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1. B

Question: information about how non-scientists’ assumptions about intelligence influence their behaviour towards others


– Non- scientists’ assumptions = parents’ implicit theories

– Intelligence

– Influence = determine

– Their behaviour towards others = at what ages they believe their children are ready to perform various cognitive tasks.

Explain: People’s behavior towards others’ intelligence is mentioned in the first sentence of paragraph B: “implicit theories of intelligence drive the way in which people perceive and evaluate their own intelligence and that of others”. Non-scientists refer to normal people, and implicit theories refer to assumptions (about intelligence). The way people evaluate the intelligence of other people influences their behavior towards others.

2. A

Question: a reference to lack of clarity over the definition of intelligence

Keywords: Lack of clarity over the definition of intelligence = unconscious notions – known as ‘implicit theories’ of intelligence

Explain: In the first sentence of the passage, the author claims that “no one knows for certain what it (intelligence) actually is”. Thus, it can be said that there is a lack of clarity over the definition of intelligence. The answer is paragraph A.

3. D

Question: the point that a researcher’s implicit and explicit theories may be very different

Keywords: A researcher = an investigator, Different = little correspondence

Explain: The relation between implicit and explicit theories is mentioned in paragraph D: “if an investigation…reveals little correspondence between the extant implicit and explicit theories, the implicit theories may be wrong”. This suggests that it is possible that these two types of theories may be different.


Question: Slow language development in children is likely to prove disappointing to their parents.

Keywords: slow, language, development, children, disappointing, parents

Explain: The information about parents and their children’s language development can be found in paragraph B. While the author mentions parents making “corrections” to the children’s speech at certain ages, there is nothing said about how parents feel towards slow language development. This statement is therefore NOT GIVEN.

5. NO

Question: People’s expectations of what children should gain from education are universal.


– People’s expectations = people have expectations

– Of what children should gain from education = for intellectual performances

– Are universal # differ

Explain: Paragraph E suggests that people’s “expectations for intellectual performances differ for children of different ages” and of different cultures. Therefore, these expectations are not universal (universal = common in the world). The statement contradicts the author’s claims, so the answer is NO.

6. YES

Question: Scholars may discuss theories without fully understanding each other.

Keywords: Without fully understanding each other = are likely to miss the point of what others are saying

Explain: The last sentence of paragraph J states that: “Until scholars are able to discuss their implicit theories and thus their assumptions, they are likely to miss the point of what others are saying”. The expression “miss the point” here has a similar meaning to “not fully understand”, so this sentence means that scholars usually discuss their own theories without fully understanding other scholars. The answer is therefore YES.

7. B

Question: It is desirable for the same possibilities to be open to everyone.

Keywords: Same possibilities to be open to everyone = should have equal opportunities

Explain: The first sentence of paragraph H includes the statement: “the Jeffersonian view is that people should have equal opportunities.”  Later in the paragraph, we find: “In the Jeffersonian view, the goal of education is not to favor or foster an elite…” Thus, the idea that “It is desirable for the same possibilities to be open to everyone” belongs to Jeffersonian view. The answer is B.

8. C

Question: No section of society should have preferential treatment at the expense of another.

Keywords: No section of society should have preferential treatment = all people are equal = one person would serve as well as another in…

Explain: In paragraph I, the Jacksonian view is that “we do not need or want any institutions that might lead to favouring one group over another”. The answer is C

9. B

Question: People should only gain benefits on the basis of what they actually achieve.


– Gain benefits = are rewarded

– On the basis of what they actually achieve = for what they accomplish

Explain: According to Jeffersonian view in paragraph H, “people are rewarded for what they accomplish”. The answer is B

10. A

Question: Variation in intelligence begins at birth.


– Variation in intelligence = with different levels of intelligence

– Begins at birth = people are born

Explain: According to paragraph G, the Hamiltonian view is that “people are born with different levels of intelligence”, which means variation in intelligence begins at birth. So the answer is A.

11. A

Question: The more intelligent people should be in positions of power.


