تحلیل ریدینگ آیلتس آکادمیک کمبریج 9 - تست 4: بررسی سوالات، نکات کلیدی و استراتژی‌های پاسخ‌دهی

پالت ناوبری سوالات

QUESTIONS 1-6 (Passage 1: True/False/Not Given - Marie Curie)

📝 Question 1:

Marie Curie’s husband was a joint winner of both Nobel Prizes awarded to her.

🔹 Correct Answer: FALSE
📍 Location in Passage: Paragraph 3.
🔹 Analysis of the Answer: Marie and Pierre shared the 1903 Nobel Prize for Physics, but Marie was the sole winner of the 1911 Nobel Prize for Chemistry. Her husband was not a joint winner of the second prize.
⚠️ Potential Traps: The question tries to generalize the first prize's joint status to the second prize.
⭐ Key Learning Point: Distinguish between the details of the 1903 Nobel Prize (shared) and the 1911 Nobel Prize (sole winner).

📝 Question 2:

Marie Curie’s interest in science dates from her childhood.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph 1.
🔹 Analysis of the Answer: The passage mentions her "prodigious memory" and gold medal win in childhood, but does not state when her specific interest in science began.
⚠️ Potential Traps: Do not infer scientific interest from her general academic aptitude.
⭐ Key Learning Point: The timing of her scientific interest is a missing detail.

📝 Question 3:

Marie was able to afford an education because of help from her sister, Bronia.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 2.
🔹 Analysis of the Answer: Marie financed Bronia's studies "on the understanding that Bronia would, in turn, later help her," which was later fulfilled, allowing Marie to go to the Sorbonne.
⚠️ Potential Traps: The question is a direct synthesis of the reciprocal promise made between the sisters.
⭐ Key Learning Point: The phrase "this promise was fulfilled" confirms the financial assistance.

📝 Question 4:

Marie Curie stopped doing research for a period after the birth of her first daughter.

🔹 Correct Answer: FALSE
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: The text states, "The births of Marie’s two daughters... failed to interrupt her scientific work." This contradicts the idea that she stopped working.
⚠️ Potential Traps: The question tries to reverse the explicit statement of uninterrupted work.
⭐ Key Learning Point: The phrase "failed to interrupt" is the definitive contradiction.

📝 Question 5:

Marie Curie took over the university position her husband had held.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: After her husband's death, she "was appointed to the professorship that had been left vacant on her husband’s death."
⚠️ Potential Traps: The question is a direct synonym match for the academic appointment.
⭐ Key Learning Point: The phrase "appointed to the professorship that had been left vacant" confirms she took over the role.

📝 Question 6:

Marie’s sister Bronia studied the medical uses of radioactivity.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: The passage states Bronia became the director of the Radium Institute, but does not mention her specific research interests, such as the medical uses of radioactivity.
⚠️ Potential Traps: The question tries to link her position at the Radium Institute to a specific research area.
⭐ Key Learning Point: Her professional role as director is insufficient evidence for her research topic.

QUESTIONS 7-13 (Passage 1: Notes Completion - Marie Curie)

📝 Question 7:

Elements that have the property of radioactivity, apart from uranium: ______.

🔹 Correct Answer: Thorium
📍 Location in Passage: Paragraph 3.
🔹 Analysis of the Answer: Marie's research "discovered that this was true for thorium."
⚠️ Potential Traps: The question asks for the first element she found to be radioactive after uranium.
⭐ Key Learning Point: The key discovery was that radioactivity was not limited to uranium.

📝 Question 8:

Minerals possessing radioactivity: ______ (more radioactive than pure uranium).

🔹 Correct Answer: Pitchblende
📍 Location in Passage: Paragraph 3.
🔹 Analysis of the Answer: She turned her attention to minerals and found her interest drawn to "pitchblende, a mineral whose radioactivity, superior to that of pure uranium, could be explained..."
⚠️ Potential Traps: The question asks for the mineral with the higher radioactivity.
⭐ Key Learning Point: The superior radioactivity of pitchblende led to the discovery of new elements.

