Test Name: ENG Read08 DPM 1_Fall 2022

Test ID: 2610018

Date: 10/11/2022

Section 1

1.

Changing Tastes What important idea

about babies is
emphasized through the
details in paragraph 3?

A. Babies are naturally

resistant to trying new
foods.

B. Babies are most

accepting of new foods
when the flavor window is
open.

C. Babies develop a
favorite food if they eat
that food multiple times.

D. Babies who are not

exposed to new foods will
experience a shortened
Ever have a food that you tasted and you immediately disliked? flavor window.
Maybe it was broccoli, dark chocolate, or cottage cheese. Maybe
you were “encouraged” to try the food again (and again!), and then
1 one of those times you actually liked it. Many people have had this
experience. While tastes are developed at a young age, they can be
altered. All it takes is a person’s desire to try something new or
unknown.

In 2014, researchers at the University of Birmingham released a

study that showed people have a flavor window. The flavor
window is open when an infant is four to six months old. During
2
this time it is easier to get babies to try a food they have not
previously tasted. The flavor window slowly closes, leaving most
young children dubious of new foods.

A later study, which was published in the British Journal of

3
Nutrition, also found that a willingness to try new foods can be
 learned by infants. The researchers determined that habitually
giving a baby new foods when the flavor window is open makes
the child more likely to enjoy those foods. In addition, liking those
foods makes the infant more willing to try other new foods. This
information suggests that parents should introduce new foods to
babies during this stage. By doing so they will tend to appreciate
new types of foods throughout their lives.

Just because the flavor window closes at a young age doesn’t mean
it can’t be reopened. The keys to expanding the type of foods one
enjoys are persistence and exposure. A study published in Food
4 Quality and Preference found that if toddlers are introduced to a
new food five to 10 times, they can grow to like it. That amount
goes up as children grow older. Ultimately, the study came to the
conclusion that the flavor window may never be completely shut.

We learn to like or dislike flavors in three main ways. The first is

called flavor-nutrient learning. A person can form a positive
association with a flavor of a particular food and what it does for
5 his or her body. For example, a child eats chocolate-chip cookies,
and the sugar provides a burst of energy. The taste, combined with
the results, leads the child to enjoy the cookie and foods with
similar flavors.

The second way is called taste-flavor learning. This is when a

person connects a particular flavor with one they already enjoy. For
6 example, if you like peanut butter, spread it on a new type of bread
you are tasting for the first time. It might make all the difference in
your opinion of the bread.

Last, there’s social learning, meaning that people enjoy what their
families and friends enjoy. This is a lifelong learning process (it
actually starts before birth!). If, for example, a mother drinks carrot
juice while pregnant, the baby will probably enjoy carrot-flavored
7
cereal more than babies whose mothers did not drink carrot juice.
As children grow, this third type of learning takes place while
talking about food in social situations and tasting new foods with
friends and family.

People’s tastes evolve over time in similar ways. For example,

8 adults tend to enjoy sweets less than when they were children.
They typically enjoy vegetables more. The reasons for these are
 biological. A child’s love of sugar could be related to the need to
give fuel to a growing body. Adults’ greater appreciation for
vegetables, despite bitter tastes and people’s natural aversion to
bitterness, comes from persistence. Children copy what they see
adults eating and often learn to like vegetables.

Being willing to try a new food repeatedly is necessary to pry a

person’s flavor window open again. Each attempt will lessen the
natural suspicion of something new. Eventually, “not bad” can turn
into “pretty good.” One method for inspiring courage to try new
9 foods multiple times is testing different preparations. Adding an
ingredient—sugar or salt, perhaps—that one enjoys, might make an
unappealing food more appealing. Once the person has trained him
or herself to like the food, the added ingredient may not be
necessary.

Overcoming a dislike of a particular food requires tasting a food in

different ways and at different times. In spite of strange smells, odd
textures, or distinctive flavors, a person has the ability to acquire a
10
true liking for even the most unique and unusual foods. So don’t
give up—you never know when you might surprise yourself and
discover that broccoli is your new favorite food!
2.

Changing Tastes In what way does the

organizational pattern used
in paragraphs 5 through 7
help to develop the thesis?

A. Methods of preparing
simple foods in different
ways are described to show
that diversity in one’s diet is
important.

B. The advantages of trying

new foods in social
situations are presented to
suggest that people should
seek out such opportunities.

C. The classification of
three learning styles shows
that people can come to
appreciate foods in a variety
Ever have a food that you tasted and you immediately disliked? of ways.
Maybe it was broccoli, dark chocolate, or cottage cheese. Maybe
you were “encouraged” to try the food again (and again!), and D. Different types of food
1 then one of those times you actually liked it. Many people have are listed in order of
importance to suggest what
had this experience. While tastes are developed at a young age, should be eaten at specific
they can be altered. All it takes is a person’s desire to try stages in a person’s life.
something new or unknown.

In 2014, researchers at the University of Birmingham released a

study that showed people have a flavor window. The flavor
window is open when an infant is four to six months old. During
2
this time it is easier to get babies to try a food they have not
previously tasted. The flavor window slowly closes, leaving most
young children dubious of new foods.

A later study, which was published in the British Journal of

Nutrition, also found that a willingness to try new foods can be
learned by infants. The researchers determined that habitually
3
giving a baby new foods when the flavor window is open makes
the child more likely to enjoy those foods. In addition, liking
those foods makes the infant more willing to try other new foods.
 This information suggests that parents should introduce new
foods to babies during this stage. By doing so they will tend to
appreciate new types of foods throughout their lives.

Just because the flavor window closes at a young age doesn’t

mean it can’t be reopened. The keys to expanding the type of
foods one enjoys are persistence and exposure. A study published
in Food Quality and Preference found that if toddlers are
4
introduced to a new food five to 10 times, they can grow to like
it. That amount goes up as children grow older. Ultimately, the
study came to the conclusion that the flavor window may never
be completely shut.

