Q1. What is the passage mainly about?

1. AHow to buy a new phone
2. BRemembering more by putting information into groups
3. CWhy seven is a lucky number
4. DHow scientists count numbers

一度に覚えられるのは4つ前後だが、チャンク（グループ）にまとめれば多く覚えられる、という話なので B。

Q2. How many things do many scientists now think we can remember at once?

1. AAbout eleven
2. BAbout seven
3. CAbout three
4. DAbout four

many scientists now think the real number is about four とあるので D。

Q3. In this passage, "split" means ...

1. Aadd
2. Bforget
3. Cdivide
4. Dcall

split ～ into three parts で「～を3つに分ける」。divide（分ける）と同じ意味なので C。

Q1. What did Nelson Cowan argue in 2001?

1. AThe true limit of working memory is closer to four chunks.
2. BPeople can remember seven chunks without any effort.
3. CChess masters have better eyesight.
4. DShort-term memory has no limit.

argued that the true limit is closer to four chunks とあるので A。

Q2. What happened when the chess pieces were placed randomly?

1. AThe beginner remembered far more pieces.
2. BThe master refused to take the test.
3. CThe difference between the master and the beginner almost disappeared.
4. DBoth players remembered every piece.

When the pieces were placed randomly, however, the difference almost disappeared. とあるので C。

Q3. What can we infer from the chess study?

1. APlaying chess makes people's memory weaker.
2. BKnowledge helps people group information into meaningful chunks.
3. CRandom boards are easier to remember.
4. DBeginners should not play chess.

名人の強みは実戦の盤面でだけ現れたので、知識によって情報を意味のあるかたまりにできたと推論できる。正解は B。

Q1. Why might Miller's number of seven have been "inflated"?

1. ABecause Miller made a calculation error
2. BBecause the experiments used chess players
3. CBecause phone numbers were shorter in 1956
4. DBecause people unknowingly used strategies like rehearsal and regrouping

リハーサルや再グループ化を使えないようにすると約4つになると述べ、Miller's seven may have been inflated by tricks people use without noticing とあるので D。

Q2. Which of the following is mentioned as a limitation of Chase and Simon's study?

1. AIt used computer programs instead of people.
2. BIt tested only one player at each skill level.
3. CIt lasted only one day.
4. DIt did not include a chess master.

That study tested only one player at each skill level とあるので B。

Q3. What is the author's main conclusion?

1. AThe more knowledge you have, the larger your chunks can be.
2. BWorking memory capacity is exactly seven for everyone.
3. CChess is the best way to train memory.
4. DGrouping information makes memory worse.

The size of a chunk, though, can grow. とし、最終文で the master's knowledge of real games is what let a crowded board fit into a few large chunks と述べているので A。