□下記の英文を読み， 質問に答えなさい。

[ 1 JOn the. surface' what could be more destitute of* knowledge than a newborn? Whatcould be more reasonable than to think, as Locke did, that th讐二's mind is a "blankslate "* simply waiting for the environment to fill its empty pages? Jean-Jacques Rousseau(1712-78) strove to make this point clear in his work Emile, or On Education (1762): "Weare born capable (ア）learning, but knowing nothing, perceiving nothing."[ 2]We now know that this view is dead wrong - (I) could be further from the truth.

Appearances can be deceiving: despite its immaturity, the nascent* brain alreadypossesses considerable lrnowledge inherited (イ）its long evolutionary history. Forthe most part, however, this knowledge remains invisible, because it does not show inbabies' primitive behavior. It therefore took cognitive scientists much ingenuity and(iii)significant methodological advances in order to expose the vast repertoire of abilities all(iv)babies are born (ウ）． Objects, numbers, probabilities, faces, language... the scope ofbabies'prior knowledge is extensive.
[ 3]We all have the intuition that the world is made of rigid objects. In reality, it is madeup of atoms, but at the scale on which we live, these atoms are often packed together intocoherent* entities that move as a single blob* and sometimes collide without losing theircohesiveness... These large bundles of atoms are what we call "objects." The existenceof objects is a fundamental property of our environment. Is this something that we needto learn? No. Millions of years of evolution seem to have engraved* this knowledge intothe very core of our brains. As early as a few months of age, a baby already knows thatthe world is made up of objects that move coherently, occupy space, do not vanish（エ）reason, and cannot be in two different places at the same time. In a sense,babies'brains already know the laws of physics: they expect the trajectory* of an objectto be continuous in space as in time, without any sudden jump or disappearance.

[ 4]How do we know this? Because babies act surprised in certain experimental situationsthat violate the laws of physics. In today's cognitive science laboratories, experimentershave become magicians. In small theaters specially designed for babies, they play allsorts of tricks: on the stage, objects appear, disappear, multiply, pass throughwalls.... Hidden cameras monitor the babies' gazes, and the results are clear-cut: evenbabies a few weeks old are sensitive (オ） magic.

They already possess deepintuitions of the physical world and, like all of us, are (II) when their expectationsturn out to be false. By zooming in on the children's eyes - to determine where they lookand for how long - cognitive scientists manage to accurately measure their degree ofsurprise and infer what they expected to see.
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baby looks at it for only a brief moment... whereas if the more improbable outcomeoccurs, the baby looks at it for much longer. The duration of her gaze always reflects theimprobability of the observed situation, which she seems to compute based on the numberof objects involved (see figure 2 below).

Intuition of numbers and probabilities:No surprise990v[ 8]‘.
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,2g1・F（990vure/）Surprise!

Logic and probability are closely linked. As Sherlock Holmes put it, �ou haveeliminated the impossible, whatever remains, however improbable, must be the truth." Inother words, one can turn a probability into a certainty by using reasoning to eliminatesome of the possibilities. If a baby can juggle with probabilities, she must also masterlogic, because logical reasoning is only the restriction of probabilistic reasoning toprobabilities O and 1. This is exactly what the philosopher and developmental psychologistLuca Bonatti recently showed. In his experiments, a te圧month-old baby first sees twoobjects, a flower and a dinosaur, hide behind a screen. Then one of these objects exitsfrom the screen, but it is impossible to tell which one because it is partially hidden in apot, so that only the top can be seen. Later, the dinosaur exits from the other side of thescreen, in full sight. At this point, the child can make a logical deduction*: "It is eitherthe flower or the dinosaur that is hiding in the pot. But it cannot be the (①），
because I have just seen it come out from the other side. So, it must be the (②）． ”And it works: the baby is not surprised if the (③）comes out of the pot, but she is ifthe (④）comes out. Furthermore, the baby's gaze reflects the intensity of her logicalreasoning: like an adult, her pupils dilate* at the precise moment when deduction becomespossible. A true Sherlock Holmes in diapers*, (V).

[Adapted from Stanislas Dehaene 2020 How We Learn - The New Science of Education and the Brain](Excerpt(s) from HOW WE LEARN: WHY BRAINS LEARN BETTER THAN ANY MACHINE . . . FORNOW by Stanislas Dehaene, Copyright © 2020 by Stanislas Dehaene. Used by permission ofViking Books, an imprint of Penguin Publishing Group, a division of Penguin Random House5LLC. Allrights reserved.)◇Ml (826-6)around the pitch waving and cheering.

It still doesn't make much sense, but leads todiscussion at the bar during the Alien Congress of Earth Science. Eventually, when you aremuch older, a younger alien working with you notices something especially intriguing. Whenthe player in front of the goal falls over, whether or not the crowd cheers seem to depend onone thing: whether or not the net bulges outwards. This leads your younger colleague tohave a brilliant idea.
[Adapted from Daniel M. Davis (2 021) The Secret Body - How the New Science of the HumanBody Is Changing the Way We Live.](Republished with permission of Princeton University Press, from The Secret Body: How theNew Science of the Human Body Is Changing the Way We Live, Daniel M. Davis, 2 021Princeton University Press; permission conveyed through Copyright Clearance Center, Inc. )NOTESbulge膨らむN eptune海王星Uranus天王星distortion歪み1. [B]から[E]の4つの段落を正しい順番に並べ替えなさい。

2. （ア）と（イ）の空欄に単語を1つずつ補いなさい。 但し， 本文中にある単語をそのまま形を変えずに使うこと。
3. [B]の下線部の（）内の単語を並べ替えて， 正しい英文を完成させなさい。 但し，目にはso が入るものとし， 解答用紙には1番目，く<①＞ ＜so> <> ＜⑨＞> <> <6番且2 番9番目に入る単語を書きなさい。

> ＜⑥＞ ＜＞4. [E]には文法上誤りのある単語が1語含まれている。 その語をそのまま書き抜きなさい。

5. 本文の要旨を100字以内の日本語でまとめなさい。 但し， 句読点も字数に含むものとする。

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