TOEFL · Listening · 28 soal

Latihan TOEFL Listening 2

Simulasi listening dan reading orisinal yang mengikuti format TOEFL iBT yang dipublikasikan.

Ini adalah soal latihan orisinal buatan Loopy yang mengikuti format yang dipublikasikan. Ini bukan tes resmi dari ETS.

TOEIC® dan TOEFL® adalah merek dagang terdaftar milik ETS. IELTS dimiliki bersama oleh British Council, IDP, dan Cambridge English. Tes latihan Loopy dibuat sendiri dan tidak berafiliasi dengan maupun didukung oleh organisasi-organisasi tersebut.

Audio satu tes penuh

Conversation 1

  1. Soal 1

    Why does the student go to see the professor?

    • ATo get advice on narrowing down his presentation topic
    • BTo ask for an extension on a research paper
    • CTo request permission to work with a partner
    • DTo find out his grade on a history assignment
    Lihat transkrip

    NARRATOR: Listen to a conversation between a student and a professor. STUDENT: Hi, Professor Ingrid. Do you have a few minutes? I wanted to ask for some help with our upcoming class presentation. PROFESSOR: Hello, Tomas. Yes, please come in and take a seat. I am happy to help. We do need to finalize your presentation topic soon. Remember, the deadline to submit your official topic sheet is this Friday at five p.m. STUDENT: Yes, that is exactly why I am here. I am having a really hard time choosing a topic. Originally, I wanted to talk about the history of agriculture in both Asia and Europe. I thought I could compare wheat, barley, and rice all in one talk. PROFESSOR: Ah, I see. Well, comparing three major grains across two continents is a very big project. Your presentation is only allowed to be five minutes long. If you try to cover all three, you will quickly run out of time. It is much better to focus on just one specific crop in one region. STUDENT: Oh, okay. Five minutes is indeed very short. I, uh, I guess I did not realize how fast that time goes by. So, if I have to pick just one... I think barley is really interesting. I read a little bit about how it was grown in ancient Mesopotamia. PROFESSOR: Barley is an excellent choice. It was one of the earliest cultivated grains in that region. To make your talk unique, you could focus on how barley was actually used as a form of payment, or, you know, money. STUDENT: Wait, they used barley like money? I did not know that! That is a really cool angle. But, I am a bit worried. Where can I find reliable articles about ancient barley payments? PROFESSOR: You should start with the university library website. We have a special digital database called "Ancient Agriculture Online." It has short, verified articles that are perfect for a five-minute classroom presentation. STUDENT: That sounds perfect. I will search that database today and fill out my topic sheet tonight. I will make sure to print it and slide it under your office door before Friday at five. PROFESSOR: That works. Just make sure you also write down your main research question on the sheet. I look forward to reading it! [Q1] Why does the student go to see the professor?

    Terjemahan

    NARATOR: Dengarkan percakapan antara seorang mahasiswa dan seorang profesor. MAHASISWA: Halo, Profesor Ingrid. Apakah Anda punya waktu beberapa menit? Saya ingin meminta bantuan terkait presentasi kelas kita yang akan datang. PROFESOR: Halo, Tomas. Ya, silakan masuk dan duduk. Saya senang bisa membantu. Kita memang harus segera memfinalisasi topik presentasimu. Ingat, batas akhir untuk mengumpulkan lembar topik resmimu adalah hari Jumat ini pukul lima sore. MAHASISWA: Ya, tepat karena itulah saya di sini. Saya sangat kesulitan memilih topik. Awalnya, saya ingin membahas sejarah pertanian di Asia dan Eropa. Saya pikir saya bisa membandingkan gandum, jelai, dan padi dalam satu presentasi. PROFESOR: Ah, begitu. Menyejajarkan tiga biji-bijian utama di dua benua adalah proyek yang sangat besar. Presentasimu hanya boleh berdurasi lima menit. Jika kamu mencoba membahas ketiganya, kamu akan cepat kehabisan waktu. Jauh lebih baik untuk fokus pada satu tanaman spesifik saja di satu wilayah. MAHASISWA: Oh, baiklah. Lima menit memang sangat singkat. Saya, eh, sepertinya tidak menyadari betapa cepatnya waktu berlalu. Jadi, jika saya harus memilih satu saja... Saya rasa jelai sangat menarik. Saya membaca sedikit tentang bagaimana tanaman ini ditanam di Mesopotamia kuno. PROFESOR: Jelai adalah pilihan yang sangat bagus. Itu adalah salah satu biji-bijian paling awal yang dibudidayakan di wilayah tersebut. Agar presentasimu unik, kamu bisa fokus pada bagaimana jelai sebenarnya digunakan sebagai bentuk pembayaran, atau, tahu kan, uang. MAHASISWA: Tunggu, mereka menggunakan jelai seperti uang? Saya tidak tahu itu! Itu sudut pandang yang sangat keren. Tapi, saya agak khawatir. Di mana saya bisa menemukan artikel tepercaya tentang pembayaran menggunakan jelai di zaman kuno? PROFESOR: Kamu sebaiknya mulai dari situs web perpustakaan universitas. Kita memiliki basis data digital khusus bernama "Ancient Agriculture Online." Di sana terdapat artikel-artikel pendek terverifikasi yang sangat cocok untuk presentasi kelas berdurasi lima menit. MAHASISWA: Kedengarannya sempurna. Saya akan mencari di basis data tersebut hari ini dan mengisi lembar topik saya malam ini. Saya akan memastikan untuk mencetaknya dan menyelipkannya di bawah pintu kantor Anda sebelum hari Jumat jam lima sore. PROFESOR: Itu bisa dilakukan. Pastikan saja kamu juga menuliskan pertanyaan penelitian utamamu di lembar tersebut. Saya tidak sabar untuk membacanya!

  1. Soal 2

    According to the professor, what is the deadline to submit the topic sheet?

    • ABy Wednesday at noon
    • BBy Friday at five p.m.
    • CBefore the next class meeting
    • DBy the end of the semester
    Lihat transkrip

    (Shared with Q1.) [Q2] According to the professor, what is the deadline to submit the topic sheet?

    Terjemahan

    (Sama dengan Q1.) [Q2] Menurut profesor, kapan tenggat waktu untuk mengumpulkan lembar topik?

  1. Soal 3

    What interesting detail about barley does the professor mention?

    • AIt was first grown in East Asia.
    • BIt was the only crop grown in Mesopotamia.
    • CIt was used as a form of payment.
    • DIt was very difficult to harvest.
    Lihat transkrip

    (Shared with Q1.) [Q3] What interesting detail about barley does the professor mention?

    Terjemahan

    (Sama dengan Q1.) [Q3] Detail menarik apa tentang jelai yang disebutkan oleh profesor?

  1. Soal 4

    What does the professor imply about the student's original presentation plan?