📝 Question 9:

A pure form of ______ was isolated in 1911.

🔹 Correct Answer: Radium
📍 Location in Passage: Paragraph 4.
🔹 Analysis of the Answer: Marie was awarded the Nobel Prize in 1911 "for the isolation of a pure form of radium."
⚠️ Potential Traps: The question asks for the specific substance isolated.
⭐ Key Learning Point: The isolation of a pure form of radium was the key achievement for the second Nobel Prize.

📝 Question 10:

‘Little Curies’ were used during World War I to treat ______.

🔹 Correct Answer: Soldiers
📍 Location in Passage: Paragraph 5.
🔹 Analysis of the Answer: ‘Little Curies’ were mobile X-radiography units "used for the treatment of wounded soldiers."
⚠️ Potential Traps: The question asks for the people who were treated by the mobile units.
⭐ Key Learning Point: The application was for treating wounded soldiers during the war.

📝 Question 11:

Purpose of accumulating radioactive sources: to treat ______ and maintain supply for research.

🔹 Correct Answer: Illness
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: She understood the need to accumulate sources "not only to treat illness but also to maintain an abundant supply for research."
⚠️ Potential Traps: The question asks for the medical application.
⭐ Key Learning Point: The accumulation was for the dual purpose of medical treatment and research.

📝 Question 12:

Work done at the Radium Institute prepared the way for the discovery of the ______.

🔹 Correct Answer: Neutron
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: The work prepared the way for the discovery of the "neutron by Sir James Chadwick."
⚠️ Potential Traps: The question asks for the specific particle whose discovery was enabled.
⭐ Key Learning Point: The research was instrumental in the later discovery of the neutron and artificial radioactivity.

📝 Question 13:

Marie Curie died of ______.

🔹 Correct Answer: Leukemia
📍 Location in Passage: Paragraph 6.
🔹 Analysis of the Answer: Marie Curie died as a result of "leukaemia caused by exposure to radiation."
⚠️ Potential Traps: The question asks for the cause of death.
⭐ Key Learning Point: Her death was a consequence of her work, due to leukaemia.

QUESTIONS 14-19 (Passage 2: Locating Information - Sense of Self)

📝 Question 14:

a description of a child recognising a familiar physical feature

🔹 Correct Answer: G
📍 Location in Passage: Paragraph G.
🔹 Analysis of the Answer: The Lewis and Brooks-Gunn experiment involved dabbing red powder on children's noses to see if they would notice the unfamiliar change (and touch their noses). This involves recognizing a familiar physical feature.
⚠️ Potential Traps: The experiment focuses on checking for awareness of the self through noticing a physical change.
⭐ Key Learning Point: The core of the experiment is testing for visual self-recognition.

📝 Question 15:

an account of the way an infant starts to develop a sense of self

🔹 Correct Answer: C
📍 Location in Passage: Paragraph C.
🔹 Analysis of the Answer: The paragraph explains how others mimicking an infant’s vocalizations and expressions provides a powerful source of information about the effects they can have on the world (a sense of agency/self).
⚠️ Potential Traps: The question asks for the very beginning of the self-development process.
⭐ Key Learning Point: Mimicking behavior is the key external factor aiding the development of a sense of self.

📝 Question 16:

a description of a stage in child development when a fully independent sense of self is achieved

🔹 Correct Answer: G
📍 Location in Passage: Paragraph G.
🔹 Analysis of the Answer: The paragraph states that an important developmental milestone is reached around the "second birthday" when children become able to "recognize themselves visually without the support of seeing contingent movement" (a more independent sense of self).
⚠️ Potential Traps: The key is the ability to recognize oneself without external cues.
⭐ Key Learning Point: The second birthday marks a point of more sophisticated self-recognition.

📝 Question 17:

a reason for the limitations of scientific research into self-as-subject

🔹 Correct Answer: D
📍 Location in Passage: Paragraph D.
🔹 Analysis of the Answer: Investigations are "rather scarce because of difficulties of communication." This is the reason for the limitations (scarcity of research).
⚠️ Potential Traps: The question asks for the practical difficulty in studying infants.
⭐ Key Learning Point: The communication difficulties with young infants is the key limiting factor.

