives Acceptance of New Technologies
Main Idea #1:
For new technologies to be accepted, the personal importance to users should be prioritized over the level of innovation.
Main Idea #2:
Policies and societal goals may not align with individual drivers' goals, as seen with systems like ISA, where personal motivations, such as avoiding tickets, can lead to acceptance even if the policy goals are less relevant to users.
Summary:
The acceptance of new technologies depends more on their personal relevance to users than on their innovative features. While policy goals, such as improving safety with ISA, may not align with individual drivers' views, personal motivations, like avoiding speeding tickets or an interest in new systems, can still drive user adoption.
Key Points:
1. Personal relevance is crucial for the acceptance of new technologies.
2. Policy goals often do not align with individual users' motivations.
3. Drivers may not see systems like ISA as necessary for safety but might still adopt them for practical reasons.
4. Personal benefits, such as avoiding penalties, can influence technology acceptance more than policy-driven goals.
[고3] 2024년 10월 – 36번: 나이가 들면서 비언어적 감정 신호를 감지하는 능력이 약해지는 현상
From infancy, even before we learn to speak, we absorb how to infer people's emotions from their behaviors. As we grow older, however, this capacity can atrophy. We start to pay 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 hints 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 unspoken. We all know people like this: Friends who 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 unusually observant, or uncommonly sensitive. Sometimes they are. But years of research indicates this is a skill anyone can develop. We can learn to identify the nonverbal clues that indicate someone's true emotions and use these hints to understand what they are feeling.
Possible Titles:
1. Rediscovering the Skill of Reading Nonverbal Emotional Clues
2. How to Enhance Emotional Awareness Beyond Spoken Language
3. The Decline and Potential Revival of Nonverbal Emotional Sensitivity
4. Developing the Ability to Detect Unspoken Emotions Through Observation
Main Idea #1:
From a young age, we naturally learn to infer emotions from behaviors, but this skill can weaken as we grow older and focus more on verbal communication.
Main Idea #2:
Though some people seem naturally adept at sensing emotions, research suggests that anyone can develop the ability to detect nonverbal clues and understand unspoken feelings.
Summary:
While we innately learn to read emotions from behaviors, this ability can diminish as we start to rely more on spoken language. Some individuals seem naturally skilled at detecting unspoken emotions, but research shows that it is a skill anyone can develop by learning to observe nonverbal cues that reveal true feelings.
Key Points:
1. We naturally learn to infer emotions from behaviors in infancy, even before speaking.
2. This skill can weaken as we grow older and focus more on verbal communication.
3. Some people seem naturally talented at detecting unspoken emotions, but this is a learnable skill.
4. Research indicates that by observing nonverbal clues, anyone can develop the ability to sense true emotions.
[고3] 2024년 10월 – 37번: 우리가 아는 것과 모르는 것에 대한 인식 감정 설명
Some epistemic feelings let us know that we know. These include the feeling of knowing, the feeling of certainty, and the feeling of correctness. For example, you feel sure that "1666" is the answer to the question, "When did the Great Fire of London occur?" Feeling that you know, even that you are sure, is not unfailing. We can be mistaken in those feelings. Other epistemic feelings alert our attention to what we do not yet know. Curiosity, awe, and wonder fall into this category. As with the feelings of knowing, we can ask whether feelings of not-yet-knowing are necessarily right. It does seem that if you wonder at something, 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 you use ─ did not prepare you for the thing you wonder at. As such, wonder is a useful emotion, because it points to gaps in what you thought you knew.
Possible Titles:
1. Understanding Epistemic Feelings: Knowing and the Gaps in Knowledge
2. The Role of Epistemic Feelings in Awareness of Knowledge and Curiosity
3. How Feelings of Knowing and Wonder Shape Our Understanding
4. The Significance of Epistemic Feelings in Identifying Knowledge and Ignorance
Main Idea #1:
Epistemic feelings, such as the feeling of knowing and certainty, indicate when we believe we have knowledge, though they can sometimes be mistaken.
Main Idea #2:
Feelings like curiosity and wonder alert us to gaps in our knowledge, indicating when our existing understanding is inadequate, and encouraging exploration and learning.
Summary:
Epistemic feelings help us recognize both what we believe we know and what we do not yet understand. While feelings of knowing can sometimes be mistaken, emotions like curiosity and wonder signal gaps in our knowledge, prompting us to explore and address what we are not prepared for.
Key Points:
1. Epistemic feelings include certainty, correctness, and the sense of knowing.
2. These feelings are not always accurate and can lead to mistaken beliefs.
3. Curiosity and wonder are epistemic feelings that indicate a lack of knowledge.
4. Wonder is valuable because it highlights gaps in our understanding, prompting further inquiry.
[고3] 2024년 10월 – 38번: 기억이 왜곡되는 이유와 이것이 뉴스 인식에 미치는 영향
Memory often 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 normal 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 continually distorting in self-serving ways." A recent study argues that several forms of cognitive bias cause distortions in storing 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 news is strongly influenced by what is most easily and readily accessible from their memories. But what if memories about news stories are faulty and distort, forget, or invent what was actually reported? In such cases, it may be the manipulation of memories in individual minds that primes, frames, and sets the agenda, not the original news stories.
