sample reasoning test answers

1 VR test

APTITUDE TRAINING

APTITUDE TRAINING

VERBAL REASONING - INSTRUCTOR'S NOTE

• Syllogisms• Course of Action• Definitely/Probably True/ False• Cause and Effect• Strong and Weak Arguments• Critical Reasoning• Implicit Statements• Argument and Counter Argument

Rationale of the Class Sheet:This class sheet is built on the rationale that a student appearing for placement tests needs a lot of practice.This class sheet is designed to demonstrate the ways in which any question should be approached wherespeed coupled with accuracy is the most important parameter for cracking it. This class sheet is basedon the philosophy that only those students who are good at their concepts can solve the questions quickly.Even though the class sheet is designed for the students are familiar with the concepts, it is advisableto brush up the concepts in each section.

Structure of the Class Sheet:

Sr. No. Section Description Time

1 VR StatA look at the distribution of VR

questions that appear in papers5 minutes

2Concept Refresher

and StrategiesDiscussion of Concepts and Strategies

for solving VR questions70 minutes

3 Get Set Go Practice Test Based on Concepts 10 minutes4 Discussion Explanatory Answers of Get Set Go 30 minutes5 Doubt Solving Resolving the queries of students 5 minutes

6 Home Assignment Practice Tests to be Attempted at Home

Using this sheet:1. We will help the students build conceptual clarity and application skills for the VR questions.2. The students have to solve the questions within time constraints because any test is a examination

of speed and accuracy.3. First explain the concept, then give the students some time to solve the questions and then discuss

the answers of each set of questions. Taking up one set of questions at a time would ensure studentsdo not repeat their mistakes in the subsequent sets of questions.

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APTITUDE TRAINING

4. "Get Set Go" tests students on all the topics covered. Give the students time to solve the questionson their own and then discuss the answers.

During doubt solving, chart out the strategy for students individually, based on their queries.

VR Stat

Typically, the reasoning questions test one's reasoning skills through the inferential questions.

The placement test can have anything from 5 to 25 VR questions. Observing the trends of placement papers,it can be said that the papers include questions on the following• Course of Action• Definitely/Probably True/ False• Cause and Effect• Strong and Weak Arguments• Critical Reasoning• Implicit Statements• Argument and Counter Argument• Parajumbled Statements

Concept RefresherSyllogisms

Golden Rules:

• All X is Y

Y

X

X, Y

• Only X is Y

X

Y

X, Y

• Some X is Y

X Y

• No X is Y

X Y

[Pay attention to the use of ‘may be’ indicating probability and ‘is/are’ indicating definiteness.]

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APTITUDE TRAINING

There are different question types for Syllogisms:1) Two statement question types -

Here two premises are given where three elements have to be considered. There should be a middleterm.X is YY is ZTherefore, X is Z

Z

XY

2) Alternatively, you may be asked to choose which two statements of the options precede the givenconclusion.

Remember to look for options that contain the middle term.

3) Another question type contains a set of 3-5 sequential statements wherein the third statement mayor may not logically follow from the first two. You will be asked to identify the sequence that leadsto a valid or invalid conclusion.

4) If it is a six statement question, look at the options first. Remember that there should be only 3elements in the sentences and that there should be a common item present in the first two sentences- the middle term.

5) Three statements and Four statements question types:

a) Read the directions very carefully because:• The question may require the conclusion to either follow from all the given statements,• Or follow from at least two/three statements• Or merely from any of the given statements• If no specific directions have been given then the conclusion may follow from any of the

statements in the context of the options given.• If the conclusion can follow from any of the statements then it is the easiest question type

to answer.b) Draw Venn Diagrams to arrive at your answer, but beware that you do not tick mark any of the

conclusions that are valid, but only those that fit in the pattern that the question demands.

1) Conditional Syllogisms(a) If/when... then

If the condition is fulfilled, then the result follows.Remember the popular cause-effect maxim.Inversion of this sequence - No effect because no cause.No other sequencing possibility exists unless the conditional statement states vice versa.

(b) Only if/when...thenThe sequencing possibilities are the reverse of the above type, i.e.,No cause, no effectIf effect then cause.