📝 Question 18:

a statement concerning the cultural significance of the sense of self

🔹 Correct Answer: H
📍 Location in Passage: Paragraph H.
🔹 Analysis of the Answer: The paragraph notes that the link between "the sense of ‘self’ and of ‘ownership’ is a notable feature of childhood in Western societies." This links the sense of self to a specific culture.
⚠️ Potential Traps: The question asks for a non-universal observation about the self.
⭐ Key Learning Point: The specific link to Western societies provides the cultural significance.

📝 Question 19:

a list of social and personal categories that influence the development of self-as-object

🔹 Correct Answer: E
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: This paragraph defines ‘self-as-object’ and lists its components: "social roles (such as student, brother, colleague) and characteristics... (such as trustworthiness, shyness, sporting ability)."
⚠️ Potential Traps: The question asks for the detailed components that build the "self-as-object."
⭐ Key Learning Point: The key idea is the definition and the detailed categories that make up the "self-as-object."

QUESTIONS 20-23 (Passage 2: Matching Names to Statements)

📝 Question 20:

believed the self could only develop in a social context

🔹 Correct Answer: D (Mead)
📍 Location in Passage: Paragraph F.
🔹 Analysis of the Answer: Mead argued that "The self is essentially a social structure, and it arises in social experience" and that "it is impossible to conceive of a self arising outside of social experience."
⚠️ Potential Traps: The question asks for the specific theory of the self's social dependency.
⭐ Key Learning Point: The phrase "impossible to conceive of a self arising outside of social experience" is the key evidence.

📝 Question 21:

claimed that power is the main motivating element in the development of the self

🔹 Correct Answer: B (Cooley)
📍 Location in Passage: Paragraph B.
🔹 Analysis of the Answer: Cooley suggested that a sense of the self-as-subject was primarily concerned with being able to "exercise power."
⚠️ Potential Traps: The question asks for the core motive proposed by the individual.
⭐ Key Learning Point: The key concept is the ability to "exercise power."

📝 Question 22:

found that the desire to possess something often outweighed the desire to play with it

🔹 Correct Answer: E (Bronson)
📍 Location in Passage: Paragraph H.
🔹 Analysis of the Answer: Bronson found that children's disagreements often involved a toy "that none of them had played with before or after the tug-of-war"; they seemed to be disputing ownership rather than wanting to play.
⚠️ Potential Traps: The question asks for the specific finding regarding ownership over use.
⭐ Key Learning Point: The key finding is the conflict over disputed ownership versus play desire.

📝 Question 23:

suggested that an awareness of being distinct from others is developed by means of reflections

🔹 Correct Answer: C (Lewis and Brooks-Gunn)
📍 Location in Passage: Paragraph C.
🔹 Analysis of the Answer: Lewis and Brooks-Gunn suggested that the mirror's contingent movements lead to a "growing awareness that they are distinct from other people."
⚠️ Potential Traps: The question asks for the researchers who linked mirror reflections to self-distinctiveness.
⭐ Key Learning Point: The self-awareness of being distinct is linked to the mirror's contingent movements.

QUESTIONS 24-26 (Passage 2: Summary Completion - Sense of Self)

📝 Question 24:

One further source of information is provided by what the child sees in the ______.

🔹 Correct Answer: Mirror
📍 Location in Passage: Paragraph C.
🔹 Analysis of the Answer: The paragraph mentions that "young children enjoy looking in mirrors," and the movements they see are contingent on their own.
⚠️ Potential Traps: The question asks for the object that provides visual, contingent information.
⭐ Key Learning Point: The mirror provides the information through visual feedback.

📝 Question 25:

The ‘self-as-subject’ is difficult to research due to a lack of ______ skills in young children.

🔹 Correct Answer: Communication
📍 Location in Passage: Paragraph D.
🔹 Analysis of the Answer: Investigations are scarce because of "difficulties of communication," as infants cannot directly express this aspect of the self.
⚠️ Potential Traps: The question asks for the skill that is lacking, which causes research difficulty.
⭐ Key Learning Point: The difficulty of communication is the key limiting factor in empirical investigation.

