Đề IELTS Reading · IELTS 8020

Small Pushes, Large Effects

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IELTS Academic Reading Band 7.0-8.5 14 câu Bài đọc ~919 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: True/False/Not Given · Điền từ · Multiple choice. 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

AEvery choice reaches us already framed by somebody's decision about how to present it, and the recognition that these frames alter behaviour has proved one of the most exportable ideas in modern social science. A nudge, in the strict sense, is an alteration to the presentation of a choice which changes what people do without forbidding anything and without changing what anything costs. Placing fruit at eye level is a nudge; taxing chocolate is not. The idea travelled quickly because it promised results at a fraction of the price of legislation, and because the early demonstrations were startling: switching a form from opt-in to opt-out, or adding a single sentence to a tax letter, appeared to move whole populations. By 2015 the approach had been written into the working practice of dozens of finance ministries, and a claim that began as a modest empirical observation had hardened into an expectation.

BThe first serious complication came from within. Miriam Dallow, an economist at the Redbridge Institute of Public Policy, was asked to compile the effects reported by government trial units, and discovered that a great many trials had never been written up at all. When she pooled the 97 published studies in her field, the average effect on take-up was 8.7 percentage points; when the 214 unpublished trials held in departmental archives were added, the same average fell to 1.4. Dallow argues that nothing dishonest need be assumed to explain the gap, since a unit that runs a trial producing no detectable change has little incentive to write it up and no journal is waiting for the result. What the literature records, on her account, is not the average nudge but the memorable one, and the difference between those two quantities is large enough to overturn most published cost calculations.

COwen Traskin, who directs a government trials unit, treats the whole exercise as beside the point. An average taken across interventions with nothing in common, he insists, is a number without a referent: a reminder letter, a redesigned form and a rearranged canteen are not three doses of the same drug, and averaging them tells a minister nothing about what to do next. The relevant test, in his view, is the cost of a unit of outcome. A letter that costs 97 pence to send and shifts behaviour by a single percentage point remains extraordinarily good value beside a campaign costing millions, and Traskin's unit reports reaching 1.4 million households in a year on a budget smaller than that of a regional advertising round. His critics note, however, that these figures omit the salaries of the staff who design the letters, and that most of his trials measure whether a form was opened rather than whether a debt was eventually paid, often within a fortnight of the letter arriving.

DA third line of criticism leaves the size of the effects untouched and questions their consequences. Hana Sorby, a political scientist, contends that publicising a behavioural remedy can lower public appetite for the structural one, so that a cheap intervention crowds out an expensive but more powerful alternative. In a survey experiment conducted between 2017 and 2022, respondents shown a description of a recycling nudge subsequently supported a packaging levy at a rate 11 points lower than a control group shown nothing. The effect appeared only among respondents who had been told that the nudge was expected to solve the problem; where the same intervention was described as a partial measure, support for the levy was unchanged. Sorby is careful about what this licenses. Her design measures stated preference in an online panel rather than votes, and she concedes that no field study has yet detected the substitution she describes.

EThe conditions under which nudges perform well are by now reasonably clear, and they are narrower than the early enthusiasm implied. Interventions that exploit inertia succeed only where the obstacle is the effort of acting rather than the expense of the outcome, which is why defaults transform enrolment in schemes that cost the participant nothing and barely register where a substantial payment is involved. Timing matters as well: a prompt delivered at the moment of decision outperforms the same message sent a week earlier by a factor of roughly three. Repetition, by contrast, erodes the effect. A message that alters behaviour on first sight typically loses most of its power by the fourth exposure, a decay that trials lasting six weeks are too short to observe and that longer evaluations published since 2023 have consistently found. The distinction is not merely academic, since a department that reports a first-year result and then repeats the same mailing annually will be budgeting for an effect it no longer has.