– The more intelligent people = a cognitive (high-IQ) elite

– Be in position of power = have to take responsibility

Explain: The Hamiltonian view, still in paragraph G, suggests that the more intelligent should keep the less intelligent “in line”, which means they should be in control. They hold the positions of power like government officials or philosopher-kings. Thus, the answer is A.

12. C

Question: took many trips along eastern rivers in a 12………….


– Took many trips = often travelled

– Along eastern rivers = …and other noted eastern rivers

Explain: We can use the first point in “travelling as a professional photographer” as a cue: it is stated in the first sentence of paragraph 7. Subsequently, “eastern rivers” are mentioned, as Henderson “often travelled by canoe” on these rivers. Thus, the answer is “canoe”.

13. A

Question: People of low intelligence are likely to lead uncontrolled lives.


– People of low intelligence = non-elite (low-IQ) people = the unintelligent

– Lead uncontrolled lives = always have created a kind of chaos

Explain: According to Hamiltonian theory in paragraph G, the unintelligent would create chaos if left to themselves. This means that their lives are uncontrolled.

14. C

Question: mention of factors driving a renewed interest in natural medicinal compounds

Keywords: Renewed = back on the map, Drive = prompt

Explain: The first sentence of paragraph C states that laboratory-based drug discovery has now “prompted the development of new approaches focusing once again on natural products”. The phrase “once again” implies that this interest in natural medicine had existed before, and now it is “renewed”.  So, this is one factor behind the renewed interest in natural products.  Paragraph C then mentions another factor: “This realisation, together with several looming health crises, such as antibiotic resistance, has put bioprospecting – the search for useful compounds in nature – firmly back on the map”.  The expression “back on the map” also refers to “a renewed interest”.

15. H

Question: how recent technological advances have made insect research easier

Keywords: recent, technological, advances, insect, research, easier

Explain: The only paragraph which concerns technological advances is paragraph H: it is now possible to snip out insects’ DNA and insert them into other cells that can produce larger quantities. The phrase “now possible” suggests that it wasn’t possible in the past, implying a great development in technology and science. The answer is H.

16. A

Question: examples of animals which use medicinal substances from nature.


– examples of animals: capuchin monkeys; the chimpanzees

– medicinal substances from nature: toxin-oozing millipedes, noxious forest plants

Explain: Paragraph A gives examples of primates which use natural substances like toxin-oozing millipedes or noxious forest plants as medicine.

17. F

Question: reasons why it is challenging to use insects in drug research


– Why it is challenging = a daunting task

– Drug research = bioprospecting

Explain: Paragraph F discusses 3 reasons why it is very difficult, or challenging, to use insects in bioprospecting (which is the search for plant and animal species from which medicinal drugs and other commercially valuable compounds can be obtained).

18. I

Question: reference to how interest in drug research may benefit wildlife


– interest in drug = As much as I’d love to help develop a groundbreaking insect-derived medicine

– Benefit wildlife = conservation

Explain: The relation between insect research and wildlife (wilderness) can be found in paragraph I. The author claims that his main motivation for insect research is actually wildlife conservation, because “all species, however small and seemingly insignificant, have a right to exist for their own sake”. Thus, by showing the practical value of insect research, people would appreciate nature more, and wildlife in general will benefit.

19. B

Question: a reason why nature-based medicines fell out of favour for a period


– Fell out of favour = moved its focus away

– for a period = for a while

– A reason why = the main cause of this shift

– Medicine = pharmaceutical science

Explain: According to paragraph B: “for a while, modern pharmaceutical science moved its focus away from nature”. The term “moved its focus away” means that natural medicine was no longer the focus of pharmaceutical science. Attention „shifted‟ to the design of chemical compounds in the laboratory. In other words, it fell out of favour.

20. E

Question: an example of an insect-derived medicine in use at the moment

Keywords: example, insect-derived, medicine

Explain: Paragraph E mentions several promising compounds derived from insects, such as alloferon, which is used in Russia and South Korea. Hence, paragraph E gives an example of an insect-derived medicine in use at the moment.

21-22. B, C

Question: Which TWO of the following make insects interesting for drug research?