    • AIt did not contain enough historical facts.
    • BIt was too similar to another student's topic.
    • CIt required too many expensive library books.
    • DIt would have been too broad for the time limit.
    Lihat transkrip

    (Shared with Q1.) [Q4] What does the professor imply about the student's original presentation plan?

    Terjemahan

    (Sama dengan Pertanyaan 1.) [P4] Apa yang diisyaratkan oleh profesor mengenai rencana presentasi awal mahasiswa tersebut?

  1. Soal 5

    Why does the student say this: "I, uh, I guess I did not realize how fast that time goes by."

    • ATo show that he agrees his original topic idea was too large
    • BTo explain why he arrived late to his meeting with the professor
    • CTo express concern that he will not finish his presentation on time
    • DTo complain about the strict rules of the classroom assignment
    Lihat transkrip

    (Shared with Q1.) [Replay: "I, uh, I guess I did not realize how fast that time goes by."] [Q5] Why does the student say this: "I, uh, I guess I did not realize how fast that time goes by."

    Terjemahan

    [Putar ulang: "I, uh, I guess I did not realize how fast that time goes by."] [Q5] Mengapa siswa tersebut mengatakan hal ini: "I, uh, I guess I did not realize how fast that time goes by."

Lecture 1

  1. Soal 6

    What is the lecture mainly about?

    • AHow underground fungal networks enable plants to share warning signals about pests.
    • BThe metabolic costs that broad bean plants incur when producing defensive volatile chemicals.
    • CThe symbiotic exchange of water and phosphorus between plant roots and fungi.
    • DWhy predatory wasps rely on common mycorrhizal networks to find aphid hosts.
    Lihat transkrip

    NARRATOR: Listen to part of a lecture in a biology class. PROFESSOR: Okay, everyone, let's get started. Today, we're going to talk about how plants communicate. Now, when you think of plants, you probably think of them as silent, solitary organisms. But actually, they are highly connected, particularly underground. Most plants form symbiotic—uh, mutually beneficial—relationships with fungi, creating what we call Common Mycorrhizal Networks, or CMNs. A CMN is essentially an underground web of fungal threads, called hyphae, that physically links the root systems of different plants in an area. Traditionally, we've known that these networks help plants share resources like water, phosphorus, and nitrogen. But recent research shows they do much more—they actually act as a sort of information superhighway for sending warning signals. STUDENT: Wait, so plants can actually send warning messages to each other through fungi? PROFESSOR: Exactly, Lukas. When a plant is attacked by pests, say, aphids, it doesn't just suffer in silence. It sends out chemical warnings, or infochemicals—which are simply chemical compounds used to transmit information. These infochemicals travel through the CMN to neighboring plants. Let's look at a key study involving broad bean plants. Researchers set up an experiment where they grew bean plants in groups. Some were connected by a CMN, while others were prevented from forming these fungal connections. Now, to make sure the signals weren't just diffusing through the soil, the researchers used different types of mesh barriers. Some mesh had pores so small that plant roots and fungal hyphae couldn't pass through, but water and small molecules could. Other barriers blocked everything. They introduced aphids—which are tiny, sap-sucking insects—to one "donor" plant in each group. And here is the fascinating part. The neighboring plants that were connected to the donor by the fungal network quickly started producing defensive volatile chemicals. These volatiles do two things: they repel aphids, and they actually attract predatory wasps, which are the natural enemies of aphids. But the neighboring plants that were isolated from the network? They didn't produce any defenses at all. They had no idea the danger was coming. STUDENT: Wow, so the connected plants were basically pre-warned. But does this signaling cost the plants anything? PROFESSOR: That's a great question. Activating defenses before an attacker even arrives—a process we call priming—does require metabolic energy. The plant has to divert resources away from growth to make these defensive chemicals. However, compared to the massive damage an unchecked aphid infestation would cause, this energy cost is well worth it. It's a classic evolutionary trade-off. By investing a little energy early, the plant ensures its survival. Now, this underground communication isn't just a friendly neighborhood alert system. It also raises questions about whether plants are actively helping their relatives, or if the fungi themselves are driving this communication to protect their host plants, which provide them with carbon. [Q6] What is the lecture mainly about?

    Terjemahan

    NARATOR: Dengarkan bagian dari kuliah di kelas biologi. DOSEN: Baik, semuanya, mari kita mulai. Hari ini, kita akan membahas tentang bagaimana tumbuhan berkomunikasi. Sekarang, ketika memikirkan tumbuhan, Anda mungkin menganggap mereka sebagai organisme yang diam dan menyendiri. Namun sebenarnya, mereka sangat terhubung, terutama di bawah tanah. Sebagian besar tumbuhan membentuk hubungan simbiosis—uh, yang saling menguntungkan—dengan jamur, menciptakan apa yang kita sebut Jaringan Mikoriza Bersama, atau CMN (Common Mycorrhizal Networks). CMN pada dasarnya adalah jaring bawah tanah dari benang jamur, yang disebut hifa, yang menghubungkan sistem perakaran berbagai tumbuhan di suatu area secara fisik. Secara tradisional, kita tahu bahwa jaringan ini membantu tumbuhan berbagi sumber daya seperti air, fosfor, dan nitrogen. Namun, penelitian terbaru menunjukkan bahwa peran mereka jauh lebih besar—mereka sebenarnya bertindak seperti semacam jalan raya informasi untuk mengirimkan sinyal peringatan. MAHASISWA: Tunggu, jadi tumbuhan benar-benar bisa mengirim pesan peringatan satu sama lain melalui jamur? DOSEN: Tepat sekali, Lukas. Ketika sebuah tumbuhan diserang oleh hama, katakanlah kutu daun (aphid), tumbuhan tersebut tidak hanya menderita dalam diam. Ia mengirimkan peringatan kimia, atau infokimia—yang merupakan senyawa kimia yang digunakan untuk mengirimkan informasi. Infokimia ini merambat melalui CMN ke tumbuhan tetangganya. Mari kita lihat studi penting yang melibatkan tanaman kacang babi (broad bean). Para peneliti merancang eksperimen di mana mereka menanam tanaman kacang tersebut dalam beberapa kelompok. Sebagian terhubung oleh CMN, sementara yang lain dihalangi untuk membentuk koneksi jamur ini. Kini, untuk memastikan sinyal tidak hanya menyebar melalui tanah, para peneliti menggunakan berbagai jenis penghalang jaring (mesh). Beberapa jaring memiliki pori-pori yang sangat kecil sehingga akar tumbuhan dan hifa jamur tidak dapat melewatinya, tetapi air dan molekul kecil bisa. Penghalang lainnya memblokir segalanya. Mereka memasukkan kutu daun—yaitu serangga kecil penghisap cairan tumbuhan—ke satu tumbuhan "donor" di setiap kelompok. Dan inilah bagian yang menarik. Tumbuhan tetangga yang terhubung dengan donor melalui jaringan jamur dengan cepat mulai memproduksi senyawa kimia volatil pertahanan. Senyawa volatil ini melakukan dua hal: mereka mengusir kutu daun, dan mereka sebenarnya menarik perhatian tawon predator, yang merupakan musuh alami kutu daun. Namun bagaimana dengan tumbuhan tetangga yang terisolasi dari jaringan tersebut? Mereka tidak memproduksi pertahanan sama sekali. Mereka tidak tahu bahwa bahaya sedang mendekat. MAHASISWA: Wah, jadi tumbuhan yang terhubung pada dasarnya sudah diperingatkan sebelumnya. Namun, apakah persinyalan ini memerlukan biaya bagi tumbuhan? DOSEN: Pertanyaan yang bagus. Mengaktifkan pertahanan bahkan sebelum penyerang datang—proses yang kita sebut sebagai priming—memang membutuhkan energi metabolisme. Tumbuhan harus mengalihkan sumber daya dari pertumbuhan untuk membuat senyawa kimia pertahanan ini. Namun, dibandingkan dengan kerusakan parah yang akan ditimbulkan oleh serangan kutu daun yang tidak terkendali, biaya energi ini sangatlah sepadan. Ini adalah trade-off evolusioner yang klasik. Dengan menginvestasikan sedikit energi sejak awal, tumbuhan memastikan kelangsungan hidupnya. Kini, komunikasi bawah tanah ini bukan sekadar sistem peringatan tetangga yang ramah. Hal ini juga menimbulkan pertanyaan tentang apakah tumbuhan secara aktif membantu kerabatnya, atau apakah jamur itu sendiri yang mendorong komunikasi ini untuk melindungi tumbuhan inang mereka, yang menyediakan karbon bagi mereka.

