TOEFL · Pendengaran · 28 soalan

Ujian Latihan TOEFL Pendengaran 2

Ujian percubaan pendengaran dan bacaan yang asli, berdasarkan format TOEFL iBT yang diterbitkan.

Ini ialah ujian latihan asli yang ditulis oleh Loopy berdasarkan format yang diterbitkan. Ia bukan ujian rasmi ETS.

TOEIC® dan TOEFL® ialah tanda dagangan berdaftar ETS. IELTS dimiliki bersama oleh British Council, IDP dan Cambridge English. Ujian latihan Loopy dihasilkan sendiri dan tidak bergabung dengan atau disokong oleh organisasi-organisasi ini.

Audio ujian penuh

Conversation 1

  1. Soalan 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
    Tunjukkan 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: Dengar perbualan antara seorang pelajar dan seorang profesor. PELAJAR: Hai, Profesor Ingrid. Adakah anda mempunyai masa beberapa minit? Saya ingin meminta bantuan mengenai pembentangan kelas kami yang akan datang. PROFESOR: Helo, Tomas. Ya, silakan masuk dan duduk. Saya gembira dapat membantu. Kita memang perlu memuktamadkan topik pembentangan anda tidak lama lagi. Ingat, tarikh akhir untuk menyerahkan borang topik rasmi anda adalah pada hari Jumaat ini jam lima petang. PELAJAR: Ya, itulah sebab utama saya di sini. Saya menghadapi kesukaran untuk memilih topik. Pada mulanya, saya ingin membincangkan tentang sejarah pertanian di Asia dan Eropah. Saya fikir saya boleh membandingkan gandum, barli dan beras dalam satu pembentangan. PROFESOR: Ah, begitu rupanya. Membandingkan tiga bijirin utama merentasi dua benua adalah satu projek yang sangat besar. Pembentangan anda hanya dihadkan selama lima minit sahaja. Jika anda cuba merangkumi ketiga-tiga topik tersebut, anda akan kesuntukan masa dengan cepat. Adalah lebih baik jika anda memberi tumpuan kepada satu tanaman khusus di satu wilayah sahaja. PELAJAR: Oh, baiklah. Lima minit sememangnya sangat singkat. Saya rasa saya tidak sedar betapa cepatnya masa berlalu. Jadi, jika saya perlu memilih satu sahaja... Saya rasa barli sangat menarik. Saya ada membaca sedikit tentang bagaimana ia ditanam di Mesopotamia purba. PROFESOR: Barli ialah pilihan yang sangat baik. Ia merupakan salah satu bijirin terawal yang ditanam di wilayah tersebut. Untuk menjadikan pembentangan anda unik, anda boleh memberi tumpuan kepada bagaimana barli sebenarnya digunakan sebagai bentuk pembayaran, atau, dalam kata lain, wang. PELAJAR: Tunggu, mereka menggunakan barli seperti wang? Saya tidak tahu tentang perkara itu! Itu sudut pandang yang sangat menarik. Tetapi, saya agak bimbang. Di manakah saya boleh mencari artikel yang boleh dipercayai tentang pembayaran menggunakan barli purba ini? PROFESOR: Anda patut bermula dengan laman web perpustakaan universiti. Kami mempunyai pangkalan data digital khas yang dipanggil "Ancient Agriculture Online." Ia mempunyai artikel pendek yang telah disahkan dan sangat sesuai untuk pembentangan kelas selama lima minit. PELAJAR: Kedengarannya sangat bagus. Saya akan mencari di pangkalan data tersebut hari ini dan mengisi borang topik saya malam ini. Saya akan pastikan untuk mencetaknya dan memasukkannya di bawah pintu pejabat anda sebelum hari Jumaat jam lima petang. PROFESOR: Cadangan yang bagus. Pastikan anda juga menulis soalan penyelidikan utama anda pada borang tersebut. Saya tidak sabar untuk membacanya!

  1. Soalan 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
    Tunjukkan transkrip

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

    Terjemahan

    (Dikongsi dengan S1.) [S2] Menurut profesor tersebut, bilakah tarikh akhir untuk menyerahkan helaian topik?

  1. Soalan 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.
    Tunjukkan transkrip

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

    Terjemahan

    (Dikongsi dengan S1.) [S3] Apakah butiran menarik tentang barli yang dinyatakan oleh profesor tersebut?

