Collins IELTS 3 General Training Reading Test 2
3 passages · 40 questions · 60 minutes
Induction Week Programme / Central Building Construction Work
[[READ: 1–7]]
INDUCTION WEEK PROGRAMME
Welcome to your Accounting and Finance course induction. The induction is designed to give you information about your course, college support services and fun events provided by the Students' Union. Your induction week timetable is below.
[A] Day 1
10:00-12:00 Programme Leader session 1: Welcome and course overview
Other activities today include:
• Q&A at the library • Careers Service: Placement and work experience drop-in • Cooking demonstration – good food on a budget! • The Big Friday Quiz
[B] Day 2
10:00-12:00 International Students: Meet the tutors at the English Language Centre to learn about its activities
Other activities today include:
• International Student Advice: Ask us about UK culture • Careers Service: Placement and work experience drop-in • Friends Hang Out
[C] Day 3
10:00-11:00 Programme Leader session 2: Economics and International Finance module
Other activities today include:
• Q&A at the Writing Shop • Careers Service: Finding part-time work
[D] Day 4
10:00-11:00 Programme Leader session 3: Banking and Finance module
Other activities today include:
• Disability Service: Introduction to student support • Careers Service: Drop-in • International Student Advice: Visa advice
[[READ: 8–13]]
CENTRAL BUILDING CONSTRUCTION WORK
This email is to inform you about forthcoming construction work to the Central Building between the beginning of October and mid-November. The rules below are for your safety during the construction work and must be followed.
As you know, the Central Building is in urgent need of upgrading. Site management have therefore taken the decision to partially close sections of the building to make this possible. The work involves essential maintenance mainly to the corridors and ventilation system to make sure that they comply with current fire and safety regulations.
While work is in progress in these parts of the building, please try to find an alternative route that avoids them completely. If you need to access offices or rooms affected by the work, you must:
• let the site manager know that you would like to enter a particular room by completing a permission form and giving the date and time of entry • wear the hard hat, mask and goggles provided so that you are protected from dust and falling objects • make sure all electrical equipment is switched off – both the piece of equipment and the plug – when you leave in order to avoid fire hazards • let the site manager know when you have left the area.
Please comply with these rules and remember that they are intended for your safety and to minimise the risk of accidents. If you have any further questions, please contact us and we will reply within 24 hours.
Questions 1–7
Look at the induction week events for days A–D above. On which day will the following people get the information they need? Write the correct letter, A–D. You may use any letter more than once.
1. a student from abroad who wants to find out about speaking classes in English
2. a student who wants to learn about their course in International Finance
3. a disabled student who wants to find out what help is available to them
4. a student who wants to make their own meals without spending a lot of money
5. a student who would like to work in the evening after studying
6. a student who wants to ask about how to stay in the country legally
7. a student who would like to improve their reports and essays
Questions 8–13
Do the following statements agree with the information given in the text?
TRUEif the statement agrees with the information
FALSEif the statement contradicts the information
NOT GIVENif there is no information on this
8. The staff kitchen will be upgraded.
9. The building falls below the standards of modern fire regulations.
10. The building work will take two months to complete.
11. Building work will be carried out mainly to hallways and air circulation systems.
12. If you want to go into a room affected by building work, you need to call the site manager.
13. The work will probably end earlier than scheduled.
Online Courses / IT Outages
[[READ: 14–22]]
EDUCATION NOW – ONLINE COURSES
At Education Now, all our online courses are free so anyone can be a student anywhere, any time. Here are some of our trending courses.
A. Songs: How to listen to a song
Music and songs have always been part of human society. Discover what songs can tell us about human emotions and learn techniques for interpreting them. On this course, you will learn how to understand what you are listening to and learn to appreciate songs of all kinds. This course is designed for music lovers and anyone who wants to develop and expand their understanding of songs and songwriting.
What will you learn? By the end of the course, you will be able to ...
• talk about how songs create their effects and describe how music becomes effective, accessible and compelling. • develop an understanding of the role of songs in contemporary society.
What topics will you cover? • Traditions: the history of popular music, where it comes from, how it has changed, and how it has been important to societies at different times and in different places. • How songs work: songwriting techniques and the craft of writing a good song.
B. Business bookkeeping and personal finance
Develop skills to manage finances in the 21st century. This course is for anyone interested in bookkeeping and financial accounting and will also be of interest to small business owners or those wanting to manage their own finances better.