  1. Soal 7

    According to the professor, what is a Common Mycorrhizal Network (CMN)?

    • AA defensive chemical barrier produced by plants to block pests from accessing their roots.
    • BA physical connection formed by underground fungal threads linking multiple plants.
    • CA type of predatory wasp colony that lives symbiotically within plant roots.
    • DA technique used by researchers to measure soil nutrient diffusion.
    Lihat transkrip

    (Shared with Q6.) [Q7] According to the professor, what is a Common Mycorrhizal Network (CMN)?

    Terjemahan

    (Sama dengan Q6.) [Q7] Menurut profesor tersebut, apa yang dimaksud dengan Common Mycorrhizal Network (CMN)?

  1. Soal 8 (pilih semua yang benar)

    According to the study mentioned by the professor, what are two effects of the volatile chemicals produced by the warned bean plants? Choose 2 answers.

    • AThey deter aphids from feeding on the plants.
    • BThey attract insect predators that hunt aphids.
    • CThey prevent neighboring plants from growing too close.
    • DThey stimulate the growth of symbiotic fungal networks.
    Lihat transkrip

    (Shared with Q6.) [Q8] According to the study mentioned by the professor, what are two effects of the volatile chemicals produced by the warned bean plants? Choose 2 answers.

    Terjemahan

    (Sama dengan Q6.) [Q8] Berdasarkan penelitian yang disebutkan oleh profesor, apa saja dua dampak dari senyawa kimia volatil yang dihasilkan oleh tanaman kacang yang telah diperingatkan? Pilih 2 jawaban.

  1. Soal 9

    Why does the professor mention the different pore sizes of the mesh barriers used in the experiment?

    • ATo highlight the physical difficulty fungi have in passing through compact soil.
    • BTo demonstrate how aphids enter the root systems of broad bean plants.
    • CTo explain how researchers proved the signals traveled specifically through fungal connections.
    • DTo argue that soil nutrients diffuse faster than chemical warning signals.
    Lihat transkrip

    (Shared with Q6.) [Q9] Why does the professor mention the different pore sizes of the mesh barriers used in the experiment?

    Terjemahan

    (Sama dengan Q6.) [Q9] Mengapa profesor menyebutkan perbedaan ukuran pori pada penghalang jaring yang digunakan dalam eksperimen tersebut?

  1. Soal 10

    According to the professor, what is a drawback of "priming" for a plant?

    • AIt makes the plant more vulnerable to predatory wasps.
    • BIt permanently damages the plant's symbiotic relationship with fungi.
    • CIt prevents the plant from absorbing phosphorus and nitrogen from the soil.
    • DIt consumes metabolic resources that would otherwise support plant growth.
    Lihat transkrip

    (Shared with Q6.) [Q10] According to the professor, what is a drawback of "priming" for a plant?

    Terjemahan

    Menurut profesor tersebut, apa dampak negatif dari "priming" bagi tumbuhan?

  1. Soal 11

    Why does the speaker say this:

    • ATo emphasize the importance of the fungal network in enabling defensive preparation.
    • BTo express concern over the vulnerability of isolated bean crops to sudden weather changes.
    • CTo correct a misconception about how fast aphids can spread between plants.
    • DTo suggest that isolated plants have alternative, non-chemical defense systems.
    Lihat transkrip

    (Shared with Q6.) [Replay: "But the neighboring plants that were isolated from the network? They didn't produce any defenses at all. They had no idea the danger was coming."] [Q11] Why does the speaker say this:

    Terjemahan

    Namun tanaman di sekitarnya yang terisolasi dari jaringan tersebut? Mereka sama sekali tidak menghasilkan pertahanan apa pun. Mereka sama sekali tidak menyadari bahwa bahaya akan datang.

Conversation 2

  1. Soal 12

    Why does the student go to see the academic advisor?

    • ATo resolve an issue with how her study abroad credits are categorized.
    • BTo request an extension on her general graduation application.
    • CTo apply for a late-registration fee waiver for a biology course.
    • DTo ask if she can take extra courses next semester.
    Lihat transkrip

