Q1. What is the passage mainly about?

1. AHow to study for ten hours
2. BWriting down worries before a test to do better
3. CWhy tests are too difficult
4. DHow to buy good paper

テスト前に心配ごとを書き出すと成績が良くなる、という内容なので B。

Q2. Who did the writing help the most?

1. AStudents who never felt nervous
2. BStudents who did not take the test
3. CStudents who felt very nervous about tests
4. DTeachers who wrote the test

It helped most for students who felt very nervous about tests. とあるので C。

Q3. In this passage, "worries" are ...

1. Athoughts about bad things that might happen
2. Banswers to math problems
3. Ckinds of pens
4. Dhappy memories

worry は「心配（ごと）」。失敗などへの不安な考えなので A。

Q1. What did the students in the laboratory experiment do before the math test?

1. AThey solved extra math problems.
2. BThey took a short nap.
3. CThey talked with their teacher.
4. DThey wrote freely about their feelings for about ten minutes.

wrote freely about their feelings for about ten minutes before a stressful math test とあるので D。

Q2. What happened to students with high test anxiety in the high school study?

1. AThey scored almost as well as calm students.
2. BThey refused to write anything.
3. CThey scored lower than before.
4. DThey did not take the exam.

they scored almost as well as calm students とあるので A。

Q3. Why does writing about worries seem to help?

1. AIt makes the exam easier.
2. BIt gives students more time to answer.
3. CIt frees up working memory for solving problems.
4. DIt makes students forget the subject.

心配ごとがワーキングメモリを占領し、書くことで机が片付く（clear the desk）と説明しているので C。

Q1. Why is the result of the "unrelated event" group important?

1. AIt proved that writing of any kind improves scores.
2. BIt showed that the group wrote faster than others.
3. CIt suggested that writing specifically about test worries was what helped.
4. DIt showed that math tests are harder than biology tests.

無関係な出来事を書いた群では showed no such gain だったので、so the content of the writing seemed to matter とある。効いたのは「テストへの気持ちを書くこと」自体なので C。

Q2. According to the passage, how do worries hurt test performance?

1. AThey make students sleep less before the exam.
2. BThey use up working memory needed for reasoning.
3. CThey make students read the questions too quickly.
4. DThey cause students to forget their pencils.

worries occupy working memory, the limited mental workspace needed for reasoning とあるので B。

Q3. Which statement best reflects the author's view?

1. APre-exam writing works equally well for every student.
2. BExpressive writing has been proven to have large effects.
3. CTeachers should stop giving final exams.
4. DThe technique is promising, but more large-scale studies are needed.

Evidence from outside that paper is less encouraging とし、追試の結果がまちまちで large, preregistered classroom trials are still rare と述べているので D。