What will you learn? By the end of the course, you will have learned ... • how money works and the skills to manage your personal finances. • how profit or loss leads to income or debt. • how to record and organise financial data and how to interpret the information. • how to prepare a balance sheet and a profit and loss account.
What topics will you cover? • The main aspects of financial accounting, such as assets, liabilities, revenue and expenses. • Financial statements and their purposes.
C. Superfood: Truth and fiction
Blueberries, kale and green tea have all been called superfoods. But what exactly is a superfood? Find out about the link between superfoods, society and health in this course.
What will you learn? By the end of the course, you will ...
• be able to define what a superfood is. • evaluate the impact of the superfood phenomenon on society and the economy.
What topics will you cover? • What is a superfood? Are superfoods different from other foods? • How can we assess superfoods and their impact and role in our diet? • Are there dangers connected to eating superfoods?
D. How to get a graduate job
This course has been designed for students and graduates looking for guidance on how to land a graduate job more easily. It is also useful for anyone who would like to bring their job-hunting skills up to date.
What will you learn? By the end of the course, you will ... • be able to write a professional CV. • have developed the interview skills necessary to secure the job you want.
What topics will you cover?
• Everything you need to know about the graduate job market. • How to stand out in a highly competitive graduate job application process. • How to prepare for work and how to make a good impression in your new job.
[[READ: 23–28]]
IT OUTAGES
When IT systems are offline for maintenance and upgrading, employees can feel upset and inconvenienced. However, it's a fact of working life that IT systems have to be taken offline periodically so having effective communications systems and practices are essential to take some of the pain out of the process and can avoid questions, confusion and lost productivity.
Communicate in advance
Whenever possible, provide plenty of notice about any planned downtime. This will help people organise their work in advance and plan accordingly. For example, if they know IT systems will be down for several hours one day in the week, they may decide to work at home or do tasks that don't require IT connectivity during that period.
Communicate more than once
People have lots to do at work and an IT outage a few weeks in the future won't be high on their priority list. Sending an email weeks or days in advance of a suspension of IT services isn't an effective way of informing people. It is much better to communicate several times leading up to the event and again shortly before it. Repeating your key message about the IT service helps to maintain awareness of the event.
Use multiple channels
In the same way that you need to inform people more than once about an IT outage, don't just communicate this via email; if you have several communication channels, use these as well. For example, old-fashioned posters in the staff canteen will remind everyone that scheduled maintenance is about to happen.
On-screen pop-ups
We're all used to notifications from our favourite apps on our mobile phones, and when a pop-up notification is flashed onto our screens at work, it has an immediate impact. Specialist software sends messages directly to the user. These messages cannot be dismissed and require a response so that you know they have been seen and hopefully read. For example, if the IT outage is due the next day, a reminder notification can be sent to all users so that they can prepare for it.
Using these simple suggestions can help everyone get smoothly through an IT outage by communicating facts, getting people's attention and preparing everyone in advance.
Questions 14–22
Do the following statements agree with the information given in the text?
TRUEif the statement agrees with the information
FALSEif the statement contradicts the information
NOT GIVENif there is no information on this
14. People have always expressed their feelings through music.
15. Course A will teach you how to write your own songs.
16. A knowledge of harmony is necessary if you want to do course A.
17. Course B teaches you about banking regulations and rules.
18. At the end of course B you will have a deep understanding of economics.
19. In course C you will learn about the economic effect of superfoods.
20. In course C you can learn which superfoods to include in a healthy diet.
21. Course D is useful for people with out-of-date job-hunting skills.
22. In course D you will learn how to apply for a job and how the job market works.
Questions 23–28
Complete the summary below. Choose ONE WORD ONLY from the text for each answer.
23. When IT systems are not available to people, it can cause …………………………, lost work and lots of questions.
24. It is better to let people know in advance about any ………………………… that has been planned so they can adjust their work pattern.
25. For example, they may plan tasks away from the computer or work at ………………………….
26. It is essential to tell people several times in different ways. By ………………………… the main message and by using
27. ………………………… methods, for example, posters in the staff canteen, you can get people's attention.
28. Another good way to alert people is to send ………………………… messages to their computers as they work.
Decisions, decisions
[A] We make decisions every minute of our lives, from large, life-changing ones about our careers or relationships to mundane, day-to-day ones, like which socks to wear or how to travel to work. But we often make decisions without considering what we are doing and sometimes our emotions get in the way of rational thought. Making good choices is a balance between reason and desire, knowing what has happened in the past and what you want in the future. Most people do this instinctively, without understanding the mental processes that influence our decisions, but what would happen if we understood these processes better? Researchers today are uncovering the hidden influences that direct us one way or the other when we make choices.