Possible Titles:
1. The Impact of Cognitive Biases on Memory and Media Perception
2. How Memory Distortions Influence Agenda Setting and Priming
3. Understanding the Self-Serving Nature of Memory and Its Biases
4. The Role of Faulty Memories in Shaping Responses to News Stories
Main Idea #1:
Memory tends to give undue importance to vivid, striking events while neglecting ordinary ones, leading to distortions influenced by self-serving biases.
Main Idea #2:
Cognitive biases in memory storage and retrieval can affect how people respond to news, potentially shaping perceptions through distorted memories rather than the original information.
Summary:
Memory is prone to self-serving distortions, often giving more importance to vivid, unusual events and neglecting the ordinary. Cognitive biases can lead to faulty memories, which influence how people respond to news, suggesting that perceptions may be shaped more by distorted recollections than by the original stories themselves.
Key Points:
1. Memory favors vivid and striking events, leading to biased recollection.
2. Self-serving distortions can alter how we remember events.
3. Cognitive biases can cause memory distortions that impact responses to news.
4. Faulty memories may prime and frame perceptions, independent of the original news content.
[고3] 2024년 10월 – 39번: 차별 방정식 대신 간단한 신체 동작을 통해 공을 잡는 방법
One 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 between the ball and your body. The cerebellum assumes that your hand and the ball should appear in similar relative positions for each catch. So, if the ball 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 movements enable us to catch the ball without solving any differential equations. We are also 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 likely to crash into another player, so maybe you should not take this action.
Possible Titles:
1. How the Cerebellum Simplifies Complex Actions in Catching a Fly Ball
2. The Role of the Cerebellum in Coordinating Movements Without Complex Calculations
3. Simplified Problem-Solving: How We Catch a Ball Without Solving Equations
4. Understanding the Cerebellum’s Role in Anticipating and Coordinating Movements
Main Idea #1:
The cerebellum helps us catch a ball by simplifying the problem, using familiar relative positions rather than solving complex differential equations.
Main Idea #2:
By mapping sensory inputs onto muscle movements, the cerebellum allows us to perform coordinated actions and even anticipate the consequences of movements without actually taking them.
Summary:
Catching a fly ball doesn’t require solving complex differential equations; instead, the cerebellum simplifies the process by guiding movements based on familiar sensory inputs. It maps muscle actions to match known patterns, helping to coordinate and anticipate actions, such as adjusting hand speed or deciding not to catch the ball to avoid collisions.
Key Points:
1. Catching a ball is simplified by the cerebellum without complex calculations.
2. The cerebellum matches sensory inputs to familiar muscle movements to guide actions.
3. It allows us to adjust movements, such as speeding up or slowing down, based on the ball's trajectory.
4. The cerebellum also anticipates potential outcomes, helping to make decisions about whether or not to act.
[고3] 2024년 10월 – 40번: 시의 불가역적 형식이 철학적 탐구에 미치는 영향 설명
Philosophical interest in poetry has been dominated by the question of whether poetry can aid philosophical thought and promote philosophical inquiry. This focus reflects a tradition of philosophers like Pope and Rumi presenting their philosophical work in verse. In addition, poets like William Wordsworth and T. S. Eliot have been celebrated as poet-philosophers, with their work valued as the product of philosophy through poetry. However, arguments against 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 philosophical themes, this does not amount to doing philosophy through poetry. One such argument hinges on the non-paraphrasability of poetry and form-content unity. The thought goes, if poetry 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 fixed meaning can be evaluated in terms of truth or falsity. Poetry resists paraphrase: to change the words is to change the poem.
Possible Titles:
1. The Debate Over Poetry’s Role in Philosophical Inquiry
2. Can Poetry Contribute to Philosophy? Exploring the Limits of Paraphrase
3. The Tension Between Poetry and Truth in Philosophical Thought
4. Understanding the Philosophical Value and Limitations of Poetry
Main Idea #1:
There is a longstanding debate about whether poetry can contribute to philosophical inquiry, with some valuing poetry's role in presenting philosophical themes.
Main Idea #2:
Critics argue that poetry’s resistance to paraphrase and its form-content unity limit its philosophical role, as philosophy requires clear propositions that can be evaluated for truth.
Summary:
While poetry has been appreciated for its philosophical themes, there is debate over its role in philosophical inquiry. Some argue that poetry’s resistance to paraphrase restricts its ability to function as philosophy, as philosophical ideas need to be expressed in clear, paraphrasable propositions that can be evaluated for truth or falsity.