We learn to like or dislike flavors in three main ways. The first is

called flavor-nutrient learning. A person can form a positive
association with a flavor of a particular food and what it does for
5 his or her body. For example, a child eats chocolate-chip cookies,
and the sugar provides a burst of energy. The taste, combined
with the results, leads the child to enjoy the cookie and foods
with similar flavors.

The second way is called taste-flavor learning. This is when a

person connects a particular flavor with one they already enjoy.
6 For example, if you like peanut butter, spread it on a new type of
bread you are tasting for the first time. It might make all the
difference in your opinion of the bread.

Last, there’s social learning, meaning that people enjoy what

their families and friends enjoy. This is a lifelong learning
process (it actually starts before birth!). If, for example, a mother
drinks carrot juice while pregnant, the baby will probably enjoy
7
carrot-flavored cereal more than babies whose mothers did not
drink carrot juice. As children grow, this third type of learning
takes place while talking about food in social situations and
tasting new foods with friends and family.

People’s tastes evolve over time in similar ways. For example,

adults tend to enjoy sweets less than when they were children.
They typically enjoy vegetables more. The reasons for these are
8
biological. A child’s love of sugar could be related to the need to
give fuel to a growing body. Adults’ greater appreciation for
vegetables, despite bitter tastes and people’s natural aversion to
 bitterness, comes from persistence. Children copy what they see
adults eating and often learn to like vegetables.

Being willing to try a new food repeatedly is necessary to pry a

person’s flavor window open again. Each attempt will lessen the
natural suspicion of something new. Eventually, “not bad” can
turn into “pretty good.” One method for inspiring courage to try
9 new foods multiple times is testing different preparations. Adding
an ingredient—sugar or salt, perhaps—that one enjoys, might
make an unappealing food more appealing. Once the person has
trained him or herself to like the food, the added ingredient may
not be necessary.

Overcoming a dislike of a particular food requires tasting a food

in different ways and at different times. In spite of strange smells,
odd textures, or distinctive flavors, a person has the ability to
10
acquire a true liking for even the most unique and unusual foods.
So don’t give up—you never know when you might surprise
yourself and discover that broccoli is your new favorite food!
3.

Changing Tastes Which sentence from the

selection best expresses
the controlling idea?

A. Children copy what they

see adults eating and often
learn to like vegetables.
(paragraph 8)

B. We learn to like or
dislike flavors in three
main ways. (paragraph 5)

C. This information
suggests that parents
should introduce new
foods to babies during this
stage. (paragraph 3).

D. While tastes are

developed at a young age,
Ever have a food that you tasted and you immediately disliked? they can be altered.
Maybe it was broccoli, dark chocolate, or cottage cheese. Maybe (paragraph 1)
you were “encouraged” to try the food again (and again!), and
1 then one of those times you actually liked it. Many people have
had this experience. While tastes are developed at a young age,
they can be altered. All it takes is a person’s desire to try
something new or unknown.

In 2014, researchers at the University of Birmingham released a

study that showed people have a flavor window. The flavor
window is open when an infant is four to six months old. During
2
this time it is easier to get babies to try a food they have not
previously tasted. The flavor window slowly closes, leaving most
young children dubious of new foods.

A later study, which was published in the British Journal of

Nutrition, also found that a willingness to try new foods can be
learned by infants. The researchers determined that habitually
giving a baby new foods when the flavor window is open makes
3
the child more likely to enjoy those foods. In addition, liking those
foods makes the infant more willing to try other new foods. This
information suggests that parents should introduce new foods to
babies during this stage. By doing so they will tend to appreciate
 new types of foods throughout their lives.

Just because the flavor window closes at a young age doesn’t

mean it can’t be reopened. The keys to expanding the type of
foods one enjoys are persistence and exposure. A study published
in Food Quality and Preference found that if toddlers are
4
introduced to a new food five to 10 times, they can grow to like it.
That amount goes up as children grow older. Ultimately, the study
came to the conclusion that the flavor window may never be
completely shut.

We learn to like or dislike flavors in three main ways. The first is

called flavor-nutrient learning. A person can form a positive
association with a flavor of a particular food and what it does for
5 his or her body. For example, a child eats chocolate-chip cookies,
and the sugar provides a burst of energy. The taste, combined with
the results, leads the child to enjoy the cookie and foods with
similar flavors.

The second way is called taste-flavor learning. This is when a

person connects a particular flavor with one they already enjoy.
6 For example, if you like peanut butter, spread it on a new type of
bread you are tasting for the first time. It might make all the
difference in your opinion of the bread.

Last, there’s social learning, meaning that people enjoy what their
families and friends enjoy. This is a lifelong learning process (it
actually starts before birth!). If, for example, a mother drinks
carrot juice while pregnant, the baby will probably enjoy carrot-
7
flavored cereal more than babies whose mothers did not drink
carrot juice. As children grow, this third type of learning takes
place while talking about food in social situations and tasting new
foods with friends and family.

People’s tastes evolve over time in similar ways. For example,

adults tend to enjoy sweets less than when they were children.
They typically enjoy vegetables more. The reasons for these are
biological. A child’s love of sugar could be related to the need to
8
give fuel to a growing body. Adults’ greater appreciation for
vegetables, despite bitter tastes and people’s natural aversion to
bitterness, comes from persistence. Children copy what they see
adults eating and often learn to like vegetables.
 Being willing to try a new food repeatedly is necessary to pry a
person’s flavor window open again. Each attempt will lessen the
natural suspicion of something new. Eventually, “not bad” can
turn into “pretty good.” One method for inspiring courage to try
9 new foods multiple times is testing different preparations. Adding
an ingredient—sugar or salt, perhaps—that one enjoys, might
make an unappealing food more appealing. Once the person has
trained him or herself to like the food, the added ingredient may
not be necessary.