[B] 'Everyone loves a winner' is a common saying but surprisingly, people dislike losing more than they like winning and it actually takes a lot to tempt us to take a risk. Psychologist and economist Daniel Kahneman from Princeton University found that people do not like to bet money in a 50:50 situation unless they can win twice the amount they could lose. So, for example, although the chance of winning or losing is the same, most people will only bet $100 if they can win more than $200. This suggests that people are more likely to decide to stick with a current situation unless there is a powerful reason to change.
[C] When a decision needs to be made, emotions seem to get in the way. Daniel Fessler from the University of California asked a group of people to play a game in which they could either get a $15 reward or gamble with the money and risk getting nothing. In one version of the game, he made the people feel angry beforehand and found that men, but not women, gambled more when they were feeling annoyed.
[D] So, while emotions can sometimes influence us to make bad decisions, logically, the more information we have, the better decisions we should make. Unfortunately, researchers have found that this is not necessarily the case. Having too much data can be just as problematic as having too little. Ap Dijksterhuis and his colleagues at the University of Amsterdam gave two groups of subjects a problem: which car to choose. One group got a list describing just four features, such as how many miles a car had been driven, while the other group had a list of twelve features. Dijksterhuis found that the subjects who had fewer choices picked the best car for them, whereas the other group became confused by the number of features. Surprisingly, the latter group made the best decision when they did not analyse their options based on the features given and relied on gut instinct.
[E] Another factor that influences our decision-making is sunk cost. The supersonic jet Concorde is a good illustration of the sunk cost fallacy, where the British and French governments justified further spending on a project that would never make a profit because of the amount already spent on it. The sunk cost fallacy, in other words, is the belief that if you have already invested time or money in something, this justifies spending more time or money on it. The fallacy also influences decision-making on a much smaller scale. The more time or money we have invested in something, the more attached to it we are. Hal Arkes and Catherine Blumer at Ohio State University asked a group of students to imagine they had paid $100 for a trip. They were then told they could buy another holiday to a better resort but for a cheaper price. After they had bought both holidays, the students were told that the trips were on the same weekend and they had to choose one of them. Surprisingly, they chose the more expensive but worse deal – a decision based on the fallacy, not logic.
[F] The way we behave around our friends has often been studied and it seems that their behaviour also strongly influences the decisions we take. At Arizona State University, researchers led by Robert Cialdini placed cards in hotel rooms asking guests to use their towels more than once, either a) to help the environment, or b) for the sake of future generations, or c) because most of the other guests in the hotel were doing so. The last reason turned out to be 30% more effective than the other two reasons. Social validation can be a major factor in decision-making so it is a good idea to ask yourself when you are making a decision whether it really is your own.
[G] On the other hand, we make fast and competent judgements all the time about who we want to talk to and to trust. Alexander Todorov and Janine Willis from Princeton University found that people make judgements about qualities like aggressiveness, likability and attractiveness within the first 100 milliseconds of seeing a person for the first time. Even when the research subjects were given one second more time, they usually just became more confident about their initial choice. It seems that snap decisions and quick judgements can be valid ways of making decisions.
Questions 29–34
Choose the correct heading for each paragraph from the list of headings below.
List of Headings:
i. Sticking with bad decisions
ii. Small and big decisions
iii. Avoiding losing
iv. Unhelpful emotions
v. Information overload
vi. First impressions
vii. The temptations of risk
viii. Understanding processes that influence choices
ix. Peer pressure
x. Making well-informed decisions
29. Paragraph B:
30. Paragraph C:
31. Paragraph D:
32. Paragraph E:
33. Paragraph F:
34. Paragraph G:
Questions 35–40
Look at the following statements and the list of researchers below. Match each statement with the correct researcher, A–F. You may use any letter more than once.