Key Points:
1. Philosophical interest in poetry has focused on its potential to aid philosophical thought.
2. Historical figures like Pope, Rumi, Wordsworth, and Eliot are seen as merging philosophy with poetry.
3. Critics highlight poetry’s resistance to paraphrase, arguing this limits its philosophical value.
4. Clear, fixed propositions are necessary for philosophical evaluation, which poetry’s form-content unity complicates.
[고3] 2024년 10월 – 41~42번: 앵무새의 소리와 돌에 새겨진 문양이 의미를 가질 수 없는 이유
Vocal sounds 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 spoken words. Nor 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 observers, are not words or pictures. They do not have the appropriate etiology and they have no inherent semantic content or object. They are simply physical objects that resemble certain other things. For observers, they may call to mind the things they resemble. In this regard, they may function as natural signs by virtue of the physical resemblance, but they have no semantic content about which one could be right or wrong. If people take 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, pictures, and images are not that way. They contain a semantic content to be understood.
Possible Titles:
1. The Difference Between Natural Signs and Semantic Content in Communication
2. Understanding Why Parrot Vocalizations Lack True Semantic Meaning
3. Distinguishing Physical Resemblance From Semantic Content in Words and Signs
4. Why Physical Similarity Does Not Equate to Semantic Understanding
Main Idea #1:
Vocalizations by parrots and natural patterns like weather etchings do not constitute words or pictures because they lack inherent semantic content, even if they resemble or are taken to be linguistic acts.
Main Idea #2:
True words, pictures, and images contain semantic content that is understood beyond mere physical resemblance, unlike natural signs, which function based on resemblance without conveying fixed meaning.
Summary:
Parrot vocalizations and natural patterns may resemble spoken words or images, but they do not have semantic content, as they lack the appropriate origins and inherent meaning. While natural signs may call to mind what they resemble, true words and pictures contain specific semantic content to be understood, distinguishing them from simple physical resemblance.
Key Points:
1. Parrot vocal sounds, despite resembling words, lack inherent semantic meaning.
2. Natural patterns, like weather etchings or cloud shapes, are not words or images but physical objects with no semantic content.
3. Physical resemblance alone does not create semantic meaning.
4. True words and pictures contain specific semantic content that allows them to be understood beyond mere resemblance.
[고3] 2024년 10월 – 43~45번: 눈사람과 토끼의 교환과 우정 이야기
One frosty morning, a rabbit was jumping about on a hill. There stood a snowman which had been made by some children. He had a broom in his hand and a carrot nose. The rabbit saw the carrot and swallowed hard. "I will have a delicious breakfast," he thought and jumped up, reaching out for the snowman's nose. But before the rabbit even touched him, something hit him hard. "Go Away!" the snowman threatened him with his great broom. "Sorry, Mr. Snowman, I just..." murmured the rabbit. "You wanted to eat my nose!," he shouted. "I was so hungry and it looked so tasty," apologized the rabbit. The snowman thought for a moment. "Hmm... Here, I am bored by myself. I would like to go to the village where the children are. If you take me there, I'll give you my carrot," said the snowman. Excited by the offer, the rabbit told the snowman to wait and disappeared. He returned shortly, dragging a sled and said to the snowman, "Let's go!" The sled ran smoothly over the snow. The snowman with joy waved his broom. After a while, they arrived in the middle of the village. "Here we are," said the rabbit. "Thank you. Here's the carrot," said the snowman, giving him his carrot. The rabbit hesitated for a moment. "Come on, take it. I have a feeling that I'll get a new one," urged the snowman. He finally accepted the carrot and leapt back into the woods. Not long after, the children gathered around the snowman. Noticing that he had no nose, they gave him a fresh carrot. From that time on, the snowman stood in the middle of the village, with a broom in his hand and a marvelous new carrot nose.
Possible Titles:
1. The Snowman's Generous Deal: A Rabbit's Journey for a Carrot
2. How a Hungry Rabbit Helped a Lonely Snowman Find Friends
3. The Snowman and the Rabbit: A Tale of Kindness and Compromise
4. A Winter Adventure: The Snowman's Wish and the Rabbit's Reward
Main Idea #1:
A hungry rabbit tried to take the snowman's carrot nose, but the snowman stopped him and offered a deal instead.
Main Idea #2:
The snowman promised the rabbit his carrot nose if the rabbit took him to the village. After the rabbit helped, the snowman received a new nose from the children, showing how kindness was rewarded.
Summary:
A rabbit attempted to take a snowman’s carrot nose out of hunger but was stopped. The snowman offered his carrot if the rabbit would take him to the village. After the rabbit helped, the snowman kept his promise, and soon the children gave him a new nose, rewarding his generosity.
Key Points:
1. A hungry rabbit wanted the snowman’s carrot nose for breakfast.
2. The snowman offered the carrot in exchange for being taken to the village.
3. The rabbit helped the snowman, and he fulfilled his promise by giving the carrot.
4. The snowman received a new nose from the children, showing how kindness was reciprocated.
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