Overcoming a dislike of a particular food requires tasting a food in

different ways and at different times. In spite of strange smells,
odd textures, or distinctive flavors, a person has the ability to
10
acquire a true liking for even the most unique and unusual foods.
So don’t give up—you never know when you might surprise
yourself and discover that broccoli is your new favorite food!

4.
 Changing Tastes The word dubious
means _________ (
Responses: Greedy,
Bored, Impatient,
Uncertain)

Ever have a food that you tasted and you immediately disliked?
Maybe it was broccoli, dark chocolate, or cottage cheese. Maybe
you were “encouraged” to try the food again (and again!), and then
1 one of those times you actually liked it. Many people have had this
experience. While tastes are developed at a young age, they can be
altered. All it takes is a person’s desire to try something new or
unknown.

In 2014, researchers at the University of Birmingham released a

study that showed people have a flavor window. The flavor
window is open when an infant is four to six months old. During
2
this time it is easier to get babies to try a food they have not
previously tasted. The flavor window slowly closes, leaving most
young children dubious of new foods.

A later study, which was published in the British Journal of

Nutrition, also found that a willingness to try new foods can be
learned by infants. The researchers determined that habitually
giving a baby new foods when the flavor window is open makes
3 the child more likely to enjoy those foods. In addition, liking those
foods makes the infant more willing to try other new foods. This
information suggests that parents should introduce new foods to
babies during this stage. By doing so they will tend to appreciate
new types of foods throughout their lives.
4 Just because the flavor window closes at a young age doesn’t mean
it can’t be reopened. The keys to expanding the type of foods one
enjoys are persistence and exposure. A study published in Food
Quality and Preference found that if toddlers are introduced to a
new food five to 10 times, they can grow to like it. That amount
goes up as children grow older. Ultimately, the study came to the
conclusion that the flavor window may never be completely shut.

We learn to like or dislike flavors in three main ways. The first is

called flavor-nutrient learning. A person can form a positive
association with a flavor of a particular food and what it does for
5 his or her body. For example, a child eats chocolate-chip cookies,
and the sugar provides a burst of energy. The taste, combined with
the results, leads the child to enjoy the cookie and foods with
similar flavors.

The second way is called taste-flavor learning. This is when a

person connects a particular flavor with one they already enjoy.
6 For example, if you like peanut butter, spread it on a new type of
bread you are tasting for the first time. It might make all the
difference in your opinion of the bread.

Last, there’s social learning, meaning that people enjoy what their
families and friends enjoy. This is a lifelong learning process (it
actually starts before birth!). If, for example, a mother drinks carrot
juice while pregnant, the baby will probably enjoy carrot-flavored
7
cereal more than babies whose mothers did not drink carrot juice.
As children grow, this third type of learning takes place while
talking about food in social situations and tasting new foods with
friends and family.

People’s tastes evolve over time in similar ways. For example,

adults tend to enjoy sweets less than when they were children.
They typically enjoy vegetables more. The reasons for these are
biological. A child’s love of sugar could be related to the need to
8
give fuel to a growing body. Adults’ greater appreciation for
vegetables, despite bitter tastes and people’s natural aversion to
bitterness, comes from persistence. Children copy what they see
adults eating and often learn to like vegetables.
 Being willing to try a new food repeatedly is necessary to pry a
person’s flavor window open again. Each attempt will lessen the
natural suspicion of something new. Eventually, “not bad” can turn
into “pretty good.” One method for inspiring courage to try new
9 foods multiple times is testing different preparations. Adding an
ingredient—sugar or salt, perhaps—that one enjoys, might make an
unappealing food more appealing. Once the person has trained him
or herself to like the food, the added ingredient may not be
necessary.

Overcoming a dislike of a particular food requires tasting a food in

different ways and at different times. In spite of strange smells, odd
textures, or distinctive flavors, a person has the ability to acquire a
10
true liking for even the most unique and unusual foods. So don’t
give up—you never know when you might surprise yourself and
discover that broccoli is your new favorite food!

_________ in paragraph 2.
5.

Changing Tastes The author begins the

selection with a leading
question most likely to —

A. help the reader relate

a personal experience to
the ideas presented in
the selection

B. identify for the reader

what problem will be
answered in the selection

C. force the reader to

examine his or her own
eating habits

D. highlight a similarity
between the opinions of
the reader and the author

Ever have a food that you tasted and you immediately disliked?
Maybe it was broccoli, dark chocolate, or cottage cheese. Maybe
you were “encouraged” to try the food again (and again!), and then
1 one of those times you actually liked it. Many people have had this
experience. While tastes are developed at a young age, they can be
altered. All it takes is a person’s desire to try something new or
unknown.

In 2014, researchers at the University of Birmingham released a

study that showed people have a flavor window. The flavor
window is open when an infant is four to six months old. During
2
this time it is easier to get babies to try a food they have not
previously tasted. The flavor window slowly closes, leaving most
young children dubious of new foods.

A later study, which was published in the British Journal of

Nutrition, also found that a willingness to try new foods can be
learned by infants. The researchers determined that habitually
giving a baby new foods when the flavor window is open makes the
3 child more likely to enjoy those foods. In addition, liking those
foods makes the infant more willing to try other new foods. This
information suggests that parents should introduce new foods to
babies during this stage. By doing so they will tend to appreciate
new types of foods throughout their lives.
 Just because the flavor window closes at a young age doesn’t mean
it can’t be reopened. The keys to expanding the type of foods one
enjoys are persistence and exposure. A study published in Food
4 Quality and Preference found that if toddlers are introduced to a
new food five to 10 times, they can grow to like it. That amount
goes up as children grow older. Ultimately, the study came to the
conclusion that the flavor window may never be completely shut.