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APTITUDE TRAINING

The following are the answers to CONCEPT CHECK(2 Questions)

1. The correct option is (i). Another sequence that wouldhave been valid is d, c.

2. The correct option is (v) as both b, a and c, d arevalid sequences that follow the statement.

(c) Either...orIf one element is valid, the other is invalid.There is no particular sequence that follows.Either X or Y - Given statementPossible Sequences are as follows:If X not YIf Y not XIf not Y then XIf not X then Y


3. Considering option [1]:

Goodfor

GoldhealthMetals

If all metals are gold and all gold is good for health,we can definitely conclude that metals are good forhealth. So [1] is valid.Considering option [2]:

Good for Health

Metals

Sources ofMinerals

If metals are good sources of minerals and all sourcesof minerals are good for health, we can concludethat metals are good for health. So [2] is also valid.Considering option [3]:

Sources of minerals

Metals

Good

Refer to the question; both statements taken togetherare to lead to the conclusion. That does not happen

here. So [3] is invalid. Considering option [4]:

Gold

Metals

Things thatare like silver

Gold

So the conclusion cannot be derived from [4].Hence, [5].

4. The possible diagrams from the premises would be:

DosasChapatis

Breads

Cakes

DosasChapatis

Bread

Cakes

As seen in the first Venn diagram, breads are notnecessarily dosas. Hence conclusion (1) is incorrect.In both the diagrams, all cakes are chapathis. Hence,conclusion (3) is also incorrect as it merely indicatesa possibility instead of stating a fact. Conclusion (2)is valid, as observed from the diagrams. Hence, [4].

5. In this type of syllogism, the valid conclusions are:if x then y or if not y then not x. Accordingly, thevalid combinations would be AB and CD. Since, ABis not present, CD is the correct answer. Hence, [4].

6. In ‘if/when…….then’ statements, the valid sequencesare (if x, then y) and (not y, not x.). The twopossibilities are : BA and CD. Hence, [5].

7. In ‘either……or’ questions, there are four possibleoutcomes: (x, not y), (not y, x), (y, not x), (not x,y). So, the outcomes are AD, DA, BC and CB. Outof these, only AD, BC and DA are present. Hence, [5].

8. In ‘either……or’ questions, there are four possibleoutcomes: (x, not y), (not y, x), (y, not x), (notx, y). So, the outcomes are AC, CA, BD and DB.Only CA is present here. Hence, [3].

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APTITUDE TRAINING

Definitely/Probably True/FalsePointers:• Read the questions very carefully.• Do not rely on external information that is not

mentioned or hinted at in the passage to deriveyour answer.


9. The second last sentence states that crucifer's cancerfigh ting propert ies are thought to result fromglucosinolates. So the inference may be true but notdefinitely true. Hence, [2].

10. The first sentence of the second paragraph clearlystates that this is definitely true. Hence, [1].

11. While the second sentence of the passage indicatesthat broccoli cultivation originated in Italy, thereis no mention in the passage about where it is cultivatedthe most. Hence, [3].

12. While the last sentence of the first paragraph statesthat the smell of broccoli when cooking may beunpleasant for some, there is no reference to broccoli'ssmell in general. Hence, [3].

13. Refer to the second last sentence of the first paragraph.The stem and stalk of broccoli are fibrous and crunchy.Hence, [1].

14. While the first sentence of the passage establishesa link between cabbage and cauliflower, the firstsentence of the second paragraph states that theybelong to the cruciferous group of vegetables. So theinference is definitely false. Hence, [5].

Strong and Weak Arguments

A strong argument is one that is• Relevant• Covers all the most important aspects• Not vague• Directly related to the main argument• An argument for or against the statement but

is relevantA weak argument is one that• Has little or no foundation in facts• Covers only a part of the issue• Seems related but is not relevant• Is irrelevant• Repeats or paraphrases the statement (depends

on the options given as well)• Is vague• Is merely an exemplification of the statement• Partially addresses the given statement• Generalizes the issue focused on in the statement


15. I is strong because if Yoga became more popular inIndia after being accepted by the Westerners, then

it suggests that Western perceptions about Indiaimpacted the self-perception of Indians. The questionstates that something has happened in the past andI provides an example of such an occurrence. So itis a strong argument in favour of it. II is a generalstatement, hence irrelevant. Even III is not strongas it only talks about Western perception and notabout their impact on the self-perception of Indians.So only I is strong. Hence, [1].

