明示された詳細
問われた人・時刻・場所・量を正しい出来事に結び付けます。
The doors open at eight. The class starts at nine.
科学特集記事 · B2. 問われた人・時刻・場所・量を正しい出来事に結び付けます。
オリジナルの英文を読み、根拠を基に答えましょう。レベルは編集上の目安で、認定結果ではありません。

Imagine a research team investigating whether a short break in a cooler room helps people concentrate. In this fictional study, sixty office volunteers completed a proofreading task, took a ten-minute break, and then completed a different version of the task. Half spent the break in a cool room; the others remained in the usual office. The cool-room group made fewer errors afterwards, on average. It would be tempting to conclude that lower temperatures caused the improvement. The researchers, however, had changed more than temperature. The cool room was also quieter, and participants had to walk along a corridor to reach it. Either silence or movement might have contributed. Moreover, people knew which room they were in, so their expectations could have influenced their effort. Random assignment reduced some differences between the groups, but it could not remove these features of the design. The team then ran a smaller follow-up in which both groups walked the same distance and sat in equally quiet rooms. The difference in errors became much smaller. That finding weakened the original temperature explanation, although it did not establish that temperature had no effect. A small follow-up may miss a modest effect that a larger experiment could detect. The useful lesson is not that the first study was worthless. It identified an interesting pattern and helped shape a more precise question. The problem would arise if an employer used the first result to justify expensive cooling equipment while ignoring the uncertainty. Before recommending a policy, the team wants a larger trial across several workplaces and a measure of comfort as well as accuracy. A room that improves a short test but makes workers uncomfortable all afternoon may offer little practical benefit.
問われた人・時刻・場所・量を正しい出来事に結び付けます。
The doors open at eight. The class starts at nine.
実際に示された理由を使います。文外のもっともらしい理由だけでは足りません。 実際の手がかりを組み合わせ、裏付けのない事実を足しません。
We meet inside because it is raining.
評価と留保に注目します。よい事実があるだけで全面的な賛成とは言えません。 示された主張とその限界に行動を照らし合わせます。
The writer likes the idea but asks for one change.

Imagine a research team investigating whether a short break in a cooler room helps people concentrate. In this fictional study, sixty office volunteers completed a proofreading task, took a ten-minute break, and then completed a different version of the task. Half spent the break in a cool room; the others remained in the usual office. The cool-room group made fewer errors afterwards, on average. It would be tempting to conclude that lower temperatures caused the improvement. The researchers, however, had changed more than temperature. The cool room was also quieter, and participants had to walk along a corridor to reach it. Either silence or movement might have contributed. Moreover, people knew which room they were in, so their expectations could have influenced their effort. Random assignment reduced some differences between the groups, but it could not remove these features of the design. The team then ran a smaller follow-up in which both groups walked the same distance and sat in equally quiet rooms. The difference in errors became much smaller. That finding weakened the original temperature explanation, although it did not establish that temperature had no effect. A small follow-up may miss a modest effect that a larger experiment could detect. The useful lesson is not that the first study was worthless. It identified an interesting pattern and helped shape a more precise question. The problem would arise if an employer used the first result to justify expensive cooling equipment while ignoring the uncertainty. Before recommending a policy, the team wants a larger trial across several workplaces and a measure of comfort as well as accuracy. A room that improves a short test but makes workers uncomfortable all afternoon may offer little practical benefit.
When a cooler room is not the whole answer
問われた人・時刻・場所・量を正しい出来事に結び付けます。
The doors open at eight. The class starts at nine.評価と留保に注目します。よい事実があるだけで全面的な賛成とは言えません。 示された主張とその限界に行動を照らし合わせます。
The writer likes the idea but asks for one change.初回答を残し、根拠を確かめて別の問題に挑戦します。同じ教材での正解は、新しい文章への応用を証明するものではありません。
まだ復習ノートはありません。まずは短いウォームアップを。
問われた人・時刻・場所・量を正しい出来事に結び付けます。
The doors open at eight. The class starts at nine.実際に示された理由を使います。文外のもっともらしい理由だけでは足りません。 実際の手がかりを組み合わせ、裏付けのない事実を足しません。
We meet inside because it is raining.評価と留保に注目します。よい事実があるだけで全面的な賛成とは言えません。 示された主張とその限界に行動を照らし合わせます。
The writer likes the idea but asks for one change.解答を開くと、その問題にヒント利用が記録されます。
When a cooler room is not the whole answer
根拠に合う答えは「Made fewer proofreading errors afterwards.」です。 根拠:「The cool-room group made fewer errors afterwards, on average.」。 別の選択肢「Improved on every individual task without making errors.」と比べてみましょう。 限定付きの結果を、例外のない主張に広げています。 本文の表現「on average」を、問いと主張「Improved on every individual task without making errors.」に照らして確認しましょう。 別の選択肢「Completed the proofreading task more quickly afterwards.」と比べてみましょう。 測定・報告された結果を、別の結果に置き換えています。 本文の表現「made fewer errors afterwards」を、問いと主張「Completed the proofreading task more quickly afterwards.」に照らして確認しましょう。