We learn to like or dislike flavors in three main ways. The first is

called flavor-nutrient learning. A person can form a positive
association with a flavor of a particular food and what it does for
5 his or her body. For example, a child eats chocolate-chip cookies,
and the sugar provides a burst of energy. The taste, combined with
the results, leads the child to enjoy the cookie and foods with
similar flavors.

The second way is called taste-flavor learning. This is when a

person connects a particular flavor with one they already enjoy. For
6 example, if you like peanut butter, spread it on a new type of bread
you are tasting for the first time. It might make all the difference in
your opinion of the bread.

Last, there’s social learning, meaning that people enjoy what their
families and friends enjoy. This is a lifelong learning process (it
actually starts before birth!). If, for example, a mother drinks carrot
juice while pregnant, the baby will probably enjoy carrot-flavored
7
cereal more than babies whose mothers did not drink carrot juice.
As children grow, this third type of learning takes place while
talking about food in social situations and tasting new foods with
friends and family.

People’s tastes evolve over time in similar ways. For example,

adults tend to enjoy sweets less than when they were children. They
typically enjoy vegetables more. The reasons for these are
biological. A child’s love of sugar could be related to the need to
8
give fuel to a growing body. Adults’ greater appreciation for
vegetables, despite bitter tastes and people’s natural aversion to
bitterness, comes from persistence. Children copy what they see
adults eating and often learn to like vegetables.
 Being willing to try a new food repeatedly is necessary to pry a
person’s flavor window open again. Each attempt will lessen the
natural suspicion of something new. Eventually, “not bad” can turn
into “pretty good.” One method for inspiring courage to try new
9 foods multiple times is testing different preparations. Adding an
ingredient—sugar or salt, perhaps—that one enjoys, might make an
unappealing food more appealing. Once the person has trained him
or herself to like the food, the added ingredient may not be
necessary.

Overcoming a dislike of a particular food requires tasting a food in

different ways and at different times. In spite of strange smells, odd
textures, or distinctive flavors, a person has the ability to acquire a
10
true liking for even the most unique and unusual foods. So don’t
give up—you never know when you might surprise yourself and
discover that broccoli is your new favorite food!

6.
 Changing Tastes Which key idea is
supported by details in
paragraph 7?

A. People will like a new

food after they have had
a conversation about it.

B. Babies will dislike

foods that their mothers
did not eat while pregnant
with them.

C. Babies should eat

carrot-flavored cereal
because it is a healthful
food.

D. People’s food
preferences can be
influenced by other
Ever have a food that you tasted and you immediately disliked? people in their lives.
Maybe it was broccoli, dark chocolate, or cottage cheese. Maybe
you were “encouraged” to try the food again (and again!), and then
1 one of those times you actually liked it. Many people have had this
experience. While tastes are developed at a young age, they can be
altered. All it takes is a person’s desire to try something new or
unknown.

In 2014, researchers at the University of Birmingham released a

study that showed people have a flavor window. The flavor
window is open when an infant is four to six months old. During
2
this time it is easier to get babies to try a food they have not
previously tasted. The flavor window slowly closes, leaving most
young children dubious of new foods.

A later study, which was published in the British Journal of

Nutrition, also found that a willingness to try new foods can be
learned by infants. The researchers determined that habitually
giving a baby new foods when the flavor window is open makes
3 the child more likely to enjoy those foods. In addition, liking those
foods makes the infant more willing to try other new foods. This
information suggests that parents should introduce new foods to
babies during this stage. By doing so they will tend to appreciate
new types of foods throughout their lives.
4 Just because the flavor window closes at a young age doesn’t mean
it can’t be reopened. The keys to expanding the type of foods one
enjoys are persistence and exposure. A study published in Food
Quality and Preference found that if toddlers are introduced to a
new food five to 10 times, they can grow to like it. That amount
goes up as children grow older. Ultimately, the study came to the
conclusion that the flavor window may never be completely shut.

We learn to like or dislike flavors in three main ways. The first is

called flavor-nutrient learning. A person can form a positive
association with a flavor of a particular food and what it does for
5 his or her body. For example, a child eats chocolate-chip cookies,
and the sugar provides a burst of energy. The taste, combined with
the results, leads the child to enjoy the cookie and foods with
similar flavors.

The second way is called taste-flavor learning. This is when a

person connects a particular flavor with one they already enjoy. For
6 example, if you like peanut butter, spread it on a new type of bread
you are tasting for the first time. It might make all the difference in
your opinion of the bread.

Last, there’s social learning, meaning that people enjoy what their
families and friends enjoy. This is a lifelong learning process (it
actually starts before birth!). If, for example, a mother drinks carrot
juice while pregnant, the baby will probably enjoy carrot-flavored
7
cereal more than babies whose mothers did not drink carrot juice.
As children grow, this third type of learning takes place while
talking about food in social situations and tasting new foods with
friends and family.

People’s tastes evolve over time in similar ways. For example,

adults tend to enjoy sweets less than when they were children.
They typically enjoy vegetables more. The reasons for these are
biological. A child’s love of sugar could be related to the need to
8
give fuel to a growing body. Adults’ greater appreciation for
vegetables, despite bitter tastes and people’s natural aversion to
bitterness, comes from persistence. Children copy what they see
adults eating and often learn to like vegetables.
 Being willing to try a new food repeatedly is necessary to pry a
person’s flavor window open again. Each attempt will lessen the
natural suspicion of something new. Eventually, “not bad” can turn
into “pretty good.” One method for inspiring courage to try new
9 foods multiple times is testing different preparations. Adding an
ingredient—sugar or salt, perhaps—that one enjoys, might make an
unappealing food more appealing. Once the person has trained him
or herself to like the food, the added ingredient may not be
necessary.

Overcoming a dislike of a particular food requires tasting a food in

different ways and at different times. In spite of strange smells, odd
textures, or distinctive flavors, a person has the ability to acquire a
10
true liking for even the most unique and unusual foods. So don’t
give up—you never know when you might surprise yourself and
discover that broccoli is your new favorite food!