16. I is weak; it does not relate to the main statement.II is strong as it suggests that an atheist puts histrust in some theory and thus counters the mainargument. III may appear to be a strong argument,but then we cannot equate God with any theory. Soonly II is strong. Hence, [4].

17. I is irrelevant as it doesn't refute the argument. IIbolsters the main argument that love based on thequalities of a person is unstable as love weakens whenthe qualities change. Hence, [2].

18. I is strong as it exemplifies the superstitious practicesof the Mexicans. II is also strong as it counters themain argument by advocating that the Mexicans wererational and not superstitious. However, the two areincompatible: if either of them is true, the othercannot be. Hence, [3].

Implicit StatementsPointers:• Read the given sentence very carefully.• Avoid relying on information that you may have

access to but is not mentioned or alluded toin the statement.

• A mere repetition of the statement is not to beconsidered an implied assumption or inference.

• Pay attention to use of synonymous words orphrases used as substitutes in the inferentialstatements given.


19. Option [1] is too extreme - just because all peopleshould have insurance, it doesn't mean that they shouldhave it every moment of their lives. Options [3],[4] and [5] all assume more information than is givenin the question. Only [2] is implicit in the questionstatement: if everyone should have life insurance,than it is implied that whether one is rich or poor,one should have insurance. Hence, [2].

20. An assumption necessarily precedes the argument, i.e.,it leads to the argument. Statement I is inferentialin nature. Statement III is out of the context asthe main statement is not about film makers or cinemahouse owners and does not mention profits at all.It too is inferential in nature. Whereas, if tax freefilms need not be sold at a lower price, then thestatement would not have the qualifier 'although' init. If we assume II, then one would obviously putforth the argument that appears in the main state-ment. Hence, [2].

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APTITUDE TRAINING

Courses of ActionPointers:The correct option should focus on the immediateredressal of the issue at hand.It should be logical and direct, not inferential.Pay attention to the sequence of actions, if both areapplicable.Review, if the course of action is contradictory innature or if neither of the actions is an immediatesolution.


21. If it is compulsory for the doctors to serve for 2years after the completion of their course, then theircertifications can be revoked if they fail to complywith that. So (a) is a valid course of action. Hence,[1].

22. Campaigns attracting more blood donors will resultin increased blood donation. However, storage fa-cilities at blood banks are out of the context anddo not encourage blood donation. Hence, [1].

23. Periodic training of staff to improve hygiene in hotels’kitchens will result in an improvement in the overallhygiene. So (a) is a course of action. On the otherhand, immediately sacking those employees who arefollowing unhygienic practices is too extreme – theemployees should at least be given a chance to changetheir bad habits. So (b) is not a suitable course ofaction. Hence, [1].

24. The problem here is that teachers are being askedto verify if the students have indulged in plagiarismor not. The solution should address this problem.The first statement clearly does not focus on theteachers. Thus, it is irrelevant. To check the menaceof plagiarism, if teachers are given software to traceif the matter presented by the student is originalor not, it will help the teachers do their job efficientlyand ease their burden. Hence, [2].

Cause and EffectPointers:• Read the given statements carefully.• At times, though a common topic or theme

prevails in both the statements, the ideas areactually unrelated to each other.

• Both are independent causes when the focusof the sentence is on the cause, i.e., it is anaction, phenomenon, event or condition andthe effect is implied.

• Generally, when the statements have two parts,one the cause and the other the effect thenthe two statements would be independenteffects. If merely the effects are given and itcan be easily inferred that they have a commoncause then the corresponding option must betick marked.

The following are the answers to CONCEPT CHECK(4 QUESTIONS)

25. Cricket losing its popularity need not result in theincrease in football's popularity. It could have resultedin the increase of hockey's popularity for example.Therefore, A and B are effects of independent causes.Hence, [4].

26. While both A and B are the results of bad weather,that in itself is not a common cause: the first isprobably caused by heavy rain, while the second iscaused by fog, which are two different things. Therefore,the trains running late and aircrafts flying off scheduleare effects of independent causes. Hence, [4].

