How are experimental questions included in the SAT to gather data for future exams?

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How are experimental questions included in the SAT to gather data for future exams?

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Directions:Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of Standard Written English. Many questions include a "NO CHANGE" option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.Question based on the following passage and supplementary material.The Eureka EffectYouve probably had the experience. After racking your brain for hours to solve a problem, you finally put it aside and move on to other things. Then, much later, seemingly out of(1) nowhere, perhapswhile showering or driving—the answer suddenly strikes you. Psychologists call this the “Eureka effect,” from the ancient Greek word meaning “I have found it,”(2) which Archimides is said to have shoutedas he ran naked from his bathtub through the streets of Syracuse upon suddenly solving a vexing physics problem.Does this feeling arise from our emotional centers or our cognitive centers? In other words, is it simply an emotional response to finding a solution, or does it(3) foretella fundamentally different way of thinking? Psychologists have tried to answer this question by looking inside subjects brains as they solve problems, using electroencephalograms (EEGs) and other tools.In one(4) experiment, subjectsperformed a word association task, scientists measured the activity in the region of the brain called the right hemisphere anterior superior temporal gyrus (RH aSTG). This region is known to be active in tasks, such as finding a theme in a story,(5) that requires integrating and bringing togetherinformation from many distant parts of the brain, but is not particularly active in emotional responses.The subjects were asked to perform a challenging verbal association task, press a button as soon as(6) solving it,and report whether or not they felt the “Aha!” feeling. If they did, the response was classified as an “insight” solution. If they did not, it was classified as a “non-insight” solution.(7) What was interesting, experimenters found that the insight solutions were accompanied by an elevated level of “gamma band” activity in the RH aSTG, supporting the theory that the feeling(8) had correspondedto a cognitive process rather than purely an emotional one.(9)Interpreting(10) this data isnot a very simple matter, however. Many questions remain to be answered. For instance, does the increased gamma-band activity represent a transition of cognitive processing from an unconscious state to a conscious one?(11) If that is true, a question would be what are the unconscious processes that are working? Also, in what way do those processes become conscious all of a sudden?Q. (4)

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Directions:Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of standard written English. Many questions include a “NO CHANGE” option.Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.Question based on the following passage and supplementary material.Professional Development: A Shared ResponsibilityNew theories, (1) new practices too, and technologies are transforming the twenty-first-century workplace at lightning speed. To perform their jobs successfully in this dynamic environment, workers in many (2) fields—from social services to manufacturing, must continually acquire relevant knowledge and update key skills. This practice of continued education, also known as professional development, benefits not only employees but also their employers. (3) Accordingly, meaningful professional development is a shared responsibility: it is the responsibility of employers to provide useful programs, and it is also the responsibility of employees to take advantage of the opportunities offered to them.Critics of employer-provided professional development argue that employees (4) might consider a popular career path. If employees find themselves falling behind in the workplace, these critics (5) contend. Then it is the duty of those employees to identify, and even payfor, appropriate resources to (6) show them how and why they are falling behind and what they should do about it. This argument ignores research pointing to high employee turnover and training of new staff as significant costs plaguing employers in many fields.Forward-thinking employers recognize the importance of investing in the employees they have rather than hiring new staff when the skills of current workers (7) get old and worn out.The most common forms of professional development provided to employees (8) includes coaching, mentoring, technical assistance, and workshops. Some employers utilize several approaches simultaneously, developing a framework that suits the particular needs of their employees. (9) Around the same time, the figure illustrates a simple yet comprehensive professional-development model created for special education personnel. As the figure suggests, (10) receiving coaching and consultation is the overarching framework, while the opportunity to belong to professional networks and participate in activities such as foundation and skill-building workshops is relatively unimportant.A recent trend in professional development that has provided advantages to both employers and employees is online instruction. From an employer perspective, the first and perhaps most obvious advantage is the lower cost of online professional development compared with that of in-person workshops and training. Employers can also (11) identify, which employees have successfully completed instructional modules and which need to be offered additional training. For employees, online professional development provides the opportunity to receive instruction at their own pace and interact with other professionals online. This exciting trend has the potential to make the shared responsibility of professional development less burdensome for both employers and employees.Q. (8)

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Are there any experimental sections in the SAT exam?