When a cooler room is not the whole answer
根拠に合う答えは「Noise and movement also differed between the groups.」です。 根拠:「The cool room was also quieter, and participants had to walk along a corridor to reach it.」。 別の選択肢「The groups spent their breaks in equally quiet rooms.」と比べてみましょう。 初期の状況と、その後の検証・決定という二つの段階を混同しています。 本文の表現「The cool room was also quieter」を、問いと主張「The groups spent their breaks in equally quiet rooms.」に照らして確認しましょう。 別の選択肢「Participants were unaware of which condition they had entered.」と比べてみましょう。 本文に示された関係を逆にしています。 本文の表現「people knew which room they were in」を、問いと主張「Participants were unaware of which condition they had entered.」に照らして確認しましょう。
When a cooler room is not the whole answer
根拠に合う答えは「Differences built into the experimental conditions.」です。 根拠:「it could not remove these features of the design.」。 別の選択肢「The unequal proportion of volunteers assigned to each room.」と比べてみましょう。 本文に示された関係を逆にしています。 本文の表現「Half spent the break in a cool room; the others remained in the usual office.」を、問いと主張「The unequal proportion of volunteers assigned to each room.」に照らして確認しましょう。 別の選択肢「A difference in the scheduled length of the two breaks.」と比べてみましょう。 本文にない具体的な情報を付け足しています。もっともらしさは本文の根拠ではありません。 本文の表現「took a ten-minute break」を、問いと主張「A difference in the scheduled length of the two breaks.」に照らして確認しましょう。
When a cooler room is not the whole answer
根拠に合う答えは「Useful for refining a question, but insufficient for policy.」です。 根拠:「It identified an interesting pattern and helped shape a more precise question.」。 別の選択肢「Its limitations mean the pattern is too unreliable to guide further questions.」と比べてみましょう。 限界があることを、貢献全体を捨てる理由にしています。有用性と限界は区別されます。 本文の表現「helped shape a more precise question」を、問いと主張「Its limitations mean the pattern is too unreliable to guide further questions.」に照らして確認しましょう。 別の選択肢「Its practical promise is sufficient grounds to invest before another trial.」と比べてみましょう。 本文が求める追加の根拠や対策がそろう前に、行動を勧めています。 本文の表現「Before recommending a policy, the team wants a larger trial」を、問いと主張「Its practical promise is sufficient grounds to invest before another trial.」に照らして確認しましょう。
When a cooler room is not the whole answer
根拠に合う答えは「Walking distance and room quietness were matched.」です。 根拠:「both groups walked the same distance and sat in equally quiet rooms.」。 別の選択肢「The two groups worked in the same room rather than separate rooms.」と比べてみましょう。 本文にない具体的な情報を付け足しています。もっともらしさは本文の根拠ではありません。 本文の表現「sat in equally quiet rooms」を、問いと主張「The two groups worked in the same room rather than separate rooms.」に照らして確認しましょう。 別の選択肢「Both groups tested newly installed cooling equipment at work.」と比べてみましょう。 初期の状況と、その後の検証・決定という二つの段階を混同しています。 本文の表現「justify expensive cooling equipment while ignoring the uncertainty」を、問いと主張「Both groups tested newly installed cooling equipment at work.」に照らして確認しましょう。
When a cooler room is not the whole answer
根拠に合う答えは「The original temperature explanation became less convincing.」です。 根拠:「That finding weakened the original temperature explanation」。 別の選択肢「The smaller difference shows that temperature can be ruled out as a cause.」と比べてみましょう。 この根拠から言える確実さや適用範囲を超えています。 本文の表現「it did not establish that temperature had no effect」を、問いと主張「The smaller difference shows that temperature can be ruled out as a cause.」に照らして確認しましょう。 別の選択肢「The follow-up establishes silence as the cause of the original improvement.」と比べてみましょう。 観察された関連を、本文が立証していない因果関係に変えています。 本文の表現「Either silence or movement might have contributed.」を、問いと主張「The follow-up establishes silence as the cause of the original improvement.」に照らして確認しましょう。
When a cooler room is not the whole answer
根拠に合う答えは「Short-term accuracy may not mean practical benefit all afternoon.」です。 根拠:「A room that improves a short test but makes workers uncomfortable all afternoon may offer little practical benefit.」。 別の選択肢「To find out whether discomfort explains all the original proofreading errors.」と比べてみましょう。 快適さを調べる目的は、正確さの向上が午後を通じて実用的な利点になるか確かめることです。不快さですべての元の誤りを説明する調査ではありません。 本文の表現「a measure of comfort as well as accuracy」を、問いと主張「To find out whether discomfort explains all the original proofreading errors.」に照らして確認しましょう。 別の選択肢「To confirm the discomfort already reported by the first cool-room group.」と比べてみましょう。 今後予定される確認を、すでに得られた結果と扱っています。 本文の表現「wants a larger trial」を、問いと主張「To confirm the discomfort already reported by the first cool-room group.」に照らして確認しましょう。
When a cooler room is not the whole answer
根拠に合う答えは「Seek broader evidence before investing in cooling equipment.」です。 根拠:「Before recommending a policy, the team wants a larger trial across several workplaces」。 別の選択肢「Invest in cooling first and check its wider workplace benefits afterwards.」と比べてみましょう。 本文が求める追加の根拠や対策がそろう前に、行動を勧めています。 本文の表現「Before recommending a policy, the team wants a larger trial」を、問いと主張「Invest in cooling first and check its wider workplace benefits afterwards.」に照らして確認しましょう。 別の選択肢「Abandon the temperature question because the follow-up found a smaller effect.」と比べてみましょう。 限界があることを、貢献全体を捨てる理由にしています。有用性と限界は区別されます。 本文の表現「it did not establish that temperature had no effect」を、問いと主張「Abandon the temperature question because the follow-up found a smaller effect.」に照らして確認しましょう。