대광고 고1 · D-2 오류 우선순위 5문항

During practice, Mina answered a reading question correctly but could not point to the sentence that supported her choice. On another question, she spent four minutes comparing two options even after she had stopped finding new evidence. The next day, she remembered the first answer but again failed to explain it, while she solved a new question of the second type within a minute after using a return cue. Her teacher marked the first problem as an evidence-retrieval failure and the second as a pacing failure that had responded to a specific correction. The record helped Mina decide which error needed another test before the exam. She placed the evidence-retrieval failure at the top of her review card even though it had occurred only once. The pacing error had occurred twice, but its correction had already transferred to a new question. The teacher explained that frequency matters, yet the persistence of a failure after correction provides a different and often more urgent signal.

During practice, Mina answered a reading question correctly but could not point to the sentence that supported her choice. On another question, she spent four minutes comparing two options even after she had stopped finding new evidence. The next day, she remembered the first answer but again failed to explain it, while she solved a new question of the second type within a minute after using a return cue. Her teacher marked the first problem as an evidence-retrieval failure and the second as a pacing failure that had responded to a specific correction. The record helped Mina decide which error needed another test before the exam. She placed the evidence-retrieval failure at the top of her review card even though it had occurred only once. The pacing error had occurred twice, but its correction had already transferred to a new question. The teacher explained that frequency matters, yet the persistence of a failure after correction provides a different and often more urgent signal.

During practice, Mina answered a reading question correctly but could not point to the sentence that supported her choice. On another question, she spent four minutes comparing two options even after she had stopped finding new evidence. The next day, she remembered the first answer but again failed to explain it, while she solved a new question of the second type within a minute after using a return cue. Her teacher marked the first problem as an evidence-retrieval failure and the second as a pacing failure that had responded to a specific correction. The record helped Mina decide which error needed another test before the exam. She placed the evidence-retrieval failure at the top of her review card even though it had occurred only once. The pacing error had occurred twice, but its correction had already transferred to a new question. The teacher explained that frequency matters, yet the persistence of a failure after correction provides a different and often more urgent signal.

During practice, Mina answered a reading question correctly but could not point to the sentence that supported her choice. On another question, she spent four minutes comparing two options even after she had stopped finding new evidence. The next day, she remembered the first answer but again failed to explain it, while she solved a new question of the second type within a minute after using a return cue. Her teacher marked the first problem as an evidence-retrieval failure and the second as a pacing failure that had responded to a specific correction. The record helped Mina decide which error needed another test before the exam. She placed the evidence-retrieval failure at the top of her review card even though it had occurred only once. The pacing error had occurred twice, but its correction had already transferred to a new question. The teacher explained that frequency matters, yet the persistence of a failure after correction provides a different and often more urgent signal.

During practice, Mina answered a reading question correctly but could not point to the sentence that supported her choice. On another question, she spent four minutes comparing two options even after she had stopped finding new evidence. The next day, she remembered the first answer but again failed to explain it, while she solved a new question of the second type within a minute after using a return cue. Her teacher marked the first problem as an evidence-retrieval failure and the second as a pacing failure that had responded to a specific correction. The record helped Mina decide which error needed another test before the exam. She placed the evidence-retrieval failure at the top of her review card even though it had occurred only once. The pacing error had occurred twice, but its correction had already transferred to a new question. The teacher explained that frequency matters, yet the persistence of a failure after correction provides a different and often more urgent signal.