24. Take the choice of which kind of soup to buy [ O / X ].

There's too much data here [of / for] you to struggle with [ O / X ]: calories, price, salt content, taste, packaging, and so on.

If you [are / were] a robot, you'd be stuck here all day [try / trying] to make a decision, with no obvious way to trade off which details matter [ O / X ] more.

To land on a choice, you need a summary of some sort. And that's [what / that] the feedback from your body is able to give you.

[Thinking / Think] about your budget might make your palms [to sweat / sweat], or your mouth might water [to think / thinking] about the last time you consumed the chicken noodle soup, or [noting / note] the excessive creaminess of the other soup might give you a stomachache.

You simulate your experience with one soup, and then [the other / another].

Your bodily experience helps your brain [to quickly place / quickly placing] a value on soup A, and another on soup B, [allowing / letting / allowed / let] you to tip the balance in one direction or the other. You don't just extract the data from the soup cans, you feel the data.

29. [Try / Trying] to produce everything yourself would mean you are using your time and resources to produce many things [which / for which] you are a highcost provider.

This would translate into lower production and income. For example, [even though / despite] most doctors might be good [for / at] record keeping and arranging [ O / X ] appointments, [that / it] is generally in their interest to hire someone to perform these services.

The time doctors [are used to / use to] keep records is time they could [be spent / have spent] seeing [ O / X ] patients.

Because the time [spends / spent] with their patients is worth a lot, the opportunity cost of record keeping for doctors will be high.

30. Our culture is biased [ O / X ] toward the fine arts—those creative products that have no function other than pleasure. Craft objects are less worthy; because they serve an everyday function, they're not purely creative. But this division is culturally and historically relative. Most contemporary high art began as some sort of craft.

Thus, doctors will almost always find [advantageous / it advantageous] to hire someone else to keep and manage their records. Moreover, when the doctor specializes in the provision of physician services and hires someone who has a comparative advantage in record keeping, costs will be lower and joint output larger than would otherwise be achievable.

The composition and performance of [what / that] we now call "classical music" began as a form of craft music [satisfied / satisfying] required functions in the Catholic mass, or the specific entertainment needs of royal patrons.

For example, chamber music really was [designed / designing] to [perform / be performed] in chambers—small intimate rooms in wealthy homes—often as background music.

In their view, it wasn't so much [what / that] people with similar attitudes became friends, but rather [what / that] people who passed each other during the day [tending / tended] to become friends and so came to adopt similar attitudes over time. platitude 상투적인 말

34. The whole history of mathematics is one long sequence of taking the best ideas of the moment and [find / finding] new extensions, variations, and applications.

The dances [composed / composing] by famous composers from Bach to Chopin originally did indeed accompany dancing.

Our lives today are totally different from the lives of people three hundred years ago, mostly [owing to / owe to] scientific and technological innovations that [were required / required] the insights of calculus.

But today, with the contexts and functions they [were composed for / were composed] [going / gone], we listen to these works as fine art.

Isaac Newton and Gottfried von Leibniz independently discovered calculus in the last half of the seventeenth century. But a study of the history reveals that mathematicians [have / had] thought of all the essential elements of calculus before Newton or Leibniz came along.

31. Psychologists Leon Festinger, Stanley Schachter, and sociologist Kurt Back began to wonder [how do / how] friendships form.

Newton himself acknowledged this flowing reality when he wrote, "If I have seen [farther / more far] than [other / others] it is because I have stood on the shoulders of giants."

Why do some strangers build lasting friendships, while [other / others] struggle to get past basic platitudes?

There is no need to find someone who wants [that / what] you have to trade; you simply pay for your goods with money. The seller can then take the money and buy from someone else. Money is transferable and deferrable―the seller can hold on to it and buy when the time is right.

Some experts explained that friendship formation could be traced to infancy, [where / which] children acquired the values, beliefs, and attitudes [what / that] would bind or separate [themselves / them] later in life. But Festinger, Schachter, and Back pursued a different theory.

39. You're probably already starting to see the tremendous value of network analysis for businesspeople. In the business world, information is money: a tip about anything from a cheap supplier to a competitor's marketing campaign to an underthetable merger discussion can inform strategic decisions [that / what / by which] might yield millions of dollars in profits.

The researchers believed that physical space was the key to friendship formation; that "friendships are likely [develop / to develop] on the basis of brief and passive contacts [make / made] going to and from home or [walked / walking] about the neighborhood."

You might catch it on TV or in the newspaper, but that's information everyone [knows / know].

The most profitable information likely [to come / comes] through network connections that [provides / provide] "inside" information.

And it isn't just information that [travel / travels] through network connections―it's influence as well. If you have a connection at another company, you can possibly ask your connection to push that company to do business with yours, to avoid a competitor, or to hold off on the launch of a product. So clearly, any businessperson wants to increase their personal network.

40. Intergroup contact is more likely [reduce / to reduce] stereotyping and create favorable attitudes if it is backed by social norms that promote equality among groups.

With the presence of institutional support, however, contact between groups [are / is] more likely [be / to be] seen as appropriate, expected, and worthwhile.

For instance, with respect to desegregation in elementary schools, there is evidence [which / that] students were more highly [motivating / motivated] and learned more in classes conducted by teachers (that is, authority figures) who supported rather than opposed [ O / X ] desegregation.

Newton and Leibniz came up with their brilliant insight at essentially the same time because it was not a huge leap from [that / what] was already known.

All creative people, even ones who [are considered / consider] geniuses, [starting / start] as nongeniuses and take baby steps from there.

36. Without money, people could only barter. Many of us barter to a small extent, when we return favors. A man might offer to mend his neighbor's broken door in return for a few hours of babysitting, for instance. Yet [this / it] is hard to imagine these personal exchanges working [ O / X ] on a larger scale.

What [will / would] happen if you wanted a loaf of bread and all you had to trade [is / was] your new car?

Barter depends on the double coincidence of wants, [which / where] not only does [ O / X ] the other person happen to have what I want, but I also have [what / that] he wants. Money solves all these problems.

If the norms support openness, friendliness, and mutual respect, the contact has a greater chance of changing attitudes and reducing prejudice than if they [are not / do not].

Institutionally supported intergroup contact―that is, contact [sanctioned / sanctioning] by an outside authority or by established customs―is more likely [produce / to produce] positive changes than unsupported contact.

Without institutional support, members of an ingroup may be reluctant [interact / to interact] with outsiders because they feel doing so [are / is] deviant or simply inappropriate.