    NARRATOR: Listen to a conversation between a student and an academic advisor. Student: Hi, Mr. Vance. Thanks for meeting with me on such short notice. I'm Ingrid. I'm hoping you can help me make sense of my graduation audit. I just checked it online yesterday, and it says I'm still short by six credits for my environmental studies major. But... well, I spent last semester studying in Costa Rica, and I thought those biology courses would fulfill my upper-level elective requirements. Advisor: Hi, Ingrid. Please, sit down. Let's pull up your file here. Ah, yes, I see the Costa Rica credits on your transcript. They're currently listed under 'general electives' at the bottom of the page. Here's the thing: when you study abroad, the registrar's office automatically inputs those credits as general electives. They don't automatically match them up with specific major requirements, even if the course titles look similar. Student: Oh, I see. So that's why they aren't counting toward my major. I was really starting to panic because I'm supposed to graduate this coming spring. Is there any way to fix this, or do I have to take two more classes next semester? That would really overload my schedule. Advisor: Don't worry, you won't necessarily have to take more classes. What you need to do is submit a Course Substitution Form for each of the two biology classes you took abroad. Basically, this form asks the head of the Environmental Studies department to officially approve those Costa Rica courses as equivalent to our upper-level electives. Once they sign off on it, you bring the forms back here, and we'll update your audit. Student: Okay, that sounds doable. But... is there a deadline for this? I know the general graduation application is due next month. Advisor: Yes, there is. For the courses to be officially applied to this evaluation cycle, the signed forms must be submitted to the registrar's office by this Friday at five p.m. If you miss that window, you can still submit them, but you'll be charged a forty-five dollar late processing fee, and it might delay your official graduation clearance. Student: This Friday? Wow, that's... that's only three days from now. I'll have to find the department head, Dr. Perez, right away. I just hope she's in her office this week. Advisor: Actually, Dr. Perez is at an academic conference until Thursday. But you don't have to meet with her in person. You can email her the completed forms along with the course syllabi from Costa Rica. She can sign them digitally and email them back to you, or send them directly to us. I'd highly recommend doing that today, though, so she has time to review them as soon as she gets back. Student: That's a huge relief. I still have the digital syllabi saved on my laptop. I'll fill out the forms right now and email her. Thank you so much for explaining this! Advisor: You're welcome, Ingrid. Just make sure those syllabi have detailed weekly course descriptions, as that's what departments usually look at to verify the academic rigor. Let me print out those forms for you now so you can get started. [Q12] Why does the student go to see the academic advisor?

    Terjemahan

    NARATOR: Dengarkan percakapan antara seorang mahasiswi dan seorang penasihat akademik. Mahasiswi: Hai, Pak Vance. Terima kasih sudah bersedia menemui saya di waktu yang mendadak ini. Saya Ingrid. Saya berharap Bapak bisa membantu saya memahami audit kelulusan saya. Saya baru saja memeriksanya secara daring kemarin, dan tertulis bahwa saya masih kekurangan enam kredit untuk jurusan studi lingkungan saya. Tapi... begini, semester lalu saya belajar di Kosta Rika, dan saya kira mata kuliah biologi tersebut akan memenuhi persyaratan mata kuliah pilihan tingkat lanjut saya. Penasihat: Halo, Ingrid. Silakan duduk. Mari kita buka berkasmu di sini. Ah, ya, saya melihat kredit Kosta Rika di transkripmu. Saat ini kredit tersebut tercantum di bawah 'pilihan umum' (general electives) di bagian bawah halaman. Masalahnya begini: saat kamu belajar di luar negeri, bagian administrasi akademik secara otomatis memasukkan kredit tersebut sebagai pilihan umum. Mereka tidak langsung mencocokkannya dengan persyaratan jurusan tertentu, meskipun judul mata kuliahnya terlihat mirip. Mahasiswi: Oh, begitu. Jadi itu sebabnya mata kuliah tersebut tidak dihitung untuk jurusan saya. Saya benar-benar mulai panik karena saya seharusnya lulus musim semi mendatang. Apakah ada cara untuk memperbaikinya, atau haruskah saya mengambil dua kelas lagi semester depan? Itu akan sangat membebani jadwal saya. Penasihat: Jangan khawatir, kamu tidak harus mengambil lebih banyak kelas. Yang perlu kamu lakukan adalah menyerahkan Formulir Substitusi Mata Kuliah (Course Substitution Form) untuk masing-masing dari kedua kelas biologi yang kamu ambil di luar negeri. Pada dasarnya, formulir ini meminta kepala departemen Studi Lingkungan untuk secara resmi menyetujui mata kuliah Kosta Rika tersebut setara dengan mata kuliah pilihan tingkat lanjut kita. Setelah mereka menyetujuinya, kamu membawa kembali formulir tersebut ke sini, dan kami akan memperbarui auditmu. Mahasiswi: Oke, sepertinya itu bisa dilakukan. Tapi... apakah ada tenggat waktu untuk ini? Saya tahu pendaftaran kelulusan umum jatuh tempo bulan depan. Penasihat: Ya, ada. Agar mata kuliah tersebut dapat diterapkan secara resmi pada siklus evaluasi ini, formulir yang telah ditandatangani harus diserahkan ke bagian administrasi akademik paling lambat hari Jumat ini pukul lima sore. Jika kamu melewatkan batas waktu tersebut, kamu masih bisa menyerahkannya, tetapi kamu akan dikenakan biaya keterlambatan pemrosesan sebesar empat puluh lima dolar, dan itu mungkin akan menunda izin kelulusan resmimu. Mahasiswi: Jumat ini? Wah, itu... itu hanya tiga hari dari sekarang. Saya harus segera menemui kepala departemen, Dr. Perez. Saya harap beliau ada di kantornya minggu ini. Penasihat: Sebenarnya, Dr. Perez sedang menghadiri konferensi akademik hingga hari Kamis. Namun, kamu tidak perlu menemuinya secara langsung. Kamu bisa mengirimkan formulir yang sudah diisi beserta silabus mata kuliah dari Kosta Rika melalui surel. Beliau dapat menandatanganinya secara digital dan mengirimkannya kembali kepadamu, atau langsung mengirimkannya kepada kami. Saya sangat menyarankan untuk melakukannya hari ini, agar beliau memiliki waktu untuk meninjaunya segera setelah kembali. Mahasiswi: Itu sangat melegakan. Saya masih menyimpan silabus digitalnya di laptop saya. Saya akan mengisi formulirnya sekarang dan mengirimkannya lewat surel ke beliau. Terima kasih banyak atas penjelasannya! Penasihat: Sama-sama, Ingrid. Pastikan saja silabus tersebut memiliki deskripsi mingguan mata kuliah yang terperinci, karena biasanya departemen melihat hal itu untuk memverifikasi tingkat kesulitan akademisnya. Biarkan saya mencetak formulir tersebut untukmu sekarang agar kamu bisa memulainya.

  1. Soal 13

    According to the advisor, what is the default status of credits earned during study abroad?

    • AThey are excluded from the student's total credit count.
    • BThey are initially categorized as general electives.
    • CThey require a formal examination upon returning to campus.
    • DThey must be manually approved before the student leaves the country.
    Lihat transkrip

    (Shared with Q12.) [Q13] According to the advisor, what is the default status of credits earned during study abroad?

    Terjemahan

    (Sama dengan Q12.) [Q13] Menurut penasihat, apa status awal (default) dari kredit yang diperoleh selama studi di luar negeri?

  1. Soal 14

    What does the advisor imply about sending the syllabi to the department head?

    • ADr. Perez is unlikely to approve the courses because she is currently out of town.
    • BThe department head will probably require Ingrid to submit physical copies of the syllabus.
    • CDr. Perez will need to evaluate the course content before approving the substitution.
    • DThe syllabi must be officially translated by the study abroad office first.
    Lihat transkrip

    (Shared with Q12.) [Q14] What does the advisor imply about sending the syllabi to the department head?

