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ACT Reading — Social Science — Drill 1

Drill 1 · Reading · Social Science

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About This Drill

ACT Reading — Social Science — Drill 1 is a Reading practice drill covering Social Science. It contains 5 original questions created by Brian Stewart, a Barron's test prep author with over 20 years of tutoring experience.

Social Science passages cover topics in psychology, sociology, economics, political science, and related fields. As you read, identify the central argument or finding, the evidence used to support it, and how the author interprets that evidence. Questions may ask about main ideas, specific claims, inferences, or the purpose of particular information.

Passage

SOCIAL SCIENCE: This passage is adapted from the article "The Architecture of Defaults" by Priya Mehta (©2018, Behavioral Science Quarterly). When organ donation rates are compared across countries, a striking pattern emerges. Countries like Germany and the United States, where citizens must actively opt in to become donors, have registration rates below 20 percent. Countries like Austria and Spain, where citizens are presumed to be donors unless they opt out, have rates above 90 percent. The medical outcomes between these countries are different enough that researchers began asking a question that at first sounds cynical: are people making a real choice, or are they simply accepting whatever option requires the least effort? This question sits at the center of behavioral economics research on what are called "default effects." A default is whatever happens if you do nothing—and decades of research have demonstrated that people disproportionately stick with defaults, even when changing them would take only a few minutes and could have significant consequences for their health, finances, or legal affairs. Default effects are not explained by laziness alone. Research suggests several overlapping mechanisms. First, defaults can function as implicit recommendations; people assume that whoever designed the system chose the default for a reason, so accepting it feels rational rather than passive. Second, changing a default requires making an active decision, which carries psychological costs: the effort of deciding, the discomfort of taking responsibility for an outcome, and the possibility of regret if the active choice turns out to be wrong. Sticking with the default sidesteps all of this. These dynamics have been applied deliberately by policymakers and employers in recent years. Many companies now automatically enroll employees in retirement savings plans rather than requiring them to sign up, a change that has significantly increased savings participation rates without removing anyone's ability to opt out. The same logic has been applied to energy use: utility customers enrolled by default in renewable energy programs participate at much higher rates than those who must choose to join. Critics argue that default-setting constitutes a form of manipulation, steering people toward outcomes they might not consciously endorse. Proponents counter that all systems have defaults—the question is not whether to have them but who designs them and toward what ends. The debate turns less on whether defaults influence behavior (they clearly do) than on whether that influence can be exercised ethically.

Questions in This Drill

  1. The main purpose of the passage is to:
  2. According to the passage, one reason people tend to accept defaults rather than changing them is that:
  3. It can reasonably be inferred from the passage that automatic enrollment in retirement savings plans was adopted primarily because:
  4. As it is used in the passage, the word 'disproportionately' most nearly means:
  5. The passage suggests that those who criticize default-setting and those who defend it primarily disagree about: