대광고 영어 · 무작위 시작 회상 5문항

A museum trained student guides to explain an exhibition about local rivers. At first, the students practiced the tour from the entrance to the final display. Their delivery became smooth, but several could not answer a visitor who asked about a middle display before hearing the opening explanation. The museum realized that the fixed starting point had become a hidden cue. It created cards naming different displays and asked each guide to begin from whichever card was drawn. The guide had to state the display's main claim, connect it to an earlier or later section, and explain one supporting object. A day later, the cards were rearranged and some object labels were rewritten. Progress was counted only when a guide could begin at a new point without inventing a connection or returning to the entrance. The original full tour remained useful for understanding the exhibition's overall path, but it no longer served as the only test. By changing the starting cue, the museum could distinguish knowledge of the exhibition from memory of a single sequence.

A museum trained student guides to explain an exhibition about local rivers. At first, the students practiced the tour from the entrance to the final display. Their delivery became smooth, but several could not answer a visitor who asked about a middle display before hearing the opening explanation. The museum realized that the fixed starting point had become a hidden cue. It created cards naming different displays and asked each guide to begin from whichever card was drawn. The guide had to state the display's main claim, connect it to an earlier or later section, and explain one supporting object. A day later, the cards were rearranged and some object labels were rewritten. Progress was counted only when a guide could begin at a new point without inventing a connection or returning to the entrance. The original full tour remained useful for understanding the exhibition's overall path, but it no longer served as the only test. By changing the starting cue, the museum could distinguish knowledge of the exhibition from memory of a single sequence.

A museum trained student guides to explain an exhibition about local rivers. At first, the students practiced the tour from the entrance to the final display. Their delivery became smooth, but several could not answer a visitor who asked about a middle display before hearing the opening explanation. The museum realized that the fixed starting point had become a hidden cue. It created cards naming different displays and asked each guide to begin from whichever card was drawn. The guide had to state the display's main claim, connect it to an earlier or later section, and explain one supporting object. A day later, the cards were rearranged and some object labels were rewritten. Progress was counted only when a guide could begin at a new point without inventing a connection or returning to the entrance. The original full tour remained useful for understanding the exhibition's overall path, but it no longer served as the only test. By changing the starting cue, the museum could distinguish knowledge of the exhibition from memory of a single sequence.

A museum trained student guides to explain an exhibition about local rivers. At first, the students practiced the tour from the entrance to the final display. Their delivery became smooth, but several could not answer a visitor who asked about a middle display before hearing the opening explanation. The museum realized that the fixed starting point had become a hidden cue. It created cards naming different displays and asked each guide to begin from whichever card was drawn. The guide had to state the display's main claim, connect it to an earlier or later section, and explain one supporting object. A day later, the cards were rearranged and some object labels were rewritten. Progress was counted only when a guide could begin at a new point without inventing a connection or returning to the entrance. The original full tour remained useful for understanding the exhibition's overall path, but it no longer served as the only test. By changing the starting cue, the museum could distinguish knowledge of the exhibition from memory of a single sequence.

A museum trained student guides to explain an exhibition about local rivers. At first, the students practiced the tour from the entrance to the final display. Their delivery became smooth, but several could not answer a visitor who asked about a middle display before hearing the opening explanation. The museum realized that the fixed starting point had become a hidden cue. It created cards naming different displays and asked each guide to begin from whichever card was drawn. The guide had to state the display's main claim, connect it to an earlier or later section, and explain one supporting object. A day later, the cards were rearranged and some object labels were rewritten. Progress was counted only when a guide could begin at a new point without inventing a connection or returning to the entrance. The original full tour remained useful for understanding the exhibition's overall path, but it no longer served as the only test. By changing the starting cue, the museum could distinguish knowledge of the exhibition from memory of a single sequence.