B   the variety of substances insects have developed to protect themselves

C   the potential to extract and make use of insects’ genetic codes


– The variety of = an enormous range of

– Substances = compounds

– Protect themselves = for defensive and offensive purposes

– The potential = their potential

– Insects’ genetic codes = sources of therapeutic compounds

Explain: Although using insects for drug research is challenging, it is also interesting and potentially useful. In paragraph G, the author mentions that many insects can release compounds to subdue their prey or to deal with pathogenic bacteria and fungi. This means that humans can make use of these compounds to produce antibiotics. Thus, B is one correct answer. Another benefit from insect research is that we can extract useful compounds by snipping out insect DNAs and inserting them into particular cells to allow larger production. Therefore, C is correct.

23. ecology

Question: Ross Piper and fellow zoologists at Aberystwyth University are using their expertise in 23………….. when undertaking bioprospecting with insects.


– Ross Piper and fellow zoologists = my colleagues and I

– are using = we use

– expertise in = our knowledge of

Explain: Using the skim and scan skill, we can find information about Aberystwyth University scientists in paragraph G. There, Piper and his colleagues use their knowledge in ecology to target certain insects for bioprospecting.

24. prey

Question: They are especially interested in the compounds that insects produce to overpower and preserve their 24……………..


– are especially interested in = that particularly interest us

– compounds that insects produce = secrete powerful poison for

– Overpower = subduing

– preserve = keeping it fresh for future consumption

Explain: The creatures that particularly interest the scientists are those that product substances to subdue their prey and to keep it fresh. Thus, it is clear that the answer is “prey”.

25. habitats

Question: They are also interested in compounds which insects use to protect themselves from pathogenic bacteria and fungi found in their 25…………….

Keywords: compounds which insects use to protect themselves = many antimicrobial compounds for dealing with

Explain: The insects that have to product compounds to fight against pathogenic bacteria and fungi, as well as other micro-organisms, usually live in filthy habitats. Thus, it can be understood that pathogenic bacteria and fungi are found in these insects‟ habitats. Note that we cannot use “filthy habitats” because only one word is allowed.

26. antibiotics

Question: Piper hopes that these substances will be useful in the development of drugs such as 26……………


– Many compounds = these substances

– will be useful = there is certainly potential

– in the development of = inspire new

Explain: Piper (the author) states that “there is certainly potential to find many compounds that can serve as or inspire new antibiotics”. This means he hopes that these compounds and substances will be used to develop antibiotics (a type of drug). The answer is “antibiotics”.

27. B

Question: Play can be divided into a number of separate categories.


– can be divided into = range from

– a number of categories = various types of play

– separate = discrete

Explain: According to Miller & Almon (paragraph 4), there are “discrete descriptions of various types of play such as physical, construction, language or symbolic play”. This means that play can be divided into various types or categories. The answer is B.

28. G

Question: Adults’ intended goals affect how they play with children.


– Adults’ intended goals = their educational goals

– how they play with children = The adult’s role in play

– affect = varies

Explain: Hirsch-Pasek et al (paragraph 8) state that the adult’s role in play varies according to their educational goals. In other words, adults‟ goals affect how they play with children (by taking different roles). The answer is G.

29. F

Question: Combining work with play may be the best way for children to learn.


– Combining work with play = this mid-point between play and work

– be the best way for children to learn = create robust opportunities for playful learning.

Explain: Joan Goodman (paragraph 7) suggested that “hybrid forms of work and play can provide optimal contexts for learning”. This means that such hybrid, or combination, could be the best way for children to learn.

30. E

Question: Certain elements of play are more significant than others.


– Certain elements of play = aspects of play (process orientation and a lack of obvious functional purpose)

– are more significant than others = may be the most important

Explain: While Rubin et al (paragraph 5 and 6) considered all aspects, or dimensions, of play along a continuum from less playful to more playful, they did not state that certain elements of play are more important than others:  “Rubin and colleagues did not assign greater weight to any one dimension in determining playfulness”. However, Pellegrini (paragraph 6) suggested that two aspects are “the most important”, namely “process orientation” and “a lack of obvious functional purpose”. It can be inferred that Pellegrini considered these two aspects more important (more significant) than others.