  1. Soalan 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.
    Tunjukkan transkrip

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

    Terjemahan

    (Dikongsi dengan S1.) [S4] Apakah yang diisyaratkan oleh profesor tentang rancangan pembentangan asal pelajar tersebut?

  1. Soalan 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
    Tunjukkan 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

    (Dikongsi bersama S1.) [Ulang tayang: "I, uh, I guess I did not realize how fast that time goes by."] [S5] Mengapakah pelajar tersebut berkata demikian: "I, uh, I guess I did not realize how fast that time goes by."?

Lecture 1

  1. Soalan 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.
    Tunjukkan 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

    PENCERITA: Dengar sebahagian daripada syarahan dalam kelas biologi. PROFESOR: Baiklah semua, mari kita mulakan. Hari ini, kita akan membincangkan tentang cara tumbuhan berkomunikasi. Apabila anda memikirkan tentang tumbuhan, anda mungkin menganggapnya sebagai organisma yang senyap dan hidup bersendirian. Namun sebenarnya, tumbuhan sangat saling berhubung, terutamanya di bawah tanah. Kebanyakan tumbuhan membentuk hubungan simbiotik—iaitu, saling menguntungkan—dengan kulat, lalu mewujudkan apa yang kita panggil Jaringan Mikoriza Bersama, atau CMN. CMN pada asasnya ialah jaringan bawah tanah daripada jaluran kulat, yang dipanggil hifa, yang menghubungkan sistem akar tumbuhan yang berbeza di sesuatu kawasan secara fizikal. Secara tradisinya, kita sedia maklum bahawa jaringan ini membantu tumbuhan berkongsi sumber seperti air, fosforus, dan nitrogen. Namun, kajian baru-baru ini menunjukkan ia melakukan lebih daripada itu—ia sebenarnya bertindak sebagai sejenis lebuh raya maklumat untuk menghantar isyarat amaran. PELAJAR: Kejap, jadi tumbuhan sebenarnya boleh menghantar mesej amaran antara satu sama lain melalui kulat? PROFESOR: Tepat sekali, Lukas. Apabila tumbuhan diserang oleh perosak, contohnya afid, ia tidak hanya menderita dalam diam. Ia menghantar amaran kimia, atau 'infochemicals'—iaitu sebatian kimia yang digunakan untuk menghantar maklumat. Bahan kimia maklumat ini bergerak melalui CMN ke tumbuhan jiran. Mari kita lihat satu kajian penting yang melibatkan pokok kacang parang. Penyelidik menjalankan satu eksperimen dengan menanam pokok kacang dalam beberapa kumpulan. Ada yang disambungkan oleh CMN, manakala yang lain dihalang daripada membentuk sambungan kulat ini. Bagi memastikan isyarat tersebut tidak meresap begitu sahaja melalui tanah, penyelidik menggunakan beberapa jenis penghalang jaring yang berbeza. Sesetengah jaring mempunyai liang yang sangat kecil sehinggakan akar tumbuhan dan hifa kulat tidak dapat melaluinya, tetapi air dan molekul kecil masih boleh melepasinya. Penghalang yang lain pula menyekat segala-galanya. Mereka memasukkan afid—iaitu serangga kecil penghisap cecair tumbuhan—pada satu tumbuhan 'penderma' dalam setiap kumpulan. Dan inilah bahagian yang sangat menarik. Tumbuhan jiran yang disambungkan kepada penderma oleh jaringan kulat mula menghasilkan bahan kimia meruap pertahanan dengan cepat. Bahan meruap ini melakukan dua perkara: ia menghalau afid, dan ia juga menarik tebuan pemangsa, yang merupakan musuh semula jadi afid. Tetapi bagaimana pula dengan tumbuhan jiran yang terpencil daripada jaringan tersebut? Tumbuhan itu langsung tidak menghasilkan sebarang pertahanan. Mereka tidak menyedari bahaya yang bakal menimpa. PELAJAR: Wah, jadi tumbuhan yang bersambung itu pada dasarnya telah diberi amaran awal. Tetapi adakah penghantaran isyarat ini memerlukan kos bagi tumbuhan tersebut? PROFESOR: Soalan yang sangat bagus. Mengaktifkan pertahanan sebelum penyerang tiba—proses yang kita panggil sebagai 'priming'—memang memerlukan tenaga metabolik. Tumbuhan terpaksa mengalihkan sumber daripada pertumbuhan untuk menghasilkan bahan kimia pertahanan ini. Bagaimanapun, berbanding dengan kerosakan besar yang disebabkan oleh serangan afid yang tidak terkawal, kos tenaga ini sangat berbaloi. Ia merupakan satu pertukaran evolusi yang klasik. Dengan melaburkan sedikit tenaga lebih awal, tumbuhan dapat memastikan kelangsungan hidupnya. Komunikasi bawah tanah ini bukan sekadar sistem amaran kejiranan yang mesra. Ia juga menimbulkan persoalan sama ada tumbuhan secara aktif membantu spesies kerabatnya, atau jika kulat itu sendiri yang mendorong komunikasi ini untuk melindungi tumbuhan perumahnya, yang membekalkan mereka dengan karbon.

