יש לקרוא את הטקסט ולענות באנגלית על השאלות בחלקים A ו-B (60 נקודות). אחר כך כותבים את החיבור בחלק C (40 נקודות). אפשר לענות במילים שלך, אלא אם השאלה מבקשת להעתיק מהטקסט.
Read the text and answer the questions in Parts A and B in English (60 points). Then write the composition in Part C (40 points). Answer in your own words if the question does not ask for words from the text.
What psychology can teach us about making decisions
Every day, each of us makes hundreds of decisions. Most are so small
that we hardly notice them: which shirt to wear, which route to take,
whether to answer a message now or later. Others, such as which subject to
study or where to live, may shape our lives for years. We like to believe
that we make these choices logically, carefully weighing the facts.
Psychologists, however, have shown that the reality is far more complicated.
One famous study took place in a California supermarket in 2000.
Researchers set up a table where shoppers could taste different kinds of
jam. On some days the table offered twenty-four flavours; on other days,
only six. The larger display attracted more visitors, but when it came to
buying, the result was surprising. About thirty percent of the people who
saw six jams bought a jar, compared with only three percent of those who saw
twenty-four. Too much choice, it seemed, made people freeze.
This idea, sometimes called "choice overload", became extremely popular.
Since then, however, other researchers have tried to repeat the experiment
and have not always found the same effect. Today most experts agree that a
large number of options is not always harmful. It becomes a problem when the
options are hard to compare, when we do not know exactly what we want, or
when we are tired or under pressure.
Our minds also take shortcuts. In one well-known type of experiment,
people are first shown a random number and then asked to guess, for example,
the price of a product. Those who see a high number usually guess higher
than those who saw a low one, even though they know the number has nothing
to do with the question. This effect, known as "anchoring", helps explain
why shops display a very expensive item next to the one they actually want
to sell: suddenly, the second item looks like a bargain.
None of this means that we are hopeless at making decisions. These
mental shortcuts developed for good reasons. In most everyday situations,
they allow us to act quickly without analysing every detail, and they
usually work well enough. The trouble starts when we rely on them for
important choices.
So what can we do? Psychologists offer some practical advice. Firstly,
reduce the number of options before you start comparing them; three good
choices are easier to handle than thirty. Secondly, decide in advance what
matters most to you, so that you are not distracted by details that are not
important. Thirdly, avoid making big decisions when you are hungry,
exhausted or upset. Finally, accept that there is rarely a perfect choice.
People who search endlessly for the best possible option are often less
satisfied than those who settle for one that is good enough.
Perhaps the most useful lesson is that knowing about these traps does
not make us immune to them, but it does give us a chance to stop, notice and
think again.
תרגילים
Part A — Understanding the text
תרגיל 1
What is the main point of the first paragraph? Choose the correct answer. (lines 1–6)
להציג את התשובה והפתרון
התשובה: ג We believe we decide logically, but in reality the process is more complicated.
תרגיל 2
Complete the table about the study in the supermarket. (lines 7–13)
Columns: 24 flavours | 6 flavours
Which display attracted more visitors? — ____ — fewer visitors
להציג את התשובה והפתרון
התשובה: Which display attracted more visitors? — more visitors — fewer visitors
תרגיל 3
Complete the table about the study in the supermarket. (lines 7–13)
Columns: 24 flavours | 6 flavours
What percentage of the visitors bought jam? — ____ — ____
להציג את התשובה והפתרון
התשובה: What percentage of the visitors bought jam? — about 3% — about 30%
תרגיל 4
"Too much choice, it seemed, made people freeze." What does "freeze" mean here? (line 13)
להציג את התשובה והפתרון
התשובה: {{en|They could not decide, so they did nothing / did not buy anything.}}
תרגיל 5
How has the idea of "choice overload" changed since the first study? (lines 14–19)
What did other researchers find?
להציג את התשובה והפתרון
התשובה: {{en|When they repeated the experiment, they did not always find the same effect.}}
תרגיל 6
How has the idea of "choice overload" changed since the first study? (lines 14–19)
According to most experts today, when does a large number of options become a problem? Give ONE situation.
להציג את התשובה והפתרון
התשובה: {{en|When the options are hard to compare / when we do not know exactly what we want / when we are tired or under pressure.}}
תרגיל 7
Answer the questions about anchoring. (lines 20–26)
Explain the anchoring effect in your own words.
להציג את התשובה והפתרון
התשובה: {{en|A number we see first (even a random one) influences the guess or judgement we make afterwards.}}
תרגיל 8
Answer the questions about anchoring. (lines 20–26)
How do shops use this effect?
להציג את התשובה והפתרון
התשובה: {{en|They put a very expensive item next to the one they want to sell, so the second item looks like a bargain.}}
תרגיל 9
The writer thinks that mental shortcuts are useless.
להציג את התשובה והפתרון
התשובה: לא נכון · “These mental shortcuts developed for good reasons”
תרגיל 10
Shortcuts help us to act quickly in everyday situations.
להציג את התשובה והפתרון
התשובה: נכון · “they allow us to act quickly without analysing every detail”
תרגיל 11
People who search for the perfect option are usually happier with their choice.
להציג את התשובה והפתרון
התשובה: לא נכון · “are often less satisfied than those who settle for one that is good enough”
תרגיל 12
Give TWO pieces of advice that psychologists offer. (lines 32–39)
להציג את התשובה והפתרון
התשובה: {{en|Reduce the number of options before comparing them; Decide in advance what matters most / avoid big decisions when hungry, exhausted or upset / accept that there is rarely a perfect choice.}}
Part B — Thinking about the text
תרגיל 13
What is the writer's main purpose? Choose the correct answer.
להציג את התשובה והפתרון
התשובה: ד To explain how we make decisions and to help readers decide better.
תרגיל 14
The writer says that knowing about these traps "does not make us immune to them". What does the writer mean? Give an example from your own life of one of these traps. (lines 40–42)
להציג את התשובה והפתרון
התשובה: {{en|Even when we know about the traps, we can still fall into them; knowledge only gives us a chance to stop and think. Relevant personal example, for example buying something because it looked cheap next to an expensive item, or not choosing anything from a long menu + clear English.}}
Part C — Writing
תרגיל 15
Write about an important decision that you have made or will soon make (for example, choosing a subject, a school, a youth movement or a job). Describe how you made or will make the decision, and what advice you would give other teenagers. Use at least ONE idea from the text. Write 120–140 words.
להציג את התשובה והפתרון
התשובה: {{en|A good answer: presents the decision; describes the process (options, what mattered, difficulties); gives advice and links at least one idea to the text (fewer options, decide what matters, don't decide when tired, good enough is enough); a conclusion. Rubric: content 16, organisation 10 (paragraphs, linking words), language 14 (B2 range and accuracy).}}