Researchers
A Alexander Todorov and Janine Willis
B Daniel Kahneman
C Robert Cialdini
D Ap Dijksterhuis
E Hal Arkes and Catherine Blumer
F Daniel Fessler
35. It takes under a second for people to make judgements about others.
36. Social pressure affects our decision-making.
37. When people have spent time or money on something, they are reluctant to abandon it.
38. Having a lot of information does not always help when making decisions.
39. People dislike situations in which what they risk losing is equal to the amount they might gain.
40. Men are more likely to make bad choices than women when they are emotional.
Answers
1. B
2. C
3. D
4. A
5. C
6. D
7. C
8. Not Given
9. True
10. False
11. True
12. False
13. Not Given
14. True
15. Not Given
16. False
17. Not Given
18. False
19. True
20. Not Given
21. True
22. True
23. confusion
24. downtime
25. home
26. repeating
27. old-fashioned
28. pop-up
29. iii
30. iv
31. v
32. i
33. ix
34. vi
35. A
36. C
37. E
38. D
39. B
40. F
Explanations
- 1. B
- Day 2's session lets international students meet the tutors at the English Language Centre to learn about its activities, which covers speaking-related English classes. Paraphrase: 'international students learning about English-language activities' matches 'find out about speaking classes in English'.Common trap: Advice-session trap — Day 2 and Day 4 both hold 'International Student Advice' sessions, but only the Day 2 English Language Centre meeting concerns English classes; Day 4's advice session is about visas.
- 2. C
- Day 3's Programme Leader session covers the Economics and International Finance module. Paraphrase: 'learn about their course in International Finance' matches 'Economics and International Finance module'.Common trap: Module-name trap — Day 4's Programme Leader session covers Banking and Finance, a different module, not International Finance.
- 3. D
- Day 4 offers a Disability Service session introducing student support. Paraphrase: 'find out what help is available' matches 'Introduction to student support'.Common trap: None significant — the Disability Service only appears on Day 4.
- 4. A
- Day 1 includes a cooking demonstration billed as 'good food on a budget'. Paraphrase: 'make their own meals without spending a lot of money' matches 'good food on a budget'.Common trap: None significant — the cooking demonstration only appears on Day 1.
- 5. C
- Day 3's Careers Service session is about finding part-time work, which fits working after studying. Paraphrase: 'work in the evening after studying' matches 'part-time work'.Common trap: Careers Service trap — Days 1, 2 and 4 all offer a general Careers Service 'drop-in', but only Day 3's session is specifically about finding part-time work.
- 6. D
- Day 4's International Student Advice session covers visa advice, which concerns staying in the country legally. Paraphrase: 'how to stay in the country legally' matches 'visa advice'.Common trap: Advice-session trap — Day 2 also runs an 'International Student Advice' session, but that one covers UK culture, not visas.
- 7. C
- Day 3 hosts a Q&A at the Writing Shop, which helps with writing skills such as reports and essays. Paraphrase: 'improve their reports and essays' matches 'Writing Shop'.Common trap: Q&A trap — Day 1 also has a Q&A session, but it is at the library, not the Writing Shop.
- 8. Not Given
- The email only mentions maintenance to the corridors and ventilation system; a staff kitchen is never mentioned anywhere in the text. Paraphrase: 'no information is given about a staff kitchen at all.'Common trap: Not Given trap — a plausible-sounding room (staff kitchen) is invented; the passage never mentions it.
- 9. True
- The work is needed 'to make sure that they comply with current fire and safety regulations', which implies the corridors and ventilation system do not currently meet those standards. Paraphrase: 'the building currently falls short of modern fire regulations.'Common trap: Implied-cause trap — the passage doesn't say outright that the building fails regulations, but the stated purpose of the work (to achieve compliance) confirms it.
- 10. False
- The work runs from the beginning of October to mid-November, which is around six weeks, not two months. Paraphrase: 'the stated dates add up to about a month and a half, not two months.'Common trap: Duration-miscalculation trap — the two given dates span roughly six weeks, less than the two months claimed.
- 11. True
- 'Corridors' and 'ventilation system' are paraphrased in the statement as 'hallways' and 'air circulation systems'. Paraphrase: 'hallways and air circulation systems' matches 'corridors and ventilation system'.Common trap: None significant — the statement is a direct synonym paraphrase of the passage.
- 12. False
- Access requires completing a permission form giving the date and time of entry, not phoning the site manager. Paraphrase: 'you must submit a form, not call, to request entry.'Common trap: Method-substitution trap — the passage requires a written permission form, not a phone call, to request entry to a room.
- 13. Not Given
- Only the start and expected end dates are given; nothing is said about the work finishing early. Paraphrase: 'the text gives no indication of an early finish.'Common trap: Not Given trap — the passage states the scheduled dates but never predicts an early finish.