    Terjemahan

    (Sama dengan Q12.) [Q14] Apa yang diisyaratkan oleh dosen penasihat mengenai pengiriman silabus kepada ketua departemen?

  1. Soal 15

    Why does the advisor mention a forty-five dollar fee?

    • ATo explain the cost of enrolling in additional courses next semester.
    • BTo complain about the university's strict financial policies.
    • CTo encourage the student to apply for a study abroad scholarship.
    • DTo emphasize the importance of submitting the paperwork before the upcoming Friday deadline.
    Lihat transkrip

    (Shared with Q12.) [Q15] Why does the advisor mention a forty-five dollar fee?

    Terjemahan

    (Sama dengan Q12.) [Q15] Mengapa penasihat menyebutkan biaya sebesar empat puluh lima dolar?

  1. Soal 16

    Why does the advisor say this:

    • ATo reassure the student that there is a solution to her academic problem.
    • BTo correct a misunderstanding about the university's graduation requirements.
    • CTo express doubt about the student's ability to handle a heavy course load.
    • DTo suggest that the student should change her major to avoid extra work.
    Lihat transkrip

    (Shared with Q12.) [Replay: "Don't worry, you won't necessarily have to take more classes."] [Q16] Why does the advisor say this:

    Terjemahan

    (Sama dengan Q12.) [Putar ulang: "Jangan khawatir, kamu tidak harus mengambil lebih banyak kelas."] [Q16] Mengapa dosen penasihat mengatakan hal ini:

Lecture 2

  1. Soal 17

    What is the lecture mainly about?

    • AHow aerosols indirectly alter cloud properties and influence global temperatures.
    • BThe geological impact of cargo ship exhaust plumes on marine cloud formation.
    • CThe mathematical calculation of cloud albedo under pristine atmospheric conditions.
    • DWhy greenhouse gases have a shorter atmospheric lifetime than aerosol particles.
    Lihat transkrip

    NARRATOR: Listen to part of a lecture in an environmental science class. PROFESSOR: Today, we're going to dive into one of the most complex, and honestly, one of the most uncertain variables in modern climate modeling: the indirect effects of aerosols on clouds. Now, we already know that aerosols—which are microscopic solid particles or liquid droplets suspended in the atmosphere—can directly reflect or absorb incoming solar radiation. But their indirect effects—how they alter the properties of clouds themselves—are far more intricate. To understand this, we first need to look at Cloud Condensation Nuclei, or CCN. CCN are simply the specific aerosol particles upon which water vapor can condense to form cloud droplets. In a pristine atmosphere, say, over the middle of the ocean, CCN are relatively scarce. So, when water vapor condenses, it's distributed among a smaller number of particles, resulting in fewer, but larger, cloud droplets. PROFESSOR: But what happens when human activities—like burning fossil fuels—inject a massive amount of artificial aerosols into the air? Well, we suddenly have a much higher concentration of CCN. This brings us to our first major concept: the Twomey Effect, also known as the cloud albedo indirect effect. Named after physicist Sean Twomey, this principle states that for a fixed amount of water vapor, an increase in aerosol concentration leads to a cloud with a larger number of smaller droplets. Because many small droplets present a greater total surface area to incoming sunlight than fewer large ones do, the cloud becomes significantly more reflective, or... uh, it has a higher albedo. It bounces more solar energy back into space, which has a cooling effect on the planet. STUDENT: So... if these polluted clouds are more reflective and cool the Earth, does that mean aerosol pollution is actually helping us mitigate global warming? PROFESSOR: That's a tempting conclusion, Tomas, but it's a double-edged sword. While it does temporarily mask some greenhouse warming, aerosols don't last nearly as long in the atmosphere as carbon dioxide does. Plus, the climate system is highly non-linear. And that leads us to our second concept: the Albrecht Effect, or the cloud lifetime indirect effect. Proposed by atmospheric scientist Bruce Albrecht, this concept focuses on what happens after those smaller droplets form. Because the droplets are so tiny, they struggle to coalesce—that is, to merge together to form raindrops heavy enough to fall. As a result, precipitation is suppressed. Because the clouds aren't raining themselves out, they persist in the atmosphere for much longer periods. They also tend to grow thicker. PROFESSOR: To see this in action, we can look at a very striking real-world phenomenon known as 'ship tracks.' If you've ever looked at satellite imagery of the ocean, you might have seen these long, narrow, bright white lines cutting through low-lying marine stratus clouds. These tracks are formed by the exhaust plumes of cargo ships. The sulfur-rich particles in the ships' fuel act as highly efficient CCN. As the ships move, they inject these aerosols into the clean marine air, creating linear clouds of tiny, highly reflective droplets. These ship tracks are visible proof of both the Twomey and Albrecht effects: they are brighter than the surrounding clouds, and they persist much longer because the droplets are too small to fall as rain. PROFESSOR: However, measuring these effects on a global scale is incredibly difficult. For instance, while ship tracks clearly demonstrate localized cooling, scaling this up to global climate models introduces huge margins of error. Why? Because clouds are incredibly dynamic. If a cloud persists longer due to suppressed rain, it might also evaporate faster at its edges due to dry air mixing, a process called entrainment. This entrainment can actually cause the cloud to shrink under certain conditions, offsetting the cooling effect. So, what looks like a straightforward cooling mechanism in a localized ship track becomes a deeply unpredictable variable when we try to project global temperatures fifty years into the future. [Q17] What is the lecture mainly about?