7.
 Changing Tastes What is the most likely
reason the author
includes paragraph 9 in
the selection?

A. To suggest that
expanding one’s flavor
preferences takes time
and effort

B. To warn that people

may have difficulty
preparing new foods
properly

C. To highlight that there

is a natural reason
people resist new foods

D. To explain how adding

sugar or salt improves
Ever have a food that you tasted and you immediately disliked? the taste of foods
Maybe it was broccoli, dark chocolate, or cottage cheese. Maybe
you were “encouraged” to try the food again (and again!), and then
1 one of those times you actually liked it. Many people have had this
experience. While tastes are developed at a young age, they can be
altered. All it takes is a person’s desire to try something new or
unknown.

In 2014, researchers at the University of Birmingham released a

study that showed people have a flavor window. The flavor window
is open when an infant is four to six months old. During this time it
2
is easier to get babies to try a food they have not previously tasted.
The flavor window slowly closes, leaving most young children
dubious of new foods.

A later study, which was published in the British Journal of

Nutrition, also found that a willingness to try new foods can be
learned by infants. The researchers determined that habitually
giving a baby new foods when the flavor window is open makes the
3 child more likely to enjoy those foods. In addition, liking those
foods makes the infant more willing to try other new foods. This
information suggests that parents should introduce new foods to
babies during this stage. By doing so they will tend to appreciate
new types of foods throughout their lives.
4 Just because the flavor window closes at a young age doesn’t mean
it can’t be reopened. The keys to expanding the type of foods one
enjoys are persistence and exposure. A study published in Food
Quality and Preference found that if toddlers are introduced to a
new food five to 10 times, they can grow to like it. That amount
goes up as children grow older. Ultimately, the study came to the
conclusion that the flavor window may never be completely shut.

We learn to like or dislike flavors in three main ways. The first is

called flavor-nutrient learning. A person can form a positive
association with a flavor of a particular food and what it does for
5 his or her body. For example, a child eats chocolate-chip cookies,
and the sugar provides a burst of energy. The taste, combined with
the results, leads the child to enjoy the cookie and foods with
similar flavors.

The second way is called taste-flavor learning. This is when a

person connects a particular flavor with one they already enjoy. For
6 example, if you like peanut butter, spread it on a new type of bread
you are tasting for the first time. It might make all the difference in
your opinion of the bread.

Last, there’s social learning, meaning that people enjoy what their
families and friends enjoy. This is a lifelong learning process (it
actually starts before birth!). If, for example, a mother drinks carrot
juice while pregnant, the baby will probably enjoy carrot-flavored
7
cereal more than babies whose mothers did not drink carrot juice.
As children grow, this third type of learning takes place while
talking about food in social situations and tasting new foods with
friends and family.

People’s tastes evolve over time in similar ways. For example,

adults tend to enjoy sweets less than when they were children. They
typically enjoy vegetables more. The reasons for these are
biological. A child’s love of sugar could be related to the need to
8
give fuel to a growing body. Adults’ greater appreciation for
vegetables, despite bitter tastes and people’s natural aversion to
bitterness, comes from persistence. Children copy what they see
adults eating and often learn to like vegetables.
 Being willing to try a new food repeatedly is necessary to pry a
person’s flavor window open again. Each attempt will lessen the
natural suspicion of something new. Eventually, “not bad” can turn
into “pretty good.” One method for inspiring courage to try new
9 foods multiple times is testing different preparations. Adding an
ingredient—sugar or salt, perhaps—that one enjoys, might make an
unappealing food more appealing. Once the person has trained him
or herself to like the food, the added ingredient may not be
necessary.

Overcoming a dislike of a particular food requires tasting a food in

different ways and at different times. In spite of strange smells, odd
textures, or distinctive flavors, a person has the ability to acquire a
10
true liking for even the most unique and unusual foods. So don’t
give up—you never know when you might surprise yourself and
discover that broccoli is your new favorite food!

8.
 Changing Tastes

Select TWO correct answers.

Ever have a food that you tasted and you immediately
disliked? Maybe it was broccoli, dark chocolate, or cottage
cheese. Maybe you were “encouraged” to try the food again
1 (and again!), and then one of those times you actually liked it.
Many people have had this experience. While tastes are
developed at a young age, they can be altered. All it takes is a
person’s desire to try something new or unknown.
The author includes the photograph most likely t
understand that
A. trying new foods is an important part of growing
B. kids often view trying new foods as disgusting.
C. parents often argue with children about trying n
D. kids trying new foods can be a frustrating expe

In 2014, researchers at the University of Birmingham released E. food is necessary for our growth and developm
a study that showed people have a flavor window. The flavor
window is open when an infant is four to six months old.
2
During this time it is easier to get babies to try a food they
have not previously tasted. The flavor window slowly closes,
leaving most young children dubious of new foods.

A later study, which was published in the British Journal of

Nutrition, also found that a willingness to try new foods can
be learned by infants. The researchers determined that
habitually giving a baby new foods when the flavor window is
open makes the child more likely to enjoy those foods. In
3
addition, liking those foods makes the infant more willing to
try other new foods. This information suggests that parents
should introduce new foods to babies during this stage. By
doing so they will tend to appreciate new types of foods
throughout their lives.
 Just because the flavor window closes at a young age doesn’t
mean it can’t be reopened. The keys to expanding the type of
foods one enjoys are persistence and exposure. A study
published in Food Quality and Preference found that if
4
toddlers are introduced to a new food five to 10 times, they
can grow to like it. That amount goes up as children grow
older. Ultimately, the study came to the conclusion that the
flavor window may never be completely shut.

We learn to like or dislike flavors in three main ways. The

first is called flavor-nutrient learning. A person can form a
positive association with a flavor of a particular food and
5 what it does for his or her body. For example, a child eats
chocolate-chip cookies, and the sugar provides a burst of
energy. The taste, combined with the results, leads the child to
enjoy the cookie and foods with similar flavors.