📝 Question 26:

The importance of the sense of ______ is demonstrated by children’s disputes over possessions.

🔹 Correct Answer: Ownership
📍 Location in Passage: Paragraph H.
🔹 Analysis of the Answer: Children's disputes involved struggling over a toy they did not want to play with, suggesting they were disputing "ownership" rather than play.
⚠️ Potential Traps: The question asks for the concept being demonstrated in the dispute.
⭐ Key Learning Point: The key idea is the link between the sense of self and ownership.

QUESTIONS 27-32 (Passage 3: Matching Headings - Museums and Heritage)

📝 Question 27:

Paragraph B

🔹 Correct Answer: ii (Mixed views on current changes to museums)
📍 Location in Passage: Paragraph B.
🔹 Analysis of the Answer: The paragraph notes the trend of focusing on visitor "experience" is criticized as "an intolerable vulgarisation" but notes that the public generally "does not share this opinion." This presents mixed views.
⚠️ Potential Traps: The paragraph introduces both the innovative trends and the critical responses.
⭐ Key Learning Point: The discussion hinges on the difference in opinion between critics and the majority of the public.

📝 Question 28:

Paragraph C

🔹 Correct Answer: vi (Fewer differences between public attractions)
📍 Location in Passage: Paragraph C.
🔹 Analysis of the Answer: The "sharp distinction between museum and heritage sites on the one hand, and theme parks on the other, is gradually evaporating." This means fewer differences.
⚠️ Potential Traps: The entire paragraph describes the borrowing of ideas between different types of venues.
⭐ Key Learning Point: The concept of the distinction "gradually evaporating" is the key signal.

📝 Question 29:

Paragraph D

🔹 Correct Answer: i (Commercial pressures on people in charge)
📍 Location in Passage: Paragraph D.
🔹 Analysis of the Answer: The paragraph highlights the "very competitive environment" and the "increasing need in the heritage industry for income-generating activities." This reflects commercial pressures.
⚠️ Potential Traps: The economic reality forces those in charge to balance different demands.
⭐ Key Learning Point: The focus is on competition and the need for income-generating activities.

📝 Question 30:

Paragraph E

🔹 Correct Answer: iii (Interpreting the facts to meet visitor expectations)
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: Historical accuracy is "increasingly altered" (interpreted) because it "corresponds to public perceptions" (meets visitor expectations).
⚠️ Potential Traps: The core idea is the adjustment of presentation to suit the audience's preconceptions.
⭐ Key Learning Point: Altering accuracy to match public perceptions is the key theme.

📝 Question 31:

In Paragraph A, the writer implies that exhibits in old-style museums

🔹 Correct Answer: B (were not primarily intended for the public)
📍 Location in Passage: Paragraph A.
🔹 Analysis of the Answer: Old museums were "good for scholars" but not for the "ordinary visitor." Explanations dated back to when the museum was the "exclusive domain of the scientific researcher."
⚠️ Potential Traps: The question asks for the intended audience of the original design.
⭐ Key Learning Point: The original target audience was the scientific researcher/scholar.

📝 Question 32:

The writer suggests that the new-style exhibitions in museums

🔹 Correct Answer: A (emphasize personal involvement)
📍 Location in Passage: Paragraph B.
🔹 Analysis of the Answer: The key word in heritage display is now "experience, the more exciting the better and, if possible, involving all the senses." This focus on experience/senses requires personal involvement.
⚠️ Potential Traps: The question asks for the central goal of the new approach.
⭐ Key Learning Point: The concept of experience is the core of personal involvement.

QUESTIONS 33-37 (Passage 3: Multiple Choice - Museums and Heritage)

📝 Question 33:

The writer suggests that theme parks and museum exhibitions were once easier to distinguish because

🔹 Correct Answer: D (are less easy to distinguish than before)
📍 Location in Passage: Paragraph C.
🔹 Analysis of the Answer: The text states, "the sharp distinction between museum and heritage sites on the one hand, and theme parks on the other, is gradually evaporating." This means they are less easy to distinguish than before.
⚠️ Potential Traps: The question asks for the change in the relationship between the two types of venues.
⭐ Key Learning Point: The evaporation of the sharp distinction is the core idea.