27. Both A and B are effects of global warning. Hence,[5].

28. It is because mercury is a good conductor of electricitythat it is used in batteries. So A is the cause andB is its effect. Hence, [1].

Critical Reasoning

Pointers:• Read the question first• Identify the argument of the passage• Formulate an answer in your mind• Then review the given options and select the

appropriate one


29. Option [1] is out of the context as residential areashave not been mentioned in the passage. Option [2]is wrongly worded and relates to only a part of thepassage. While [3] is a close option, it is not asrelevant as [4] since we do not know at which stagein the dental/health field is mercury hazardous. Only[4] specifically relates to the plight of the industryworkers and is a valid step to be taken to protectthem from exposure to mercury. Option [5] con-tradicts the word 'risk' used in the passage. Riskindicates a negative meaning. Further, the tone ofthe passage does not indicate that [5] is the rightoption. Hence, [4].

30. Options [2] is farfetched. [3] is not an assumption- it is mentioned in the passage and it relates to onlyone aspect of the tourism promotion activity in NewZealand. [4] is a consequence of the scenario. [5] ispartial because again it relates to only one of thesteps mentioned in the passage. Only [1] is a validassumption behind the whole process of developmentof tourism activity in New Zealand. Hence, [1].

31. Option [1] is invalid as it just reinforces the beliefthat marriage rates have declined. It does not weakenthe social conservatives' claim. Even [2] is not relatedto the assertion. It would, to some extent, strengthenthe conservatives' opinion about how social moresare crumbling. [3] weakens the assertions of the Liberalsand is thus irrelevant. [5] digresses from the coreissue. Focus on the statement, "Social conservatives

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APTITUDE TRAINING

claim that the traditional family is under assault largelyfrom Hollywood movies and gay pride parades." [4]refutes this claim by providing some other reasonfor the decline. Hence, [4].

32. The author does not talk about 'Westerners' in general.He mentions only 'the Indians across the world'. Thus[1] is invalid. According to the first statement, Indiansin India and abroad are equally willing to retain theiridentity as Indians. Thus [2] is nullified. [3] is aninference from an information given in passing andis not related to the main argument. The author doesn'tmake any suggestion, he simply relates the facts.So, [4] is refuted. It is mentioned that the Indiansabroad still retain a sense of affiliation and com-panionship with India and Indians. This suggests thatthey have not renounced their identity as Indians.Hence, [5].

Argument and Counter ArgumentPointers:• Understand the difference between argument,

assertion and counter-argument as given in thequestion itself.

• An argument is a statement meant to convinceanother person about your point of view.

• An assertion is a point of view.• A counter-argument contains logic opposing

the assertion.• An irrelevant argument would be a statement

that is not at all related.


33. Statement A gives an alternative, a choice to peoplewho don’t like to watch and not participate in theshow ‘Sach Ka Samna’, whereas statements B, C andD are about participation in the show ‘Sach Ka Samna’and its consequences. Therefore, s tatement A isirrelevant to the argument made in B, C and D. Options(1), (2) and (3) thus stand eliminated. StatementsB and C assert an opinion, a point of view, and areboth assertions related to the same topic. StatementD supports the two independent views in B and C,and becomes the supporting reason. Hence, [4].

34. Statement A seems a strong argument but if we lookat the other sentences, we realize that A is not atall connected to the topic of discussion – importanceof sports in the school curriculum. D is an assertionthat is supported by C. B is an argument contradictingthe assertion. So the correct sequence is IV, III, II,I. Hence, [5].

Jumbled Paragraphs

These questions test the students' verbal ability andtheir reasoning skills. Rules governing tenses, pro-noun usage, etc; along with vocabulary and structuralorganization of ideas within a paragraph are the areasthat one must be familiar with to perform well in this

question type. It also tests one's organizational skills.Organizing a paragraph is a left brain activity thattests logical reasoning and association making skills.This section will be aided by exposure to a varietyof RC passages wherein thoughts are organized indifferent ways.Jumbled Paragraphs are represented in various ways:a. Four Sentences Type – Four sentences of a

paragraph are jumbled up and the student isexpected to identify the correct sequence fromthe given options.

b. Five Sentences Type – Similar to the foursentences type except that five sentences arejumbled up in this instance.

c. First and Last Sentences Fixed Type – Thereare six sentences in all, but the first and lastof these are fixed and the four sentences inbetween must be rearranged to form a coherentparagraph in tandem with the fixed sentences.