The second way is called taste-flavor learning. This is when a

person connects a particular flavor with one they already
6 enjoy. For example, if you like peanut butter, spread it on a
new type of bread you are tasting for the first time. It might
make all the difference in your opinion of the bread.

Last, there’s social learning, meaning that people enjoy what

their families and friends enjoy. This is a lifelong learning
process (it actually starts before birth!). If, for example, a
mother drinks carrot juice while pregnant, the baby will
7
probably enjoy carrot-flavored cereal more than babies whose
mothers did not drink carrot juice. As children grow, this third
type of learning takes place while talking about food in social
situations and tasting new foods with friends and family.

People’s tastes evolve over time in similar ways. For

example, adults tend to enjoy sweets less than when they were
children. They typically enjoy vegetables more. The reasons
for these are biological. A child’s love of sugar could be
8 related to the need to give fuel to a growing body. Adults’
greater appreciation for vegetables, despite bitter tastes and
people’s natural aversion to bitterness, comes from
persistence. Children copy what they see adults eating and
often learn to like vegetables.
 Being willing to try a new food repeatedly is necessary to pry
a person’s flavor window open again. Each attempt will
lessen the natural suspicion of something new. Eventually,
“not bad” can turn into “pretty good.” One method for
9 inspiring courage to try new foods multiple times is testing
different preparations. Adding an ingredient—sugar or salt,
perhaps—that one enjoys, might make an unappealing food
more appealing. Once the person has trained him or herself to
like the food, the added ingredient may not be necessary.

Overcoming a dislike of a particular food requires tasting a

food in different ways and at different times. In spite of
strange smells, odd textures, or distinctive flavors, a person
10has the ability to acquire a true liking for even the most
unique and unusual foods. So don’t give up—you never know
when you might surprise yourself and discover that broccoli is
your new favorite food!
9.

Alicia wanted to learn more about butterfly wings. After doing some Which sentence
research, she wrote this paper. Read Alicia’s paper and look for any should follow sentence
2 and serve as a
revisions she should make. Then answer the questions that follow. controlling idea for
Alicia’s paper?

A. Wings allow
butterflies to fly in the
sky.

B. A butterfly’s wings
are there for a reason.

C. Wings are necessary

for the butterfly’s
survival.

The Wonder of Wings D. A butterfly’s wings

(1) Butterfly wings are known for their bright colors and beautiful are exceptionally
designs. (2) While these fluttering images make the world a lovelier gorgeous.
place, they serve a much greater purpose.

(3) First of all, wings help a butterfly manage its body temperature.
(4) Because butterflies are cold blooded, the environment around them
determines their temperature. (5) When the air is colder than 60˚F, a
butterfly will get cold and lose energy, which makes it unable to fly. (6)
If a butterfly wants to fly, it must warm up its muscles. (7) Luckily,
wings can help warm butterflies through the act of basking. (8)
Butterflies bask by finding a place to rest, spreading their wings, and
soaking in the sun’s rays.

(9) Wings also help butterflies find mates. (10) The design of the
wings allows members of the same species to recognize one another.
(11) In the monarch butterfly species of North and South America, for
example, the male has a black spot on its back wings. (12) This mark is
a gland that produces a scent that female butterflies recognize. (13) The
blue morpho butterfly of South America, however, has layers of scales
that make it appear bright blue when it is ready to mate.

(14) Another important function of a butterfly’s wings is to protect

the creature from predators. (15) When the blue morpho butterfly folds
its wings up, a brown underside shows. (16) The brown color enables
the butterfly to hide in nature. (17) Other butterflies use their wing color
as a type of secret code. (18) For instance, one tropical butterfly sees
other butterflies like itself as a bright blue color. (19) To predators,
however, these butterflies appear green. (20) This color blends in with
the natural surroundings. (21) This helps protect the butterfly from
predators that might want to harm it.

(22) Though wing color allows some butterflies to hide from

creatures, other butterflies have wing colors that keep predators from
eating them. (23) The monarch butterfly, for example, has black, white,
and orange on its wings. (24) Many animals know not to touch a
monarch butterfly, for fear of becoming sick. (25) Some butterflies,
such as the red-spotted purple butterfly of New England, have adapted
over time to have the same colors as poisonous butterflies, even though
they themselves are not poisonous.

(26) Perhaps most fascinating are butterflies whose wing patterns fool
predators into seeing an illusion. (27) Some butterflies have spots on
their wings that copy the eyes of large birds. (28) When smaller birds
see these spots, they may become frightened by the “bird’s eye” and fly
away immediately. (29) One particular butterfly, named the two-tailed
pasha, can trick viewers with more than one illusion. (30) According to
Professor Philip Howse, an insect expert who lives in England, “From
one angle it looks like a bird with a gaping beak, while from another it
looks like a caterpillar with a spiny head.”

10.

Alicia wanted to learn more about butterfly wings. After doing some Which is the most
research, she wrote this paper. Read Alicia’s paper and look for any effective way to combine
sentences 9 and 10?
revisions she should make. Then answer the questions that follow.
A. Wings also help
butterflies find mates;
the design of the wings
allows members of the
same species to
recognize one another.

B. Wings also help

butterflies find mates,
the design of the wings
allows members of the
 same species to
The Wonder of Wings recognize one another.
(1) Butterfly wings are known for their bright colors and beautiful C. Wings also help
designs. (2) While these fluttering images make the world a lovelier butterflies find mates
place, they serve a much greater purpose. that the design of the
wings allows members
of the same species to
(3) First of all, wings help a butterfly manage its body temperature. recognize one another.
(4) Because butterflies are cold blooded, the environment around them D. Wings also help
determines their temperature. (5) When the air is colder than 60˚F, a butterflies find mates,
butterfly will get cold and lose energy, which makes it unable to fly. (6) but the design of the
If a butterfly wants to fly, it must warm up its muscles. (7) Luckily, wings allows members
wings can help warm butterflies through the act of basking. (8) of the same species to
recognize one another.
Butterflies bask by finding a place to rest, spreading their wings, and
soaking in the sun’s rays.