    Terjemahan

    NARATOR: Dengarkan bagian dari kuliah di kelas ilmu lingkungan. PROFESOR: Hari ini, kita akan mendalami salah satu variabel yang paling kompleks, dan jujur saja, salah satu yang paling tidak pasti dalam pemodelan iklim modern: dampak tidak langsung aerosol terhadap awan. Sekarang, kita sudah tahu bahwa aerosol—yaitu partikel padat mikroskopis atau tetesan cairan yang melayang di atmosfer—dapat secara langsung memantulkan atau menyerap radiasi matahari yang masuk. Namun, dampak tidak langsungnya—bagaimana mereka mengubah sifat-sifat awan itu sendiri—jauh lebih rumit. Untuk memahami hal ini, pertama-tama kita perlu melihat Inti Kondensasi Awan, atau CCN. CCN hanyalah partikel aerosol spesifik tempat uap air dapat mengembun untuk membentuk tetesan awan. Di atmosfer yang murni, misalnya di tengah samudra, CCN relatif langka. Jadi, ketika uap air mengembun, uap tersebut didistribusikan ke sejumlah partikel yang lebih sedikit, menghasilkan tetesan awan yang lebih sedikit namun berukuran lebih besar. PROFESOR: Namun apa yang terjadi ketika aktivitas manusia—seperti pembakaran bahan bakar fosil—menyuntikkan aerosol buatan dalam jumlah besar ke udara? Nah, kita tiba-tiba memiliki konsentrasi CCN yang jauh lebih tinggi. Hal ini membawa kita pada konsep besar pertama kita: Efek Twomey, yang juga dikenal sebagai efek albedo awan tidak langsung. Dinamai dari fisikawan Sean Twomey, prinsip ini menyatakan bahwa untuk jumlah uap air yang tetap, peningkatan konsentrasi aerosol menghasilkan awan dengan jumlah tetesan yang lebih banyak tetapi berukuran lebih kecil. Karena banyak tetesan kecil menyajikan total luas permukaan yang lebih besar terhadap sinar matahari yang masuk dibandingkan dengan tetesan besar yang lebih sedikit, awan tersebut menjadi jauh lebih reflektif, atau... uh, memiliki albedo yang lebih tinggi. Awan ini memantulkan lebih banyak energi matahari kembali ke luar angkasa, yang memberikan efek pendinginan pada planet ini. MAHASISWA: Jadi... jika awan yang tercemar ini lebih reflektif dan mendinginkan Bumi, apakah itu berarti polusi aerosol sebenarnya membantu kita memitigasi pemanasan global? PROFESOR: Itu kesimpulan yang menarik, Tomas, tetapi ini adalah pedang bermata dua. Meskipun hal ini menyamarkan sebagian pemanasan rumah kaca untuk sementara waktu, aerosol tidak bertahan lama di atmosfer seperti halnya karbon dioksida. Plus, sistem iklim sangat tidak linier. Dan hal itu membawa kita ke konsep kedua kita: Efek Albrecht, atau efek tidak langsung masa hidup awan. Diajukan oleh ilmuwan atmosfer Bruce Albrecht, konsep ini berfokus pada apa yang terjadi setelah tetesan yang lebih kecil tersebut terbentuk. Karena tetesan tersebut sangat kecil, mereka sulit untuk menyatu—yaitu, bergabung bersama untuk membentuk tetesan air hujan yang cukup berat untuk jatuh. Akibatnya, curah hujan terhambat. Karena awan tidak menurunkan hujan hingga habis, awan tersebut bertahan di atmosfer untuk jangka waktu yang jauh lebih lama. Awan tersebut juga cenderung tumbuh lebih tebal. PROFESOR: Untuk melihat cara kerjanya secara langsung, kita dapat melihat fenomena dunia nyata yang sangat mencolok yang dikenal sebagai 'ship tracks' (jalur kapal). Jika Anda pernah melihat citra satelit samudra, Anda mungkin pernah melihat garis putih terang yang panjang dan sempit memotong awan stratus laut yang rendah. Jalur-jalur ini terbentuk oleh asap pembuangan kapal kargo. Partikel kaya sulfur dalam bahan bakar kapal bertindak sebagai CCN yang sangat efisien. Saat kapal bergerak, mereka menyuntikkan aerosol ini ke udara laut yang bersih, menciptakan awan linier dari tetesan kecil yang sangat reflektif. Jalur kapal ini adalah bukti nyata dari efek Twomey dan Albrecht: awan tersebut lebih terang daripada awan di sekitarnya, dan bertahan jauh lebih lama karena tetesannya terlalu kecil untuk jatuh sebagai hujan. PROFESOR: Namun, mengukur efek-efek ini dalam skala global sangatlah sulit. Sebagai contoh, meskipun jalur kapal dengan jelas menunjukkan pendinginan lokal, menerapkan hal ini pada model iklim global menimbulkan margin kesalahan yang sangat besar. Mengapa? Karena awan sangat dinamis. Jika awan bertahan lebih lama karena hujan yang terhambat, awan tersebut mungkin juga menguap lebih cepat di bagian tepinya karena pencampuran udara kering, sebuah proses yang disebut entrainment. Entrainment ini sebenarnya dapat menyebabkan awan menyusut dalam kondisi tertentu, mengimbangi efek pendinginan. Jadi, apa yang tampak seperti mekanisme pendinginan langsung dalam jalur kapal lokal menjadi variabel yang sangat tidak dapat diprediksi ketika kita mencoba memproyeksikan suhu global lima puluh tahun ke depan.

  1. Soal 18

    According to the professor, how does a cloud in a pristine environment differ from one in a polluted environment?

    • AThe pristine cloud is composed of a larger number of smaller water droplets.
    • BThe pristine cloud contains fewer, larger droplets because of a scarcity of condensation particles.
    • CThe pristine cloud has a significantly higher albedo that reflects more solar energy.
    • DThe pristine cloud is more likely to experience rapid edge evaporation through dry air mixing.
    Lihat transkrip

    (Shared with Q17.) [Q18] According to the professor, how does a cloud in a pristine environment differ from one in a polluted environment?

    Terjemahan

    (Sama dengan Q17.) [Q18] Menurut profesor tersebut, bagaimana perbedaan antara awan di lingkungan yang belum tercemar dengan awan di lingkungan yang tercemar?

  1. Soal 19

    Why does the professor mention the atmospheric lifetime of carbon dioxide compared to aerosols?

    • ATo explain why cloud condensation nuclei are more difficult to track than greenhouse gases.
    • BTo challenge the notion that marine ship tracks have any measurable cooling effect.
    • CTo qualify her response to a student's question about using aerosol pollution to counteract global warming.
    • DTo demonstrate how the Albrecht effect suppresses precipitation over industrialized regions.
    Lihat transkrip

    (Shared with Q17.) [Q19] Why does the professor mention the atmospheric lifetime of carbon dioxide compared to aerosols?

    Terjemahan

    (Sama dengan Pertanyaan 17.) [Q19] Mengapa profesor menyebutkan masa hidup karbon dioksida di atmosfer dibandingkan dengan aerosol?

  1. Soal 20

    Based on the discussion of ship tracks, how do they demonstrate both the Twomey effect and the Albrecht effect?

    • AThey are composed of large water droplets that reflect sunlight while accelerating the rate of precipitation.
    • BThey evaporate rapidly along their edges while absorbing sulfur-rich particles from the surrounding marine air.
    • CThey create high-albedo zones that directly neutralize the long-term warming caused by cargo ship emissions.
    • DThey appear brighter due to increased surface area of droplets and remain visible longer because rain is suppressed.
    Lihat transkrip

    (Shared with Q17.) [Q20] Based on the discussion of ship tracks, how do they demonstrate both the Twomey effect and the Albrecht effect?

    Terjemahan

    (Sama dengan Pertanyaan 17.) [Q20] Berdasarkan pembahasan tentang jejak kapal, bagaimana fenomena ini menunjukkan efek Twomey sekaligus efek Albrecht?

  1. Soal 21

    What can be inferred about the process of entrainment in clouds?

