Cambridge 14 Reading Test 3 - Answers With Explanation

1. Section B: implicit theories affect hiring and friendship decisions — "job interviewers will make hiring decisions on the basis of their implicit theories" and "people will decide who to be friends with" on the same basis.

2. Section A: "looked at in another way, no one does" know what intelligence actually is.

3. Section D: "if an investigation of implicit theories reveals little correspondence between the extant implicit and explicit theories, the implicit theories may be wrong" — or the explicit ones need correcting.

4. The passage says parents' implicit theories affect when they correct their children's speech, but nothing about disappointment over slow development — NOT GIVEN.

5. "Expectations for children who participate in Western-style schooling are almost certain to be different from those for children who do not" — not universal — NO.

6. "Until scholars are able to discuss their implicit theories... they are likely to miss the point of what others are saying" — YES.

7. Jeffersonian view: "people should have equal opportunities" — the same possibilities open to everyone.

8. Jacksonian view: "we do not need or want any institutions that might lead to favouring one group over another."

9. Jeffersonian view: "people are rewarded for what they accomplish, if given equal opportunity."

10. Hamiltonian view: "people are born with different levels of intelligence."

11. Hamiltonian view: the less intelligent "need the good offices of the more intelligent to keep them in line."

12. Jacksonian view: people are "intersubstitutable except for specialised skills, all of which can be learned."

13. Hamiltonian view: "left to themselves, the unintelligent would create... a kind of chaos."

14. Section C: the ability to mine genomes plus "several looming health crises, such as antibiotic resistance, has put bioprospecting... firmly back on the map."

15. Section H: "It is now possible to snip out the stretches of the insect's DNA that carry the codes for the interesting compounds and insert them into cell lines."

16. Section A: capuchin monkeys use "toxin-oozing millipedes to deter mosquitoes" and chimpanzees use "noxious forest plants to rid themselves of intestinal parasites."

17. Section F lists three obstacles: too many species to screen, tiny glands that are hard to extract from, and species that are "difficult to rear in captivity."

18. Section I: the writer's "main motivation for looking at insects in this way is conservation" — protecting species that would otherwise be lost.

19. Section B: pharmaceutical science moved to the lab partly because "finding them [natural compounds] is far from easy."

20. Section E: "alloferon, an antimicrobial compound produced by blow fly larvae, is used as an antiviral and antitumor agent in South Korea and Russia."

21–22. Section D: insects have "an enormous range of very interesting compounds for defensive and offensive purposes" (option B). Section H: it's now possible to "snip out" and use their DNA codes (option C).

23. Piper's team "use our knowledge of ecology as a guide to target our efforts."

24. They're interested in insects that "secrete powerful poison for subduing prey and keeping it fresh."

25. Other insects live in "filthy habitats, such as faeces and carcasses" full of pathogens.

26. These compounds "can serve as or inspire new antibiotics."

27. Miller and Almon define play through "discrete descriptions of various types of play such as physical, construction, language, or symbolic play."

28. Hirsch-Pasek et al.: "the adult's role in play varies as a function of their educational goals and the child's developmental level."

29. Joan Goodman argues "hybrid forms of work and play are not a detriment to learning; rather, they can provide optimal contexts for learning."

30. Pellegrini suggests "process orientation and a lack of obvious functional purpose may be the most important aspects of play."

31. Rubin et al.'s continuum lets "children's playful behaviours... range in degree from 0% to 100% playful."

32. "Children will do so in any circumstances, for instance when they have no real toys" — toys aren't required — NO.

33. "Our society has created a false dichotomy between play and learning" — treating them as separate is a mistake — YES.

34. The passage lists cognitive, social, physical and emotional benefits of play but never mentions artistic talent specifically — NOT GIVEN.

35. "Full consensus on a formal definition of play continues to elude the researchers and theorists" — they have not agreed — NO.

36. Play "has no extrinsically motivated function or goal," while work "is extrinsically motivated (i.e. it is goal oriented)" — a clear difference over having a target — YES.

37. Adults develop play by "raising thoughtful questions... or encouraging further exploration or new facets to the child's activity."

38. Guided play "must also be child-centred" and "should stem from the child's own desire."

39. "Intrinsically motivated free play provides the child with true autonomy."

40. "Guided play is an avenue through which parents and educators can provide more targeted learning experiences."