  1. Soalan 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.
    Tunjukkan transkrip

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

    Terjemahan

    (Dikongsi dengan S6.) [S7] Menurut profesor tersebut, apakah itu Rangkaian Mikoriza Sepunya (CMN)?

  1. Soalan 8 (pilih semua yang berkenaan)

    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.
    Tunjukkan 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

    (Dikongsi dengan S6.) [S8] Menurut kajian yang dinyatakan oleh profesor tersebut, apakah dua kesan bahan kimia meruap yang dihasilkan oleh pokok kacang yang telah diberi amaran? Pilih 2 jawapan.

  1. Soalan 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.
    Tunjukkan transkrip

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

    Terjemahan

    (Dikongsi dengan Q6.) [Q9] Mengapakah profesor menyebut tentang saiz liang yang berbeza pada penghadang jejaring yang digunakan dalam eksperimen tersebut?

  1. Soalan 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.
    Tunjukkan transkrip

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

    Terjemahan

    (Dikongsi dengan S6.) [S10] Menurut profesor tersebut, apakah keburukan "priming" bagi sesebuah tumbuhan?

  1. Soalan 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.
    Tunjukkan 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, tumbuhan jiran yang terasing daripada rangkaian tersebut? Tumbuhan itu langsung tidak menghasilkan sebarang pertahanan. Ia langsung tidak menyedari bahawa bahaya bakal tiba.