31. C

Question: Activities can be classified on a scale of playfulness


– Activities = children’s playful behaviors

– can be classified = can range

– on a scale of playfulness = in degree from 0% to 100% playful.

Explain: Rubin and colleagues (paragraph 5) claim that play is defined as more or less playful according to a set of criteria. In other words, there is a scale of playfulness for play. Thus, the matching researchers are Rubin et al.

32. NO

Question: Children need toys in order to play.

Keywords: children, toys, play

Explain: In the second sentence of the passage, the author states that children will play in any circumstances, even when they have no real toys. Thus, it is incorrect to say that children need toys to play.

33. YES

Question: It is a mistake to treat play and learning as separate types of activities.


– It is a mistake = false

– separate types of activities = dichotomy between play and learning.

Explain: The distinction between learning and play can be found in the last sentence of paragraph 2: “our society has created a false dichotomy between play and learning”. The word “dichotomy” means division, distinction between opposite things. Thus, it is false to treat play and learning as separate activities.


Question: Play helps children to develop their artistic talents.

Keywords: play, children, develop, artistic, talents

Explain: Paragraph 3 gives some examples of benefits of play for children, including benefits in their behavior, science, maths, problem-solving skills, etc.  Although the word “creative” is mentioned, this is only used to refer to problem-solving skills. However, there is no mention of “artistic talents”.

35. NO

Question: Researchers have agreed on a definition of play.


– have agreed on = Full consensus on

– a definition of play = definition of play

Explain: It is stated in paragraph 4 that “full consensus on a formal definition of play continues to elude the researchers and theorists who study it”. “Full consensus” means “full agreement”. The word “elude” suggests that the definition is hard to be grasped by researchers. Thus, it is clear that they have not agreed on a definition of play yet. So the statement contradicts the author’s claims.

36. YES

Question: Work and play differ in terms of whether or not they have a target.


– differ = Unlike

– is goal oriented = have a target

Explain: The difference between work and play is stated in the following sentence in paragraph 7: “Unlike play, work is typically not viewed as enjoyable and it is extrinsically motivated (i.e. it is goal oriented”. To have a goal is the same as to have a target. Work has a target, and in that way it is different from play.

37. encouraging

Question: Alternatively, an adult can play with a child and develop the play, for instance by 37…………… the child to investigate different aspects of their game.


– Alternatively = In the more direct form of guided play

– an adult = parents or other adults

– can play with a child = joining in the fun as a coplayer

– Investigate = further exploration

– of their game = to the child’s activity

Explain: The answer can be found in paragraph 9, which is about guided play. The author mentions that there are two forms of guided play, and we need to focus on the second, more direct form. In this form, the adult can encourage “further exploration or new facets” by asking questions or making comments while joining in the play.

38. desire

Question: Adults can help children to learn through play, and may make the activity rather structured, but it should still be based on the child’s 38…………. to play.


– and may make the activity rather structured = playful learning can be somewhat structured

– based on = stem from

Explain: According to Nicolopolou et al in paragraph 9, while play can be somewhat structured (with the help of adults), it must also be child-centred and “stem from the child’s own desire”. In other words, the play should be based on the child and his/her desire to play.

39. autonomy

Question: Play without the intervention of adults gives children real 39………….


– Play without the intervention of adults = Intrinsically motivated free play

– gives children = provides the child with

– real = true

Explain: It is stated (in paragraph 10) that “free play provides the child with true autonomy”.

40. targeted

Question: With adults, play can be 40……………. at particular goals. However, all forms of play should be an opportunity for children to have fun.


– all forms of play = In either case

– have fun = must be fun

Explain: In paragraph 10, it is stated that “guided play…can provide more targeted learning experiences”. We already know (from question 36), that “targets” and “goals‟ have a similar meaning. Guided play refers to play with the intervention of adults, so the blank should be filled with “targeted”.

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