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Directions:Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of Standard Written English. Many questions include a "NO CHANGE" option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.Question based on the following passage.The Carrot or the Stick?Good teachers want their students to do well, but getting students (1) responding is not always easy. Simple suggestion works occasionally, but not often enough. Reasoning sometimes works, too, but explaining the logical nuances of behavioral standards (2) is often time-consuming and too often falls on deaf ears.So the practical question becomes: the carrot or the stick? Its not always easy to choose (3) the potential motivator to consider: by punishment or incentive.Most educators and psychologists agree that, as a teaching tool, (4) to reward is generally better than punishment, but many psychologists also believe that, occasionally, rewards can be as (5) harmful, if not more so, than punishment. The introduction of a reward system, like gold stars on an attendance sheet or extra recess time for good behavior, can change the nature not only of the desired behavior, (6) but also of the student-teacher relationship.Psychologist Edward Deci conducted a study in which people were given a challenging puzzle to solve. Some subjects were offered money as a reward for solving the puzzle, and others were not.Afterward, both groups were observed secretly after the researcher left the room. Many of those who had not been paid as a reward for their work continued to play with the puzzle, presumably because they foundit interesting for its own sake. (7) Those who had received the cash rewards, however, showed significantly less interest in returning to the puzzle.(8) Interpreting these results, the subjects who were paid probably construed the task as being manipulative: the experimenter was trying to get them to do something through bribery. The unpaid subjects, however, could engage the puzzle on their own terms simply because it was fun.This study and others like it have profound (9) implications for the classroom. Several experiments have demonstrated that “pay-to-read” programs, where students are given money or gift credits to read books, have surprisingly negative effects on literacy. Such programs do get students to “read” more books, but the kind of reading they do is not ideal. Students tend to read superficially and only to get the reward.In follow-up studies, these students show not only lower reading skills but also less desire to read. (10) Nevertheless, the reward system turns reading from a fun activity into drudgery. Students think, if reading is such a rewarding experience, why do they need to pay us to do it?It would be a mistake to conclude from a few experiments that all rewards are bad. Certainly, honest praise from a respectful teacher can do a great deal to encourage not only good behavior but also intellectual curiosity. Teachers must be aware of their students need to feel independent and in control.11Q. The author is considering deleting the final sentence to make the paragraph more concise. Should the author make this change?

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Directions:Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of Standard Written English. Many questions include a "NO CHANGE" option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.Question based on the following passage.The Carrot or the Stick?Good teachers want their students to do well, but getting students (1) responding is not always easy. Simple suggestion works occasionally, but not often enough. Reasoning sometimes works, too, but explaining the logical nuances of behavioral standards (2) is often time-consuming and too often falls on deaf ears.So the practical question becomes: the carrot or the stick? Its not always easy to choose (3) the potential motivator to consider: by punishment or incentive.Most educators and psychologists agree that, as a teaching tool, (4) to reward is generally better than punishment, but many psychologists also believe that, occasionally, rewards can be as (5) harmful, if not more so, than punishment. The introduction of a reward system, like gold stars on an attendance sheet or extra recess time for good behavior, can change the nature not only of the desired behavior, (6) but also of the student-teacher relationship.Psychologist Edward Deci conducted a study in which people were given a challenging puzzle to solve. Some subjects were offered money as a reward for solving the puzzle, and others were not.Afterward, both groups were observed secretly after the researcher left the room. Many of those who had not been paid as a reward for their work continued to play with the puzzle, presumably because they foundit interesting for its own sake. (7) Those who had received the cash rewards, however, showed significantly less interest in returning to the puzzle.(8) Interpreting these results, the subjects who were paid probably construed the task as being manipulative: the experimenter was trying to get them to do something through bribery. The unpaid subjects, however, could engage the puzzle on their own terms simply because it was fun.This study and others like it have profound (9) implications for the classroom. Several experiments have demonstrated that “pay-to-read” programs, where students are given money or gift credits to read books, have surprisingly negative effects on literacy. Such programs do get students to “read” more books, but the kind of reading they do is not ideal. Students tend to read superficially and only to get the reward.In follow-up studies, these students show not only lower reading skills but also less desire to read. (10) Nevertheless, the reward system turns reading from a fun activity into drudgery. Students think, if reading is such a rewarding experience, why do they need to pay us to do it?It would be a mistake to conclude from a few experiments that all rewards are bad. Certainly, honest praise from a respectful teacher can do a great deal to encourage not only good behavior but also intellectual curiosity. Teachers must be aware of their students need to feel independent and in control.11Q. (6)

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