Conversation 2

  1. Soalan 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.
    Tunjukkan 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: Dengar perbualan antara seorang pelajar dengan seorang penasihat akademik. Pelajar: Hai, Encik Vance. Terima kasih kerana sudi berjumpa dengan saya dalam masa yang singkat ini. Saya Ingrid. Saya berharap anda dapat membantu saya memahami audit pengijazahan saya. Saya baru sahaja menyemaknya dalam talian semalam, dan ia menyatakan saya masih kekurangan enam kredit untuk pengkhususan pengajian alam sekitar saya. Tetapi... saya menghabiskan semester lepas belajar di Costa Rica, dan saya fikir kursus biologi tersebut akan memenuhi keperluan elektif peringkat tinggi saya. Penasihat: Hai, Ingrid. Sila duduk. Mari kita buka fail anda di sini. Ah, ya, saya nampak kredit Costa Rica pada transkrip anda. Kredit tersebut kini disenaraikan di bawah 'elektif umum' di bahagian bawah halaman. Begini ceritanya: apabila anda belajar di luar negara, pejabat pendaftar akan memasukkan kredit tersebut secara automatik sebagai elektif umum. Mereka tidak memadankannya secara automatik dengan keperluan pengkhususan tertentu, walaupun nama kursus kelihatan serupa. Pelajar: Oh, begitu. Jadi itulah sebabnya kredit tersebut tidak dikira untuk pengkhususan saya. Saya benar-benar mula panik kerana saya sepatutnya bergraduasi pada musim bunga akan datang ini. Adakah cara untuk membetulkan perkara ini, atau adakah saya perlu mengambil dua kelas lagi pada semester depan? Itu benar-benar akan membebankan jadual saya. Penasihat: Jangan risau, anda tidak semestinya perlu mengambil lebih banyak kelas. Apa yang perlu anda lakukan ialah menyerahkan Borang Penggantian Kursus untuk setiap satu daripada dua kelas biologi yang anda ambil di luar negara. Pada dasarnya, borang ini meminta ketua jabatan Pengajian Alam Sekitar untuk meluluskan secara rasmi kursus Costa Rica tersebut sebagai setara dengan elektif peringkat tinggi kami. Sebaik sahaja mereka menandatanganinya, anda bawa borang tersebut kembali ke sini, dan kami akan mengemas kini audit anda. Pelajar: Baiklah, itu nampak seperti boleh dilakukan. Tetapi... adakah terdapat tarikh akhir untuk perkara ini? Saya tahu permohonan pengijazahan umum perlu dihantar pada bulan depan. Penasihat: Ya, ada. Untuk kursus-kursus tersebut digunakan secara rasmi dalam kitaran penilaian ini, borang yang telah ditandatangani mesti diserahkan kepada pejabat pendaftar selewat-lewatnya pada hari Jumaat ini jam lima petang. Jika anda terlepas tempoh tersebut, anda masih boleh menyerahkannya, tetapi anda akan dikenakan bayaran pemprosesan lewat sebanyak empat puluh lima dolar, dan ia mungkin melambatkan kelulusan pengijazahan rasmi anda. Pelajar: Jumaat ini? Wah, itu... itu hanya tiga hari dari sekarang. Saya perlu mencari ketua jabatan, Dr. Perez, dengan segera. Saya cuma berharap dia berada di pejabatnya minggu ini. Penasihat: Sebenarnya, Dr. Perez berada di persidangan akademik sehingga hari Khamis. Tetapi anda tidak perlu berjumpa dengannya secara peribadi. Anda boleh menghantar e-mel borang yang telah diisi berserta silabus kursus dari Costa Rica kepadanya. Dia boleh menandatanganinya secara digital dan menghantarnya semula kepada anda melalui e-mel, atau menghantarnya terus kepada kami. Saya dangan mengesyorkan anda berbuat demikian hari ini, supaya dia mempunyai masa untuk menyemaknya sebaik sahaja dia kembali. Pelajar: Itu satu kelegaan yang amat besar. Saya masih mempunyai silabus digital yang disimpan dalam komputer riba saya. Saya akan mengisi borang tersebut sekarang juga dan menghantar e-mel kepadanya. Terima kasih banyak kerana menjelaskan perkara ini! Penasihat: Sama-sama, Ingrid. Cuma pastikan silabus tersebut mempunyai huraian kursus mingguan yang terperinci, kerana itulah yang biasanya dilihat oleh jabatan untuk mengesahkan ketatnya akademik kursus tersebut. Biar saya cetak borang-borang itu untuk anda sekarang supaya anda boleh bermula.

  1. Soalan 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.
    Tunjukkan transkrip

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

    Terjemahan

    (Dikongsi dengan Q12.) [Q13] Menurut penasihat tersebut, apakah status lalai bagi kredit yang diperoleh semasa belajar di luar negara?

  1. Soalan 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.
    Tunjukkan transkrip

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

    Terjemahan

    (Dikongsi dengan S12.) [S14] Apakah yang diisyaratkan oleh penasihat tentang penghantaran silibus kepada ketua jabatan?

  1. Soalan 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.
    Tunjukkan transkrip

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

    Terjemahan

    (Dikongsi bersama S12.) [S15] Mengapakah penasihat itu menyebut tentang yuran sebanyak empat puluh hai dolar?

  1. Soalan 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.
    Tunjukkan 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

    Jangan bimbang, anda tidak semestinya perlu mengambil lebih banyak kelas.

Lecture 2

  1. Soalan 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.
    Tunjukkan 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