- 14. True
- The course description states that music and songs have always been part of human society and that they tell us about human emotions. Paraphrase: 'people have always expressed feelings through music' matches 'songs...tell us about human emotions' combined with 'always been part of human society'.Common trap: None significant — the answer follows directly from the opening lines of Course A's description.
- 15. Not Given
- The course's stated outcomes are about understanding, listening to and talking about songs; 'the craft of writing a good song' is only listed as a topic to be covered, not as an outcome where the student personally writes a song. Paraphrase: 'the course develops understanding of songwriting, but never promises the student will produce their own song.'Common trap: Topic-vs-outcome trap — 'songwriting techniques and the craft of writing a good song' is a topic covered, which is easy to mistake for a promise that you yourself will learn to write songs.
- 16. False
- The course is described as being 'for music lovers and anyone' who wants to develop their understanding, with no prior knowledge requirement mentioned, contradicting the idea that harmony knowledge is necessary. Paraphrase: 'the course is open to anyone, not restricted to those who already know harmony.'Common trap: Fabricated-prerequisite trap — no prerequisite of any kind is mentioned; the course explicitly says it is 'for...anyone'.
- 17. Not Given
- Course B's topics cover financial accounting and financial statements; banking regulations and rules are never mentioned. Paraphrase: 'the course covers accounting concepts, not banking regulation.'Common trap: Not Given trap — 'banking' sounds close to 'Banking and Finance', but Course B is about bookkeeping/personal finance, and banking regulations are never discussed.
- 18. False
- The course's outcomes are narrow, practical skills — managing personal finances, recording data, preparing a balance sheet — not a deep theoretical understanding of economics. Paraphrase: 'the outcomes are practical bookkeeping/finance skills, which contradicts the claim of a deep understanding of economics.'Common trap: Scope-inflation trap — 'economics' is a much broader claim than the specific bookkeeping and personal-finance skills actually listed as outcomes.
- 19. True
- One of Course C's learning outcomes is to evaluate the impact of the superfood phenomenon on the economy. Paraphrase: 'the economic effect of superfoods' matches 'impact of the superfood phenomenon on...the economy'.Common trap: None significant — the answer is directly stated among Course C's outcomes.
- 20. Not Given
- Course C covers assessing superfoods' impact and role in diet in general terms, but never states which specific superfoods should be included in a healthy diet. Paraphrase: 'the course discusses assessing superfoods generally, not recommending specific ones for a healthy diet.'Common trap: Not Given trap — discussing superfoods' 'role in our diet' is not the same as recommending which specific superfoods to eat.
- 21. True
- The course description states it is useful for anyone wanting to bring their job-hunting skills up to date. Paraphrase: 'useful for people with out-of-date job-hunting skills' matches 'bring their job-hunting skills up to date'.Common trap: None significant — the answer is a direct paraphrase of the passage.
- 22. True
- Course D's outcomes include writing a CV and developing interview skills (applying for a job), and its topics include everything about the graduate job market (how the job market works). Paraphrase: 'how to apply for a job' matches CV/interview skills, and 'how the job market works' matches 'the graduate job market'.Common trap: None significant — both halves of the statement are directly supported by Course D's outcomes and topics.
- 23. confusion
- The passage says poor communication about IT downtime leads to 'questions, confusion and lost productivity'. Paraphrase: 'lost work and lots of questions' matches 'lost productivity' and 'questions', and the missing item is 'confusion'.Common trap: Word-order trap — the summary lists the three problems in a different order from the passage, which can make the missing word harder to spot.
- 24. downtime
- The passage advises giving notice about 'planned downtime'. Paraphrase: 'any [blank] that has been planned' matches 'planned downtime'.Common trap: None significant — the exact passage word 'downtime' fits the blank directly.
- 25. home
- The passage gives working from home as an example of adjusting work during an outage. Paraphrase: 'work at [blank]' matches 'work at home'.Common trap: None significant — the exact passage word 'home' fits the blank directly.
- 26. repeating
- The passage explains that repeating the key message helps maintain awareness. Paraphrase: 'by [blank] the main message' matches 'Repeating your key message'.Common trap: Word-form trap — the passage's sentence-initial 'Repeating' must be used exactly, not a different form such as 'repeat' or 'repeated'.