(9) Wings also help butterflies find mates. (10) The design of the
wings allows members of the same species to recognize one another.
(11) In the monarch butterfly species of North and South America, for
example, the male has a black spot on its back wings. (12) This mark is
a gland that produces a scent that female butterflies recognize. (13) The
blue morpho butterfly of South America, however, has layers of scales
that make it appear bright blue when it is ready to mate.

(14) Another important function of a butterfly’s wings is to protect

the creature from predators. (15) When the blue morpho butterfly folds
its wings up, a brown underside shows. (16) The brown color enables
the butterfly to hide in nature. (17) Other butterflies use their wing
color as a type of secret code. (18) For instance, one tropical butterfly
sees other butterflies like itself as a bright blue color. (19) To predators,
however, these butterflies appear green. (20) This color blends in with
the natural surroundings. (21) This helps protect the butterfly from
predators that might want to harm it.

(22) Though wing color allows some butterflies to hide from

creatures, other butterflies have wing colors that keep predators from
eating them. (23) The monarch butterfly, for example, has black, white,
and orange on its wings. (24) Many animals know not to touch a
monarch butterfly, for fear of becoming sick. (25) Some butterflies,
such as the red-spotted purple butterfly of New England, have adapted
over time to have the same colors as poisonous butterflies, even though
they themselves are not poisonous.
 (26) Perhaps most fascinating are butterflies whose wing patterns
fool predators into seeing an illusion. (27) Some butterflies have spots
on their wings that copy the eyes of large birds. (28) When smaller
birds see these spots, they may become frightened by the “bird’s eye”
and fly away immediately. (29) One particular butterfly, named the
two-tailed pasha, can trick viewers with more than one illusion. (30)
According to Professor Philip Howse, an insect expert who lives in
England, “From one angle it looks like a bird with a gaping beak, while
from another it looks like a caterpillar with a spiny head.”

11.

Alicia wanted to learn more about butterfly wings. After doing some Which is the most
research, she wrote this paper. Read Alicia’s paper and look for any effective way to combine
sentences 20 and 21?
revisions she should make. Then answer the questions that follow.
A. This color blends in
with the natural
surroundings, this helps
protect the butterfly from
predators that might
want to harm it.

B. This color blends in

with the natural
surroundings, so the
butterfly is protected
from predators that might
want to harm it.
The Wonder of Wings
(1) Butterfly wings are known for their bright colors and beautiful C. This color blends in
designs. (2) While these fluttering images make the world a lovelier with the natural
place, they serve a much greater purpose. surroundings that helps
protect the butterfly from
predators that might
want to harm it.
(3) First of all, wings help a butterfly manage its body temperature.
(4) Because butterflies are cold blooded, the environment around them D. This color blends in
determines their temperature. (5) When the air is colder than 60˚F, a with the natural
butterfly will get cold and lose energy, which makes it unable to fly. (6) surroundings, when the
butterfly is protected
If a butterfly wants to fly, it must warm up its muscles. (7) Luckily, from predators that might
wings can help warm butterflies through the act of basking. (8) want to harm it.
Butterflies bask by finding a place to rest, spreading their wings, and
soaking in the sun’s rays.
 (9) Wings also help butterflies find mates. (10) The design of the
wings allows members of the same species to recognize one another.
(11) In the monarch butterfly species of North and South America, for
example, the male has a black spot on its back wings. (12) This mark is
a gland that produces a scent that female butterflies recognize. (13) The
blue morpho butterfly of South America, however, has layers of scales
that make it appear bright blue when it is ready to mate.

(14) Another important function of a butterfly’s wings is to protect

the creature from predators. (15) When the blue morpho butterfly folds
its wings up, a brown underside shows. (16) The brown color enables
the butterfly to hide in nature. (17) Other butterflies use their wing
color as a type of secret code. (18) For instance, one tropical butterfly
sees other butterflies like itself as a bright blue color. (19) To predators,
however, these butterflies appear green. (20) This color blends in with
the natural surroundings. (21) This helps protect the butterfly from
predators that might want to harm it.

(22) Though wing color allows some butterflies to hide from

creatures, other butterflies have wing colors that keep predators from
eating them. (23) The monarch butterfly, for example, has black, white,
and orange on its wings. (24) Many animals know not to touch a
monarch butterfly, for fear of becoming sick. (25) Some butterflies,
such as the red-spotted purple butterfly of New England, have adapted
over time to have the same colors as poisonous butterflies, even though
they themselves are not poisonous.

(26) Perhaps most fascinating are butterflies whose wing patterns

fool predators into seeing an illusion. (27) Some butterflies have spots
on their wings that copy the eyes of large birds. (28) When smaller
birds see these spots, they may become frightened by the “bird’s eye”
and fly away immediately. (29) One particular butterfly, named the
two-tailed pasha, can trick viewers with more than one illusion. (30)
According to Professor Philip Howse, an insect expert who lives in
England, “From one angle it looks like a bird with a gaping beak, while
from another it looks like a caterpillar with a spiny head.”
12.

Alicia wanted to learn more about butterfly wings. After doing some Which idea should
research, she wrote this paper. Read Alicia’s paper and look for any follow and support
sentence 23?
revisions she should make. Then answer the questions that follow.
A. This butterfly
migrates each year,
leaving its home during
the winter months for
warmer climates.

B. The orange spots

warn other animals and
insects that the butterfly
is poisonous.