    PENCERITA: Dengar sebahagian daripada kuliah dalam kelas sains alam sekitar. PROFESOR: Hari ini, kita akan membincangkan salah satu pemboleh ubah yang paling kompleks, dan sejujurnya, yang paling tidak menentu dalam pemodelan iklim moden: kesan tidak langsung aerosol terhadap awan. Kita sedia maklum bahawa aerosol—iaitu zarah pepejal mikroskopik atau titisan cecair yang terapung di atmosfera—boleh memantulkan atau menyerap sinaran suria yang masuk secara langsung. Namun, kesan tidak langsungnya—iaitu bagaimana ia mengubah sifat-sifat awan itu sendiri—adalah jauh lebih rumit. Untuk memahami perkara ini, mula-mula kita perlu melihat kepada Nukleus Kondensasi Awan, atau CCN. CCN merupakan zarah aerosol khusus di mana wap air boleh mengembun untuk membentuk titisan awan. Dalam atmosfera yang bersih, sebagai contoh, di tengah-tengah lautan, CCN adalah agak terhad. Oleh itu, apabila wap air mengembun, ia tersebar dalam kalangan bilangan zarah yang lebih kecil, menghasilkan titisan awan yang lebih sedikit tetapi lebih besar. PROFESOR: Tetapi apa yang berlaku apabila aktiviti manusia—seperti pembakaran bahan api fosil—membebaskan sejumlah besar aerosol buatan ke dalam udara? Kita secara tiba-tiba akan mendapat kepekatan CCN yang jauh lebih tinggi. Ini membawa kita kepada konsep utama yang pertama: Kesan Twomey, yang juga dikenali sebagai kesan tidak langsung albedo awan. Dinamakan sempena ahli fizik Sean Twomey, prinsip ini menyatakan bahawa untuk jumlah wap air yang tetap, peningkatan kepekatan aerosol akan menghasilkan awan dengan bilangan titisan yang lebih banyak tetapi lebih kecil. Disebabkan banyak titisan kecil menghasilkan jumlah luas permukaan yang lebih besar terhadap cahaya matahari yang masuk berbanding titisan besar yang sedikit, awan tersebut menjadi jauh lebih memantul, atau... uh, mempunyai albedo yang lebih tinggi. Ia memantulkan lebih banyak tenaga suria kembali ke angkasa lepas, yang memberikan kesan penyejukan kepada planet ini. PELAJAR: Jadi... jika awan yang tercemar ini lebih memantul dan menyejukkan Bumi, adakah ini bermakna pencemaran aerosol sebenarnya membantu kita mengurangkan kesan pemanasan global? PROFESOR: Itu kesimpulan yang menarik, Tomas, tetapi ia bagaikan pisau dua mata. Walaupun ia menyembunyikan sebahagian daripada pemanasan rumah hijau buat sementara waktu, aerosol tidak bertahan lama di atmosfera berbanding karbon dioksida. Selain itu, sistem iklim adalah sangat tidak linear. Dan ini membawa kita kepada konsep kedua: Kesan Albrecht, atau kesan tidak langsung jangka hayat awan. Dicadangkan oleh saintis atmosfera Bruce Albrecht, konsep ini memfokuskan kepada apa yang berlaku selepas titisan yang lebih kecil itu terbentuk. Disebabkan titisan tersebut sangat kecil, ia sukar untuk bercantum—iaitu, bergabung bersama untuk membentuk titisan hujan yang cukup berat untuk turun. Akibatnya, kerpasan disekat. Disebabkan awan tersebut tidak menghasilkan hujan, ia kekal di atmosfera untuk jangka masa yang jauh lebih lama. Ia juga cenderung untuk menjadi lebih tebal. PROFESOR: Untuk melihat kesan ini secara nyata, kita boleh melihat fenomena dunia sebenar yang sangat ketara yang dikenali sebagai 'laluan kapal'. Jika anda pernah melihat imej satelit lautan, anda mungkin pernah melihat garisan putih yang panjang, sempit dan terang ini merentasi awan stratus marin yang rendah. Laluan ini terbentuk daripada asap ekzos kapal kargo. Zarah yang kaya dengan sulfur dalam bahan api kapal bertindak sebagai CCN yang sangat cekap. Sambil kapal bergerak, ia membebaskan aerosol ini ke dalam udara marin yang bersih, mewujudkan awan lurus yang terdiri daripada titisan kecil yang sangat memantul. Laluan kapal ini adalah bukti nyata bagi kedua-dua kesan Twomey dan Albrecht: ia lebih terang daripada awan di sekelilingnya, dan ia kekal jauh lebih lama kerana titisannya terlalu kecil untuk turun sebagai hujan. PROFESOR: Bagaimanapun, mengukur kesan ini pada skala global adalah sangat sukar. Sebagai contoh, walaupun laluan kapal menunjukkan penyejukan setempat dengan jelas, memperluas skala ini ke dalam model iklim global membawa kepada ralat yang sangat besar. Mengapa? Kerana awan adalah sangat dinamik. Jika awan kekal lebih lama disebabkan hujan yang disekat, ia juga mungkin sejat lebih cepat di bahagian tepinya disebabkan pencampuran udara kering, satu proses yang dipanggil entrainmen. Proses entrainmen ini sebenarnya boleh menyebabkan awan mengecil dalam keadaan tertentu, sekali gus mengimbangi kesan penyejukan tersebut. Oleh itu, apa yang kelihatan seperti mekanisme penyejukan yang mudah dalam laluan kapal setempat menjadi pemboleh ubah yang sangat sukar diramal apabila kita cuba membuat unjuran suhu global bagi tempoh lima puluh tahun akan datang.

