Đề IELTS Reading · IELTS 8020

When Should An Expert Trust A Hunch?

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IELTS Academic Reading Band 7.0-8.5 14 câu Bài đọc ~967 từ 14 phút Đề 8020 tự biên soạn

Trang này có toàn văn bài đọcđủ 14 câu hỏi đúng như trong phòng thi, chia theo dạng: Yes/No/Not Given · Multiple choice · Điền từ. Đáp án và lời giải từng câu không in ở đây — bạn làm bài trên máy rồi hệ thống chấm ngay khi nộp và giải thích vì sao mỗi câu đúng hoặc sai. Làm trước, đọc lời giải sau thì mới biết mình sai ở đâu; đọc đáp án trước thì đề coi như hỏng.

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Bài đọc

AIn 1994 a charge nurse on a neonatal ward in Dunmore asked for a newborn to be treated for sepsis hours before any laboratory result supported her. She was right, and afterwards she could not say why: the baby's colour, she offered, had been 'off'. Stories of this kind are told in two quite different registers. In one, they are evidence that years of practice deposit in the mind a store of knowledge which cannot be put into words but can be acted upon. In the other, they are survivorship: the ward remembers the nurse who was right and forgets the dozens whose hunches were wrong and whose errors ordinary care absorbed. The disagreement is not about whether experts have intuitions — nobody doubts that — but about when an intuition deserves to be believed, and by whom.

BMateo Yamashita, a cognitive psychologist at the Lindholm Institute for Decision Research, has spent her career on the sceptical side. Her method is to set experts against a formula so crude that beating it should be trivial; a poor showing against such an opponent, she reasons, cannot afterwards be blamed on the sophistication of the rival. Between 2009 and 2017 she assembled 41 such comparisons: parole boards against a three-item scoring sheet, admissions tutors against a weighted average of prior marks, radiologists against a checklist of image features. The formula matched or beat the experts in 33 of the 41 contests. What interests Yamashita is not the margin, which is usually small, but its direction, and the fact that the experts were confident throughout. Intuition, she argues, is not a separate faculty but a substitution: asked a hard question, the mind quietly answers an easier one, and the answer arrives with a feeling of knowing attached, because that feeling is produced by the ease of the substitution rather than by the quality of the answer.

COwen Radcliffe, who studies decisions in the field rather than the laboratory, regards the tournament as rigged by its setting. His own work began with fireground commanders, 156 of whom he interviewed between 1996 and 2003 about incidents they had directed. He had expected to hear of options weighed against one another; instead he found that in 81 per cent of the incidents the commander acted on the first workable course of action that came to mind, and had rehearsed it mentally rather than compared it with any rival. Radcliffe's term for this is recognition: the commander does not calculate but classifies, treating the fire as a case of a type he has met before, and the classification arrives with a course of action already attached to it. The types recur: a commander of twenty years' standing has met most of them many times over. Where Yamashita sees a shortcut standing in for analysis, Radcliffe sees a form of perception which analysis could not have supplied in the ninety seconds available.

DThe two met in 2005 at the invitation of a journal editor who expected a duel and got a treaty instead. Both accepted that the argument had been conducted on separate ground: Yamashita's professionals worked in domains where outcomes are slow, noisy or contested, and Radcliffe's in domains where a wrong reading of a burning building announces itself within minutes. The agreement they published sets two conditions. An environment must be regular enough that its cues genuinely predict what follows; and the practitioner must have had enough opportunity to learn those regularities, which means feedback that is both prompt and unambiguous. Where both conditions hold, intuition is to be trusted; where either fails, it is not. Neither condition, they stressed, is a property of the person. A chess player and a share-picker may have identical experience, temperament and confidence, and the first will develop skilled intuition while the second cannot, because the board rewards pattern and the market does not.

EThe framework's most awkward consequence concerns confidence. If validity is a property of the environment, then no amount of introspection will tell practitioners which side of the line they are standing on. Yamashita has tested this repeatedly, most pointedly with 60 clinical psychologists asked in 2014 to predict which of their patients would still be in treatment a year later; those who described themselves as very confident were correct 47 per cent of the time, and the rest 45 per cent, a difference well inside the noise. The reason, on her account, is that confidence tracks the coherence of the account the mind has assembled, and coherence is easiest to achieve when evidence is thin, since there is less to reconcile. Radcliffe does not contest the finding but declines the inference. Confidence is uninformative in the aggregate, he replies, which is not the same as saying that an experienced person can never tell a familiar case from a strange one.

FWhat follows in practice is less tidy than either position. Yamashita's remedy is structural: where the environment is poor, replace the judgement with a rule, or at least oblige the expert to record separate ratings before forming an overall impression. Radcliffe's is educational: build simulators that compress a decade of rare events into a fortnight, and make the feedback arrive while the decision is still fresh. The remedies address different weaknesses, and several professions now run both at once. What neither can supply is a verdict on the many fields — much of law, senior management, most of psychiatry — where feedback exists but arrives years late and muddled by everything that happened in between. Yamashita treats these as low-validity by default; Radcliffe holds that the question is open. Until it is settled, the practitioner in such a field is left with the least comfortable of the two camps' shared conclusions: that the feeling of knowing carries no information about whether one does.