Pointers:1) Read the entire sequence first.2) Link two sentences at a time.

a. Pay attention to repetitions, use of pro-nouns and the tenses to identify the se-quence.

3) Once you have tentatively identified the se-quence, eliminate the options one by one.b. Most IMPORTANT: Read the paragraph

once you have established the sequenceto verify your choice.


35. The entire sequence reads DGBECFA. Topographyis present in both D and G. However, as G relatesthe climate’s complexity to the Vietnamese topog-raphy the description of the topography should precedeB which starts with ‘beyond nature’. Hence, the firstsentence is D followed by G. B clearly links to nature(climate and topography) and introduces the conceptof culture. Hence, the third sentence is B. Literatureand culture are strongly associated and hence E ismost likely to follow B. Furthermore, this sentencedoes not fit anywhere else for lack of markers. Ffollows C as clearly indicated by the marker ‘anothertraditional medium’. A seems to link the previousfour sentences by referring to ‘culture’ and uses thelinking word ‘also’. Hence, it is the last sentenceof the sequence. Hence, [5].

36. The third sentence of the sequence is B. Hence, [3].37. The fourth sentence of the sequence is E. Hence, [4].38. The fifth sentence of the sequence is C. Hence, [1].39. The sixth sentence of the sequence is F. Hence, [2].40. The last sentence of the sequence is A. Hence, [4].

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APTITUDE TRAINING

1. I follows from the second and third premises only.III contradicts the first premise. Only II follows fromall the three statements. Hence, [4].

White

Pigeons

Penguins

Coats

2. From the first two premises we see that I is invalid.II is based on the first two statements only. III isderived from all three statements and as per the Venndiagrams is a valid conclusion. Hence, [3].

Apple-pie

SpicyCaramel

Chocolate

Or

CaramelChocolate

Spicy

Apple-pie

3. The passage does not talk about any ‘potential benefits’of globalization. So, [1] is negated. Even [2] is notanalogous to the original argument because it doesnot mention anything about the measure that needsto be taken. [4] does not mention the negative notionsas mentioned in the paragraph. The passage does notstate that people have accepted ‘globalization’ withall its flaws. So, [5] is invalidated. Only [3] replicatesthe original argument. Hence, [3].

4. III just presents a fact and does not strengthen theargument. I is a strong argument because if the carhas to be used on a mass-scale then it has to becost effective so that everyone can afford it. II is

GET SET GO - EXPLANATORY ANSWERS

CLASS TESTQUESTIONS: 8 TIME: 20 mins.

also a strong argument because it directly relates tothe topic, i.e., the advantages associated with thehybrid cars. So, only III is a weak argument. Hence,[5].

5. I is not implied as it is not hinted that only thegovernment can eradicate swine flu. Moreover, swineflu has been contained and not entirely eradicated.There is no cue about an ‘ulterior motive’. So, IIis invalid. Only III is an implied assumption. Hence,[4].

6. Starting an exercise routine (morning walks) and adietary regime are both likely to be the effect ofa common cause, i.e. a wish to lose weight. Hence,[5].

7. A is too abrupt as the problem statement talks aboutexcessive T.V. viewing. So, denying permission towatch television at all is not a valid course of action.(B) would help in arresting the problem. Hence, [2].

8. Statement C is the assertion, as it expresses a pointof view regarding travel, without offering any ar-gument for or against the idea. A, which supportsthe assertion with an explanation, is the supportingreason. B is an irrelevant argument – whether ornot one can afford to travel has nothing to do withthe beneficial effects of travel. The cause-effectdirection in D is not clear: does travelling make peopleenjoy new experiences, or is it that those peoplewho enjoy new experiences tend to travel more? Dueto this ambiguity, the statement cannot be said toeither support or oppose the assertion, and is there-fore best marked as an irrelevant argument. Hence,[4].

sample reasoning test answers

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