    • AIt can counteract the cooling effects of aerosols by causing clouds to dissipate more quickly.
    • BIt is the primary mechanism by which sulfur-rich particles are injected into low-lying marine clouds.
    • CIt increases the total water vapor content of a cloud, making it more reflective over time.
    • DIt occurs only when pristine clouds are exposed to sudden changes in solar radiation.
    Lihat transkrip

    (Shared with Q17.) [Q21] What can be inferred about the process of entrainment in clouds?

    Terjemahan

    (Sama dengan Q17.) [Q21] Apa yang dapat disimpulkan tentang proses entrainment pada awan?

  1. Soal 22

    Why does the professor say this:

    • ATo suggest that global warming can be solved by increasing marine shipping traffic.
    • BTo warn against a simplified interpretation of how aerosol pollution affects global climate.
    • CTo express skepticism about the accuracy of satellite imagery showing ship tracks.
    • DTo point out a contradiction in the physical definitions of the Twomey and Albrecht effects.
    Lihat transkrip

    (Shared with Q17.) [Replay: "That's a tempting conclusion, Tomas, but it's a double-edged sword."] [Q22] Why does the professor say this:

    Terjemahan

    (Sama dengan Q17.) [Putar ulang: "Itu kesimpulan yang menarik, Tomas, tetapi ini adalah pisau bermata dua."] [Q22] Mengapa profesor mengatakan hal ini:

Lecture 3

  1. Soal 23

    What is the lecture mainly about?

    • AEvidence supporting the theory that language comprehension relies on bodily and motor simulations.
    • BThe historical debate between traditional dictionary definitions and visual stimuli organization.
    • CThe physiological reasons why holding hot objects influences our social judgments of strangers.
    • DHow researchers use brain imaging to map the regions responsible for processing abstract nouns.
    Lihat transkrip

    NARRATOR: Listen to part of a lecture in a cognitive psychology class. PROFESSOR: Yesterday, we discussed how the brain organizes visual stimuli, but today we’re shifting our focus to cognitive linguistics—specifically, how we process the meaning of words. For decades, the dominant view was that language comprehension is entirely symbolic and abstract. In this traditional model, when you read a word, your brain decodes it using a mental dictionary that operates independently of your physical senses. PROFESSOR: However, a newer paradigm has gained considerable traction. It’s called embodied semantics. Embodied semantics is the theory that understanding language is not just an abstract cognitive exercise, but rather, it involves mentally simulating the actual physical sensations or motor actions associated with the words. So, when you hear a word like "kick," your brain doesn’t just look up an abstract definition. Instead, it subtly activates the premotor cortex—the region responsible for planning leg movements. It’s as if your brain is executing a mini-simulation of the action itself. STUDENT: Excuse me, Professor. I can see how that works for concrete actions like "kick" or "grab." But what about abstract concepts? We use words like "justice" or, um, "interest rates" all the time. Surely we don't simulate those physically? PROFESSOR: That is the ultimate challenge for embodied semantics, Lukas, and it brings us to our second concept: abstract conceptual mapping. This is the process where we understand abstract ideas by metaphorically mapping them onto physical, bodily experiences. Take the concept of social warmth, for instance. We often describe a friendly person as "warm" and an unfriendly person as "cold." Researchers have found that this isn't just a figure of speech. In a well-known study, participants who were asked to briefly hold a cup of hot coffee rated a stranger as significantly warmer and more trustworthy than those who held iced coffee. The physical sensation of warmth actually primed, or pre-activated, the psychological concept of friendliness. So, yes, even abstract concepts seem to have physical scaffolding in our minds. PROFESSOR: Let’s look at another striking piece of evidence for this mind-body connection: the Action-Sentence Compatibility Effect, or simply the ACE. The ACE is a psychological phenomenon where physical reaction times are altered depending on whether a physical movement aligns with the meaning of a sentence. PROFESSOR: To study this, researchers had participants sit in front of a button box. They were asked to read sentences on a screen and decide, as quickly as possible, if the sentences made sense. To register their answer, they had to press a button. But here is the catch: for some trials, the "yes" button was located further away from their body, requiring an outward hand movement. For other trials, the "yes" button was closer, requiring an inward movement toward their body. PROFESSOR: Now, think about a sentence like "He closed the drawer." If you close a drawer, you push it away from you, right? The researchers found that when participants read a sentence describing an action directed away from the body, they were significantly faster to press the "yes" button if that button required them to move their hand away from their body. If they had to pull their hand toward themselves to press the button, their response times were measurably slower. PROFESSOR: Now, this effect—uh, wait, let make a crucial distinction here—the delay isn't because the participants were confused by the sentences. Rather, it’s because the motor system was already "busy" preparing a simulation of pushing away, which created a brief mental bottleneck when they were asked to physically pull their hand inward. This interference is powerful evidence that we don't just process language in an isolated, abstract linguistic chamber. Our motor systems are actively recruited to help us make sense of the world. [Q23] What is the lecture mainly about?