Câu hỏi (14 câu)

Questions 1–5 · YES / NO / NOT GIVEN

Do the following statements agree with the claims of the writer in the passage? Write YES if the statement agrees with the claims of the writer, NO if the statement contradicts the claims of the writer, NOT GIVEN if it is impossible to say what the writer thinks about this.

  1. 1.The writer takes the two ways of telling stories like the nurse's to differ over whether experts have intuitions at all.
  2. 2.Yamashita is more struck by which side wins her contests than by the size of the winning gap.
  3. 3.Radcliffe disputes Yamashita's finding that confident psychologists were no more accurate than the others.
  4. 4.Practitioners whose feedback arrives years late overrate their own judgement more than those who learn the result at once.
  5. 5.The fireground work Radcliffe describes takes place in a setting that meets both of the conditions he and Yamashita later agreed on.

Questions 6–9 · Multiple choice

Choose the correct letter, A, B, C or D.

  1. 6.Why does Yamashita deliberately choose formulas that are extremely simple?
    1. A. A crude opponent makes the small margins in her contests easier to detect.
    2. B. A weak result cannot then be explained away by the strength of the opponent.
    3. C. Simple formulas were the only kind her expert participants agreed to be judged against.
    4. D. She wants to show that a formula improves as more items are added to it.
  2. 7.What does the passage indicate about the domains in which Yamashita ran her contests?
    1. A. They were chosen because simple scoring rules were already in use in them.
    2. B. They were unusually well suited to learning from prompt and clear feedback.
    3. C. They were the same fields that Radcliffe later rebuilt as training simulators.
    4. D. They were fields in which what predicts an outcome is hard to establish.
  3. 8.Why, on the 2005 framework, can practitioners not settle for themselves whether their intuitions are sound?
    1. A. Because the two conditions concern their surroundings rather than themselves.
    2. B. Because they seldom get to see the outcome of the predictions they make.
    3. C. Because their training discourages them from examining their own reasoning.
    4. D. Because confidence and accuracy have been shown to move in opposite directions.
  4. 9.What does the writer say about the two researchers' practical remedies?
    1. A. A profession has to choose between them according to the resources it has.
    2. B. Radcliffe's becomes useful only where Yamashita's has been tried and has failed.
    3. C. They tackle different weaknesses and are in some places used side by side.
    4. D. Both are designed to make a practitioner's confidence a better guide.

Questions 10–14 · Sentence completion

Complete the sentences below. Write NO MORE THAN TWO WORDS from the passage for each answer.

  1. 10.Yamashita argues that intuition is really a ________: the mind quietly answers an easier question than the one it was asked.
  2. 11.In the incidents Radcliffe studied, commanders ________ the first workable option instead of weighing it against alternatives.
  3. 12.For intuition to be dependable, an environment has to be sufficiently ________ for its cues to predict what comes next.
  4. 13.A chess player acquires reliable intuition where a share-picker cannot, because the board, unlike the market, rewards ________.
  5. 14.In Yamashita's account, a practitioner's confidence follows the ________ of the account the mind has built, which thin evidence makes easier to achieve.
Tự chấm giờ: đề này gợi ý 14 phút. Trong bài thi Reading thật bạn có 60 phút cho 3 passage và 40 câu, nên hãy tập bám sát mốc thời gian ngay từ khi luyện — hết giờ là kiểu mất điểm phổ biến nhất của phần Reading.

Cách làm các dạng câu có trong đề này

YES / NO / NOT GIVEN

Câu lệnh hỏi về claims of the writerquan điểm, không phải dữ kiện. Vì thế nửa số bẫy của dạng này là bẫy gán sai người: phát biểu đúng nguyên văn nhưng với một nhân vật khác trong bài. Gạch chân chủ ngữ của phát biểu và xác định "ai" trước khi đi tìm "cái gì".

Nhãn phải viết đúng bộ chữ. Viết TRUE trong nhóm Yes/No/Not Given là bị tính sai dù hiểu đúng hoàn toàn — mà một đề thường có cả hai dạng, nên quen tay là chép nhầm.

Đọc kỹ hơn: Yes/No/Not Given khác True/False/Not Given chỗ nào.

Multiple Choice

Loại hai đáp án sai trước, rồi mới so hai đáp án còn lại — đừng cố tìm đáp án đúng ngay từ đầu. Đáp án sai của IELTS thường sai vì một chữ: một trạng từ tuyệt đối (always, only), một chủ thể bị đổi, hoặc một quan hệ nhân quả bài không hề khẳng định.

Đáp án đúng gần như luôn là bản diễn đạt lại của câu trong bài, không phải bản chép nguyên chữ. Phương án dùng lại nhiều từ y hệt bài đọc thường là bẫy.

Đọc kỹ hơn: các dạng câu hỏi Reading khác.

Điền từ (Sentence / Summary / Note completion)

Đọc giới hạn số từ trong câu lệnh trước khi làm câu đầu tiên. Viết quá giới hạn là sai, kể cả khi nội dung đúng. Từ ghép có gạch nối tính là một từ; mạo từ a, the vẫn tính là một từ nên bỏ được thì nên bỏ.

Trước khi đi tìm, hãy đoán từ loại cho mỗi chỗ trống dựa vào ngữ pháp của câu: danh từ, số, hay động từ. Việc này biến bài đọc từ "đọc xem có gì" thành "đọc để xác nhận cái mình đang chờ". Chính tả và số ít số nhiều đều bị chấm.

Đọc kỹ hơn: luật số từ và bẫy điền từ.

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