C. Monarch butterflies
have a black body, and
The Wonder of Wings the outer edge of their
(1) Butterfly wings are known for their bright colors and beautiful wings is lined in black.
designs. (2) While these fluttering images make the world a lovelier
place, they serve a much greater purpose. D. Monarch butterflies,
which are one of the
most well-known
butterflies in North
(3) First of all, wings help a butterfly manage its body temperature. America, are quite
(4) Because butterflies are cold blooded, the environment around them stunning.
determines their temperature. (5) When the air is colder than 60˚F, a
butterfly will get cold and lose energy, which makes it unable to fly. (6)
If a butterfly wants to fly, it must warm up its muscles. (7) Luckily,
wings can help warm butterflies through the act of basking. (8)
Butterflies bask by finding a place to rest, spreading their wings, and
soaking in the sun’s rays.

(9) Wings also help butterflies find mates. (10) The design of the
wings allows members of the same species to recognize one another.
(11) In the monarch butterfly species of North and South America, for
example, the male has a black spot on its back wings. (12) This mark is
a gland that produces a scent that female butterflies recognize. (13) The
blue morpho butterfly of South America, however, has layers of scales
that make it appear bright blue when it is ready to mate.

(14) Another important function of a butterfly’s wings is to protect

the creature from predators. (15) When the blue morpho butterfly folds
its wings up, a brown underside shows. (16) The brown color enables
the butterfly to hide in nature. (17) Other butterflies use their wing color
as a type of secret code. (18) For instance, one tropical butterfly sees
other butterflies like itself as a bright blue color. (19) To predators,
however, these butterflies appear green. (20) This color blends in with
the natural surroundings. (21) This helps protect the butterfly from
predators that might want to harm it.

(22) Though wing color allows some butterflies to hide from

creatures, other butterflies have wing colors that keep predators from
eating them. (23) The monarch butterfly, for example, has black, white,
and orange on its wings. (24) Many animals know not to touch a
monarch butterfly, for fear of becoming sick. (25) Some butterflies,
such as the red-spotted purple butterfly of New England, have adapted
over time to have the same colors as poisonous butterflies, even though
they themselves are not poisonous.

(26) Perhaps most fascinating are butterflies whose wing patterns

fool predators into seeing an illusion. (27) Some butterflies have spots
on their wings that copy the eyes of large birds. (28) When smaller birds
see these spots, they may become frightened by the “bird’s eye” and fly
away immediately. (29) One particular butterfly, named the two-tailed
pasha, can trick viewers with more than one illusion. (30) According to
Professor Philip Howse, an insect expert who lives in England, “From
one angle it looks like a bird with a gaping beak, while from another it
looks like a caterpillar with a spiny head.”

13.

Alicia wanted to learn more about butterfly wings. After doing some Alicia’s paper ends
research, she wrote this paper. Read Alicia’s paper and look for any abruptly. She would like
to add a sentence to sum
revisions she should make. Then answer the questions that follow. up the ideas in the paper.
Which sentences should
be added after sentence
30 to help bring her
paper to a more effective
conclusion?

A. The butterfly needs its

wings for many important
reasons. Without them, it
could not be the beautiful
insect that we all enjoy
 watching as it flutters
The Wonder of Wings around.
(1) Butterfly wings are known for their bright colors and beautiful B. In reality a butterfly’s
designs. (2) While these fluttering images make the world a lovelier wings are important.
place, they serve a much greater purpose. They can help with many
other things.

(3) First of all, wings help a butterfly manage its body temperature. C. The butterfly’s wings
serve many purposes.
(4) Because butterflies are cold blooded, the environment around them They are far more
determines their temperature. (5) When the air is colder than 60˚F, a important than just being
butterfly will get cold and lose energy, which makes it unable to fly. attractive to the human
(6) If a butterfly wants to fly, it must warm up its muscles. (7) Luckily, eye!
wings can help warm butterflies through the act of basking. (8)
D. Finally, we can
Butterflies bask by finding a place to rest, spreading their wings, and understand why the
soaking in the sun’s rays. butterfly has wings. We
can also grasp how
important the butterfly is
(9) Wings also help butterflies find mates. (10) The design of the in the balance of nature.
wings allows members of the same species to recognize one another.
(11) In the monarch butterfly species of North and South America, for
example, the male has a black spot on its back wings. (12) This mark is
a gland that produces a scent that female butterflies recognize. (13)
The blue morpho butterfly of South America, however, has layers of
scales that make it appear bright blue when it is ready to mate.

(14) Another important function of a butterfly’s wings is to protect

the creature from predators. (15) When the blue morpho butterfly folds
its wings up, a brown underside shows. (16) The brown color enables
the butterfly to hide in nature. (17) Other butterflies use their wing
color as a type of secret code. (18) For instance, one tropical butterfly
sees other butterflies like itself as a bright blue color. (19) To
predators, however, these butterflies appear green. (20) This color
blends in with the natural surroundings. (21) This helps protect the
butterfly from predators that might want to harm it.

(22) Though wing color allows some butterflies to hide from

creatures, other butterflies have wing colors that keep predators from
eating them. (23) The monarch butterfly, for example, has black,
white, and orange on its wings. (24) Many animals know not to touch a
monarch butterfly, for fear of becoming sick. (25) Some butterflies,
such as the red-spotted purple butterfly of New England, have adapted
over time to have the same colors as poisonous butterflies, even though
they themselves are not poisonous.
 (26) Perhaps most fascinating are butterflies whose wing patterns
fool predators into seeing an illusion. (27) Some butterflies have spots
on their wings that copy the eyes of large birds. (28) When smaller
birds see these spots, they may become frightened by the “bird’s eye”
and fly away immediately. (29) One particular butterfly, named the
two-tailed pasha, can trick viewers with more than one illusion. (30)
According to Professor Philip Howse, an insect expert who lives in
England, “From one angle it looks like a bird with a gaping beak,
while from another it looks like a caterpillar with a spiny head.”

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