    Terjemahan

    NARATOR: Dengarkan bagian dari kuliah di kelas psikologi kognitif. DOSEN: Kemarin, kita telah membahas bagaimana otak mengatur stimulus visual, tetapi hari ini kita akan mengalihkan fokus kita ke linguistik kognitif—khususnya, bagaimana kita memproses makna kata. Selama beberapa dekade, pandangan yang dominan adalah bahwa pemahaman bahasa sepenuhnya bersifat simbolis dan abstrak. Dalam model tradisional ini, ketika Anda membaca sebuah kata, otak Anda menerjemahkannya menggunakan kamus mental yang bekerja secara terpisah dari indra fisik Anda. DOSEN: Namun, sebuah paradigma baru telah mendapatkan banyak dukungan. Paradigma ini disebut embodied semantics (semantik tubuh). Embodied semantics adalah teori bahwa memahami bahasa bukan sekadar latihan kognitif yang abstrak, melainkan melibatkan simulasi mental dari sensasi fisik atau tindakan motorik nyata yang terkait dengan kata-kata tersebut. Jadi, ketika Anda mendengar kata seperti "kick", otak Anda tidak hanya mencari definisi abstraknya. Sebaliknya, otak secara halus mengaktifkan korteks premotor—area yang bertanggung jawab untuk merencanakan gerakan kaki. Ini seolah-olah otak Anda sedang menjalankan simulasi mini dari tindakan itu sendiri. MAHASISWA: Permisi, Profesor. Saya bisa memahami bagaimana hal itu bekerja untuk tindakan konkret seperti "kick" atau "grab". Tetapi bagaimana dengan konsep abstrak? Kita sering menggunakan kata-kata seperti "justice" atau, hmm, "interest rates" sepanjang waktu. Tentu kita tidak mensimulasikannya secara fisik, bukan? DOSEN: Itulah tantangan terbesar bagi embodied semantics, Lukas, dan ini membawa kita ke konsep kedua kita: abstract conceptual mapping (pemetaan konseptual abstrak). Ini adalah proses di mana kita memahami ide-ide abstrak dengan memetakan secara metaforis ide-ide tersebut ke dalam pengalaman fisik atau tubuh kita. Ambil contoh konsep kehangatan sosial. Kita sering menggambarkan orang yang ramah sebagai "warm" dan orang yang tidak ramah sebagai "cold". Para peneliti menemukan bahwa ini bukan sekadar kiasan belaka. Dalam sebuah penelitian terkenal, peserta yang diminta memegang secangkir kopi panas sebentar menilai orang asing secara signifikan lebih hangat dan lebih dapat dipercaya dibandingkan dengan mereka yang memegang kopi es. Sensasi fisik dari kehangatan tersebut sebenarnya memicu, atau mengaktifkan terlebih dahulu, konsep psikologis tentang keramahan. Jadi, ya, bahkan konsep abstrak pun tampaknya memiliki landasan fisik dalam pikiran kita. DOSEN: Mari kita lihat bukti menarik lainnya untuk hubungan pikiran-tubuh ini: Action-Sentence Compatibility Effect, atau disingkat ACE. ACE adalah fenomena psikologis di mana waktu reaksi fisik berubah tergantung pada apakah gerakan fisik selaras dengan makna kalimat tersebut. DOSEN: Untuk mempelajari hal ini, para peneliti meminta peserta duduk di depan kotak tombol. Mereka diminta membaca kalimat di layar dan memutuskan, secepat mungkin, apakah kalimat tersebut masuk akal. Untuk memasukkan jawaban mereka, mereka harus menekan tombol. Namun di sinilah letak tantangannya: untuk beberapa pengujian, tombol "yes" terletak lebih jauh dari tubuh mereka, yang membutuhkan gerakan tangan ke luar. Untuk pengujian lainnya, tombol "yes" berada lebih dekat, membutuhkan gerakan ke dalam menuju tubuh mereka. DOSEN: Sekarang, bayangkan kalimat seperti "He closed the drawer". Jika Anda menutup laci, Anda mendorongnya menjauh dari Anda, bukan? Para peneliti menemukan bahwa ketika peserta membaca kalimat yang menggambarkan tindakan yang menjauhi tubuh, mereka secara signifikan lebih cepat menekan tombol "yes" jika tombol tersebut mengharuskan mereka menggerakkan tangan menjauhi tubuh. Jika mereka harus menarik tangan ke arah diri mereka sendiri untuk menekan tombol, waktu respons mereka terukur lebih lambat. DOSEN: Nah, efek ini—eh, tunggu, biarkan saya membuat perbedaan penting di sini—keterlambatan tersebut bukan karena peserta bingung dengan kalimatnya. Sebaliknya, itu karena sistem motorik sudah "sibuk" mempersiapkan simulasi mendorong menjauh, yang menciptakan hambatan mental singkat ketika mereka diminta untuk menarik tangan mereka ke dalam secara fisik. Gangguan ini merupakan bukti kuat bahwa kita tidak hanya memproses bahasa dalam ruang linguistik yang terisolasi dan abstrak. Sistem motorik kita secara aktif dilibatkan untuk membantu kita memahami dunia.

  1. Soal 24

    According to the professor, what occurs in the brain when a person hears a concrete action verb like "kick"?

    • AThe premotor cortex completely blocks any sensory input from the legs.
    • BThe motor areas associated with executing that physical action are slightly activated.
    • CThe brain retrieves a symbolic definition from an isolated linguistic center.
    • DThe brain simulates a visual image of a drawer being closed.
    Lihat transkrip

    (Shared with Q23.) [Q24] According to the professor, what occurs in the brain when a person hears a concrete action verb like "kick"?

    Terjemahan

    (Sama dengan Q23.) [Q24] Menurut profesor, apa yang terjadi di dalam otak saat seseorang mendengar kata kerja tindakan konkret seperti "kick"?

  1. Soal 25 (pilih semua yang benar)

    In the study involving the Action-Sentence Compatibility Effect (ACE), what two tasks were participants required to perform? Choose 2 answers.

    • ADetermine whether a presented sentence made logical sense.
    • BMove their hand to press a button in a specific direction.
    • CRead aloud sentences describing the movement of a drawer.
    • DHold a cup of coffee while registering their responses.
    Lihat transkrip

    (Shared with Q23.) [Q25] In the study involving the Action-Sentence Compatibility Effect (ACE), what two tasks were participants required to perform? Choose 2 answers.

    Terjemahan

    (Sama dengan Q23.) [Q25] Dalam penelitian yang melibatkan Action-Sentence Compatibility Effect (ACE), apa dua tugas yang harus dilakukan oleh para peserta? Pilih 2 jawaban.

  1. Soal 26

    Why does the professor discuss the experiment where participants held a cup of coffee?

    • ATo show how temperature affects the motor cortex's ability to plan hand movements.
    • BTo argue that social judgments are highly unreliable in laboratory settings.
    • CTo demonstrate how abstract concepts are grounded in physical bodily experiences.
    • DTo illustrate the brain's reliance on a mental dictionary to decode friendly words.
    Lihat transkrip

    (Shared with Q23.) [Q26] Why does the professor discuss the experiment where participants held a cup of coffee?

    Terjemahan

    (Sama dengan Q23.) [Q26] Mengapa profesor membahas eksperimen di mana peserta memegang secangkir kopi?

  1. Soal 27

    What does the professor imply about the delay in reaction times observed during the ACE experiment?

    • AIt suggests that abstract language is processed much more slowly than concrete action verbs.
    • BIt indicates that participants struggled to comprehend the grammar of sentences involving outward movements.
    • CIt proves that the physical distance of the buttons caused hand muscle fatigue over time.
    • DIt results from a mental conflict when the motor system is tasked with executing two opposing actions at once.
    Lihat transkrip

    (Shared with Q23.) [Q27] What does the professor imply about the delay in reaction times observed during the ACE experiment?

    Terjemahan

    (Berbagi audio dengan Q23.) [Q27] Apa yang diisyaratkan oleh profesor mengenai perlambatan waktu reaksi yang diamati selama eksperimen ACE?

  1. Soal 28

    Why does the speaker say this:

    • ATo prevent a potential misunderstanding regarding the cause of the slow reaction times.
    • BTo correct an error in his description of how the experiment was designed.
    • CTo express doubt about whether the participants actually understood the sentences.
    • DTo emphasize that physical coordination is more difficult than language processing.
    Lihat transkrip

    (Shared with Q23.) [Replay: "Now, this effect—uh, wait, let make a crucial distinction here—the delay isn't because the participants were confused by the sentences."] [Q28] Why does the speaker say this:

    Terjemahan

    (Sama dengan Q23.) [Putar ulang: "Nah, efek ini—eh, tunggu, mari kita buat perbedaan penting di sini—penundaan tersebut bukan karena peserta bingung dengan kalimat-kalimatnya."]

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