FNone of this returns the argument to where it began. The evidence that presentation matters is not in doubt, and Dallow herself works on nudges rather than against them; what her audit removes is the licence to quote the largest published figure as though it were typical. Traskin is right that cost per outcome is the decisive comparison, but his own accounting is incomplete in ways that would narrow the advantage he claims. Sorby's worry is the hardest to settle, because a displaced policy leaves no trace in any trial register. The safest summary is that a nudge is a dependable instrument for removing friction and an unreliable one for shifting anything that people have a strong reason to avoid, and that its political cost, unlike its financial cost, has not yet been measured.

Câu hỏi (14 câu)

Questions 1–5 · TRUE / FALSE / NOT GIVEN

Do the following statements agree with the information given in the passage? Write TRUE if the statement agrees with the information, FALSE if the statement contradicts the information, NOT GIVEN if there is no information on this.

  1. 1.Dallow puts the distance between her two averages down to deliberate concealment on the part of the trial units.
  2. 2.The loss of effectiveness over time described in the passage would escape notice in evaluations of the length Traskin's unit generally runs.
  3. 3.Ministers have grown more reluctant to pay for behavioural trials since the archive figures became known.
  4. 4.In Sorby's experiment, support for regulation dropped whatever wording was used to introduce the behavioural measure.
  5. 5.Automatic settings make little difference to choices in which the individual has to hand over a sizeable sum.

Questions 6–10 · Sentence completion

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

  1. 6.Studies whose results never appeared in print had been sitting in ________, and counting them cut the figure sharply.
  2. 7.Traskin observes that a single item of post can be sent for as little as ________.
  3. 8.Measures of this kind rely on ________, which is why they falter as soon as real money is at stake.
  4. 9.Having read about a behavioural remedy, Sorby's respondents gave less backing to a proposed ________.
  5. 10.Because a policy that is dropped shows up in no ________, Sorby's concern is the one least open to testing.

Questions 11–14 · Multiple choice

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

  1. 11.Why does the writer contrast the placing of fruit with a tax on chocolate?
    1. A. To show that food policy has produced the clearest behavioural evidence.
    2. B. To mark the boundary drawn by the definition given just before it.
    3. C. To suggest that taxation is a weaker tool than careful presentation.
    4. D. To explain why finance ministries preferred the cheaper of two options.
  2. 12.How does Dallow account for the difference between her two averages?
    1. A. Departments preferred to publish results that supported existing policy.
    2. B. Journals applied stricter standards to trials run inside government.
    3. C. Nobody has much reason to write up a trial that found nothing.
    4. D. The unpublished trials had been carried out with weaker research designs.
  3. 13.What reservation is expressed about Traskin's way of comparing costs?
    1. A. It leaves out the wages of the people who produce the material.
    2. B. It rests on figures that his own unit has so far declined to release.
    3. C. It sets his letters beside campaigns with a quite different purpose.
    4. D. It uses the kind of average that he elsewhere rejects as meaningless.
  4. 14.Which statement best represents the writer's overall judgement in the passage?
    1. A. The published record should now be treated as worthless by policymakers.
    2. B. Behavioural units ought to be replaced by conventional regulatory bodies.
    3. C. The financial savings claimed for the approach have been broadly confirmed.
    4. D. The method suits obstacles of effort but not things people actively resist.
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

TRUE / FALSE / NOT GIVEN

FALSE nghĩa là bài nói NGƯỢC LẠI, không phải bài không nói. Còn NOT GIVEN nghĩa là bài im lặng về chuyện đó. Quy tắc tự kiểm rẻ nhất: khi định trả lời FALSE, hãy chỉ tay vào đúng cụm từ trong bài mâu thuẫn với phát biểu — không chỉ ra được thì đáp án là NOT GIVEN.

Các câu theo đúng thứ tự xuất hiện trong bài đọc, nên khi đã định vị được câu 3 và câu 5 thì câu 4 chắc chắn nằm giữa hai chỗ đó. Đừng đọc lại cả bài cho từng câu.

Đọc kỹ hơn: phân biệt True/False/Not Given với Yes/No/Not Given.

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.

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.

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