  1. Soalan 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.
    Tunjukkan 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

    (Dikongsi bersama S17.) [S18] Menurut profesor, bagaimanakah awan di persekitaran yang tidak tercemar berbeza daripada awan di persekitaran yang tercemar?

  1. Soalan 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.
    Tunjukkan transkrip

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

    Terjemahan

    (Dikongsi bersama S17.) [S19] Mengapakah profesor menyebut tentang jangka hayat atmosfera karbon dioksida berbanding aerosol?

  1. Soalan 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.
    Tunjukkan 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

    (Dikongsi dengan Soalan 17.) [Soalan 20] Berdasarkan perbincangan tentang jejak kapal (ship tracks), bagaimanakah ia menunjukkan kedua-dua kesan Twomey dan kesan Albrecht?

  1. Soalan 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.
    Tunjukkan transkrip

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

    Terjemahan

    (Dikongsi dengan S17.) [S21] Apakah yang boleh disimpulkan tentang proses entrainment dalam awan?

  1. Soalan 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.
    Tunjukkan 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

    (Dikongsi dengan S17.) [Main semula: "Itu kesimpulan yang menarik, Tomas, tetapi ia bagaikan pisau bermata dua."] [S22] Mengapakah profesor berkata sedemikian:

Lecture 3

  1. Soalan 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.
    Tunjukkan 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