- 27. old-fashioned
- The passage gives 'old-fashioned posters in the staff canteen' as an example of using multiple communication channels/methods. Paraphrase: '[blank] methods, for example, posters' matches 'old-fashioned posters'.Common trap: None significant — the exact passage word 'old-fashioned' fits the blank directly.
- 28. pop-up
- The passage describes pop-up notifications flashed onto screens at work as an effective way to alert people. Paraphrase: 'send [blank] messages to their computers' matches 'pop-up notification...flashed onto our screens'.Common trap: None significant — the exact passage word 'pop-up' fits the blank directly.
- 29. iii
- Paragraph B explains that people dislike losing more than they like winning, and need a strong incentive to risk changing their situation — the paragraph is about avoiding loss. Paraphrase: 'people dislike losing more than winning' matches 'Avoiding losing'.Common trap: Near-miss heading trap — 'vii. The temptations of risk' also mentions risk-taking and could tempt a reader, but the paragraph's focus is on avoiding losses, not on risk itself.
- 30. iv
- Paragraph C is about how emotions such as anger get in the way of rational decisions, causing men to gamble more. Paraphrase: 'emotions seem to get in the way' matches 'Unhelpful emotions'.Common trap: None significant — the paragraph's opening sentence closely matches the heading's wording.
- 31. v
- Paragraph D discusses how having too much information (twelve features vs. four) confused subjects and led to worse decisions. Paraphrase: 'having too much data can be...problematic' matches 'Information overload'.Common trap: Opposite-conclusion trap — 'x. Making well-informed decisions' could tempt a reader since the paragraph discusses information, but its point is the opposite: too much information overloads and confuses decision-makers.
- 32. i
- Paragraph E describes the sunk cost fallacy — continuing to invest in or choose something because of what has already been spent on it, illustrated by Concorde and the holiday study, both of which are examples of sticking with a bad decision. Paraphrase: 'chose the more expensive but worse deal' matches 'Sticking with bad decisions'.Common trap: None significant — the sunk cost fallacy is a clear example of persisting with a bad decision.
- 33. ix
- Paragraph F is about how other people's behaviour (hotel guests reusing towels because others do) influences our own decisions, i.e. peer pressure/social validation. Paraphrase: 'their behaviour also strongly influences the decisions we take' matches 'Peer pressure'.Common trap: None significant — 'Social validation' is explicitly named in the paragraph as a factor in decision-making.
- 34. vi
- Paragraph G describes how people form judgements about others within the first 100 milliseconds of meeting them — an immediate first impression. Paraphrase: 'within the first 100 milliseconds of seeing a person for the first time' matches 'First impressions'.Common trap: None significant — the extremely short timeframe (100 milliseconds) directly signals a first impression.
- 35. A
- Todorov and Willis found that people judge others within the first 100 milliseconds (well under a second) of seeing them. Paraphrase: 'under a second' matches 'the first 100 milliseconds'.Common trap: None significant — the answer is directly stated as their finding.
- 36. C
- Cialdini's hotel towel study found that guests were most influenced by the fact that other guests were reusing towels, showing social pressure affects decisions. Paraphrase: 'social pressure' matches guests following what 'most of the other guests' were doing.Common trap: None significant — Cialdini's study is explicitly about social validation influencing behaviour.
- 37. E
- Arkes and Blumer's holiday study demonstrated the sunk cost fallacy — people stick with a more expensive but worse choice because of what they already invested. Paraphrase: 'reluctant to abandon it' matches choosing 'the more expensive but worse deal' rather than switching.Common trap: None significant — the sunk cost fallacy is directly illustrated by their study.
- 38. D
- Dijksterhuis's car-choice study found subjects given more features became confused and made worse decisions than those given fewer features. Paraphrase: 'a lot of information does not always help' matches 'the other group became confused by the number of features'.Common trap: None significant — the study is directly about the drawback of having too much information.
- 39. B
- Kahneman found people avoid an even (50:50) bet unless the potential win is twice the potential loss. Paraphrase: 'what they risk losing is equal to the amount they might gain' matches a 50:50 bet where the win and loss amounts are equal.Common trap: None significant — the answer is directly stated as Kahneman's finding.
- 40. F
- Fessler's game-based study found that angry men, but not angry women, gambled more (a worse decision). Paraphrase: 'men are more likely to make bad choices...when emotional' matches 'men, but not women, gambled more when they were feeling annoyed'.Common trap: Gender-comparison trap — the finding applies specifically to men and explicitly excludes women, which is easy to overlook.
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