📝 Question 34:

The professionals in charge of interpreting history in museums

🔹 Correct Answer: D (have to balance conflicting priorities)
📍 Location in Passage: Paragraph D.
🔹 Analysis of the Answer: They "must steer a narrow course between the demands of ‘evidence’ and ‘attractiveness’," and factor in the need for "income-generating activities." This is balancing conflicting priorities.
⚠️ Potential TraPS: The tension between historical accuracy and commercial viability is the central conflict.
⭐ Key Learning Point: The challenge is steering the "narrow course" between evidence and attractiveness.

📝 Question 35:

The writer suggests that museum presentations of the past

🔹 Correct Answer: C (reveal more about present beliefs than about the past)
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: Examples of altered historical accuracy are given, leading to the conclusion: "Such presentations tell us more about contemporary perceptions of the world than about our ancestors."
⚠️ Potential Traps: The question asks for the interpretation of presentations that reflect public perception.
⭐ Key Learning Point: The museum exhibits are often seen as a reflection of contemporary perceptions.

📝 Question 36:

The writer states that the items we see in museums confirm that only very durable objects remain from the past.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph F.
🔹 Analysis of the Answer: The final paragraph mentions the "bias in its representation" because "not everything from history survives the historical process." "Castles, palaces and cathedrals have a longer lifespan than the dwellings of ordinary people." This confirms durable objects create a bias.
⚠️ Potential Traps: The question asks for the source of the historical bias.
⭐ Key Learning Point: The natural selection of durable objects creates an incomplete historical picture.

📝 Question 37:

The writer agrees that it is better for visitors to interpret exhibits based on their own ideas rather than those of the professionals.

🔹 Correct Answer: FALSE
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: The writer states that if the professionals did not provide the interpretation, visitors would do it themselves, and the result "would contain a lot more bias than the presentations provided by experts." The expert interpretation is preferred.
⚠️ Potential Traps: The question tries to reverse the writer's conclusion that expert bias is preferable to audience bias.
⭐ Key Learning Point: The comparison of bias levels indicates that the professional interpretation is less biased.

QUESTIONS 38-40 (Passage 3: True/False/Not Given - Museums and Heritage)

📝 Question 38:

The writer states that very old towns and modern towns have a similar population size.

🔹 Correct Answer: FALSE
📍 Location in Passage: Paragraph F.
🔹 Analysis of the Answer: The town of Leyden in the 17th century had "approximately the same number of inhabitants as today," but the built-up area was "more than five times smaller than modern Leyden." The area size changed, not the population.
⚠️ Potential Traps: The population remained similar, but the size of the town (the occupied area) changed dramatically.
⭐ Key Learning Point: The misleading statement is based on the stable population size, but the overall size of the town changed greatly.

📝 Question 39:

The writer questions the motives of the people who want to preserve the integrity of the heritage industry.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Throughout the article.
🔹 Analysis of the Answer: The writer discusses the competitive environment and commercial pressures, but does not directly question the ethical motives or integrity of the people running the industry.
⚠️ Potential Traps: Do not confuse discussing pressure/commercial interests with questioning ethical motives.
⭐ Key Learning Point: The motives of the people in charge are not explicitly questioned, only the pressures they face.

📝 Question 40:

The evidence in museums has the unintentional effect of making visitors think that life in the past was generally better than it is today.

🔹 Correct Answer: TRUE
📍 Location in Passage: Paragraph F.
🔹 Analysis of the Answer: The evidence leads people to be "filled with nostalgia" and believe "life was so much better in the past." This notion is induced by the "bias in its representation," implying the effect is unintentional from the museum's perspective.
⚠️ Potential Traps: The question is a direct synthesis of the final argument about nostalgia and bias.
⭐ Key Learning Point: The bias of the surviving objects creates a misleadingly positive view of the past.