    PENCERITA: Dengar sebahagian daripada kuliah dalam kelas psikologi kognitif. PENSYARAH: Semalam, kita telah membincangkan bagaimana otak menyusun rangsangan visual, tetapi hari ini kita akan mengalihkan tumpuan kepada linguistik kognitif—khususnya, bagaimana kita memproses makna perkataan. Selama berdekad-dekad, pandangan yang dominan adalah bahawa pemahaman bahasa adalah simbolik dan abstrak sepenuhnya. Dalam model tradisional ini, apabila anda membaca sesuatu perkataan, otak anda menyahkodnya menggunakan kamus mental yang berfungsi secara bebas daripada deria fizikal anda. PENSYARAH: Walau bagaimanapun, satu paradigma baharu telah mula diterima ramai. Ia dipanggil semantik berjasad (embodied semantics). Semantik berjasad ialah teori bahawa memahami bahasa bukan sekadar satu latihan kognitif yang abstrak, sebaliknya, ia melibatkan simulasi mental terhadap sensasi fizikal atau tindakan motor sebenar yang dikaitkan dengan perkataan tersebut. Jadi, apabila anda mendengar perkataan seperti "kick" (tendang), otak anda bukan sekadar mencari definisi abstrak. Sebaliknya, ia mengaktifkan korteks premotor secara halus—iaitu kawasan yang bertanggungjawab untuk merancang pergerakan kaki. Seolah-olah otak anda sedang menjalankan simulasi mini bagi tindakan itu sendiri. PELAJAR: Maafkan saya, Profesor. Saya boleh nampak bagaimana konsep itu berfungsi untuk tindakan konkrit seperti "kick" (tendang) atau "grab" (sambar). Tetapi bagaimana pula dengan konsep abstrak? Kita sering menggunakan perkataan seperti "justice" (keadilan) atau, hmm, "interest rates" (kadar faedah) sepanjang masa. Sudah tentu kita tidak mensimulasikannya secara fizikal? PENSYARAH: Itulah cabaran terbesar bagi semantik berjasad, Lukas, dan ini membawa kita kepada konsep kedua kita: pemetaan konseptual abstrak. Ini ialah proses di mana kita memahami idea-idea abstrak dengan memetakannya secara metafora kepada pengalaman fizikal atau tubuh kita. Ambil contoh konsep kemesraan sosial (social warmth). Kita sering menggambarkan orang yang ramah sebagai "warm" (mesra/hangat) dan orang yang tidak mesra sebagai "cold" (dingin). Penyelidik mendapati bahawa ini bukan sekadar kiasan semata-mata. Dalam satu kajian yang terkenal, peserta yang diminta memegang cawan kopi panas seketika menilai seorang yang tidak dikenali sebagai jauh lebih mesra dan boleh dipercayai berbanding mereka yang memegang kopi ais. Sensasi fizikal kehangatan itu sebenarnya telah merangsang awal, atau mengaktifkan terlebih dahulu, konsep psikologi tentang kemesraan. Jadi, ya, konsep abstrak sekalipun nampaknya mempunyai asas fizikal dalam minda kita. PENSYARAH: Mari kita lihat satu lagi bukti yang menarik bagi hubungan minda-jasad ini: Kesan Keserasian Tindakan-Ayat (Action-Sentence Compatibility Effect), atau ringkasnya ACE. ACE ialah fenomena psikologi di mana masa tindak balas fizikal berubah bergantung pada sama ada pergerakan fizikal itu selaras dengan makna sesuatu ayat. PENSYARAH: Untuk mengkaji perkara ini, penyelidik meminta peserta duduk di hadapan sebuah kotak butang. Mereka diminta membaca ayat-ayat pada skrin dan menentukan, secepat mungkin, sama ada ayat-ayat tersebut masuk akal. Untuk merekodkan jawapan mereka, mereka perlu menekan butang. Namun, ada satu helah: dalam beberapa ujian, butang "ya" terletak lebih jauh dari badan mereka, memerlukan pergerakan tangan ke luar. Bagi ujian yang lain pula, butang "ya" berada lebih dekat, memerlukan pergerakan ke dalam ke arah badan mereka. PENSYARAH: Sekarang, bayangkan satu ayat seperti "He closed the drawer" (Dia menutup laci). Jika anda menutup laci, anda menolaknya menjauhi anda, bukan? Penyelidik mendapati bahawa apabila peserta membaca ayat yang menggambarkan tindakan yang menghala menjauhi badan, mereka menekan butang "ya" dengan jauh lebih cepat sekiranya butang tersebut memerlukan mereka menggerakkan tangan menjauhi badan. Jika mereka terpaksa menarik tangan ke arah diri sendiri untuk menekan butang, masa tindak balas mereka adalah lebih lambat. PENSYARAH: Kesan ini—oh, tunggu, biar saya buat perbezaan penting di sini—kelewatan itu bukan disebabkan peserta keliru dengan ayat tersebut. Sebaliknya, ini kerana sistem motor sudah pun "sibuk" menyediakan simulasi tindakan menolak keluar, yang mewujudkan kesesakan mental seketika apabila mereka diminta menarik tangan ke dalam secara fizikal. Gangguan ini merupakan bukti kukuh bahawa kita tidak memproses bahasa dalam ruang linguistik yang terasing dan abstrak semata-mata. Sistem motor kita turut diambil bekerja secara aktif untuk membantu kita memahami dunia di sekeliling kita.

  1. Soalan 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.
    Tunjukkan 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

    (Dikongsi dengan S23.) [S24] Menurut profesor tersebut, apakah yang berlaku di dalam otak apabila seseorang mendengar kata kerja tindakan konkrit seperti "kick"?

  1. Soalan 25 (pilih semua yang berkenaan)

    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.
    Tunjukkan 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

    (Dikongsi bersama S23.) [S25] Dalam kajian yang melibatkan Kesan Keserasian Tindakan-Ayat (Action-Sentence Compatibility Effect atau ACE), apakah dua tugasan yang perlu dilakukan oleh peserta? Pilih 2 jawapan.

  1. Soalan 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.
    Tunjukkan transkrip

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

    Terjemahan

    (Berkongsi dengan S23.) [S26] Mengapakah profesor membincangkan eksperimen yang melibatkan peserta memegang secawan kopi?

  1. Soalan 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.
    Tunjukkan transkrip

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

    Terjemahan

    (Dikongsi dengan S23.) [S27] Apakah yang disiratkan oleh profesor tentang kelewatan masa tindak balas yang diperhatikan semasa eksperimen ACE?

  1. Soalan 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.
    Tunjukkan 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

    (Dikongsi dengan S23.) [Main semula: "Kini, kesan ini—eh, sekejap, mari kita buat perbezaan penting di sini—kelewatan itu bukan kerana peserta keliru dengan ayat-ayat tersebut."]

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