Reading Passage 1:
The headline of the passage: The concept of intelligence
Questions 1-3: IDENTIFYING INFORMATION
[This question asks you to find information from the passage and write the number of the paragraph (A, B, C or D … .. ) in the answer sheet. Now, if the question is given in the very first part of the question set, I’d request you not to answer them. It’s mainly because this question will not follow any sequence, and so it will surely kill your time. Rather, you should answer all the other questions first. For this passage, first answer question 4- 13. After finishing with these questions, come to question 1-3. And just like List of Headings, only read the first two lines or last two lines of the expected paragraph initially. If you find the answers, you need not read the middle part. If you don’t find answers yet, you can skim the middle part of the paragraph. Keywords will be a useful matter here.]
Question 1: information about how non-scientists’ assumptions about intelligence influence their behaviour towards others
Keywords for the question: non-scientist’s assumptions, intelligence, influence, behaviour towards others,
The answer is in paragraph B where the writer gives reference to the assumptions (theories) of non-scientists such as parents, people in job interviews and other general people. Let’s take a look at lines 4-7, “For example, parent’s implicit theories of their children’s language development will determine at what ages they will be willing to make various corrections in their children’s speech. More generally, parents’ implicit theories of intelligence will determine at what ages they believe their children are ready to perform various cognitive tasks.”
Here, behaviour with others is a kind of cognitive task.
So, the answer is: B
Question 2: a reference to lack of clarity over the definition of intelligence
Keywords for the question: lack of clarity, definition of intelligence,
The first of paragraph A has the answer for this question. Take a close look. “. .. . no one knows what it actually is. This chapter addresses how people conceptualize intelligence, whatever it may actually be.”
Here, the lines suggest that our idea about the definition of intelligence will be clear reading this chapter.
So, the answer is: A
Question 3: the point that a researcher’s implicit and explicit theories may be very different
Keywords for the question: researcher’s, implicit, explicit, theories, may be, different,
The first lines of paragraph D indicate the answer. Here, the author states, “…implicit theories can be useful when an investigator suspects that existing explicit theories are wrong or misleading.” This means implicit theories may be right when explicit theories are wrong.
So, the answer is: D
Questions 4-6: In this type of question, candidates are asked to find out whether:
The statement in the question matches with the claims of the writer – YES
The statement in the question contradicts with the claims of the writer – NO
It is impossible to say what the writer thinks about this – NOT GIVEN
[For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]
Question 4: Slow language development in children is likely to prove disappointing to their parents.
Keywords for the question: slow language development, likely to prove, disappointing,
We find the reference of ‘language development in children’ in paragraph B; but there is no mention of any slow or fast language learning.
So, the answer is: NOT GIVEN
Question 5: People’s expectations of what children should gain from education are universal.
Keywords for the question: expectations, what children should gain, education, universal
The answer lies in paragraph E. Take a look at lines 2-6, “. … . .people have expectations for intellectual performances that differ for children of different ages. How these expectations differ is part a function of culture. For example, expectations for children who participate in Western-style schooling are almost certain to be different from those for children who do not participate in such schooling.” Here, these lines indicate that expectations of what children should achieve, learn or gain for education are not universal; it differs for their age and the culture in which they are brought up.”
So, the answer is: NO
Question 6: Scholars may discuss theories without fully understanding each other.
Keywords for the question: scholars, may discuss, without, understanding,
The answer is in the last lines of paragraph J. In lines 4-6 the author says, “. .. … .Until scholars are able to discuss their implicit theories and thus their assumptions, they are likely to miss the point of what others are saying when discussing their explicit theories and their data.” So, it is noted here that scholars may consult with each other about the theories sometimes without fully understanding each other’s point.
So, the answer is: YES
Questions 7-13: (Matching statements with correct theory):
(The rules for finding answers to this sort of question are simple. Just find the keywords and read around different names of people or person (theory) carefully. Then, give a quick look to check whether there is another statement or idea provided by the same person in the text. If there is, check the reference carefully and decide your answer. Remember, the questions may not follow any sequential order. )
Question 7: It is desirable for the same possibilities to be open to everyone.
Keywords for the question: desirable, same possibilities, open to everyone,
The answer in found in Section H, in the very opening line, “The Jeffersonian view is that people should have equal opportunities, …. ….”
Here, people should have = desirable, equal opportunities = same opportunities,
So, the answer is: B (Jeffersonian)
Question 8: No section of society should have preferential treatment at the expense of another.
Keywords for the question: no section, preferential treatment, expense of another,
The last line of Section I has the answer. The author writes, “. .. In this view, we do not need or want any institutions that might lead to favouring one group over another.”
Here, favouring one group over another = preferential treatment at the expense of another
So, the answer is: C (Jacksonian)
Question 9: People should only gain benefits on the basis of what they actually achieve.
Keywords for the question: should, gain benefits, what they actually achieve,
The answer is found at the end of section H. Take a look at this line, “. .. . . .to allow children the opportunities to make full use of the skills they have.”
Here, allow children the opportunities = people should only gain benefits, skills they have = what they actually achieve,
So, the answer is: B (Jeffersonian)
Question 10: Variation in intelligence begins at birth.
Keywords for the question: variation, intelligence, begins, birth,
The answer can be traced in section G, in the very beginning. The writer says, “ . . .people are born with different levels of intelligence . .. . .”
Here, different levels = variation
So, the answer is: A (Hamiltonian)
Question 11: The more intelligent people should be in positions of power.
Keywords for the question: more intelligent people, positions of power,
The answer for this question is found in lines 4-7 of Section G, “.. . seem to have shared this belief when they wrote about the emergence of a cognitive (high-IQ) elite, which eventually would have to take responsibility for the largely irresponsible masses of non-elite (low IQ) people who cannot take care of themselves.”
Here, cognitive (high-IQ) elite = more intelligent people, eventually would have to take responsibility = should be in positions of power
So, the answer is: A (Hamiltonian)
Question 12: Everyone can develop the same abilities.
Keywords for the question: everybody, develop, same abilities,
The answer can be traced in the middle of Section I. “… . . people are essentially intersubstitutable except for specialized skills, all of which can be learned.”
So, the answer is: C (Jacksonian)
Question 13: People of low intelligence are likely to lead uncontrolled lives.
Keywords for the question: low intelligence, likely to, lead, uncontrolled lives,
The last few lines of Section G give us the answer. First the writer says in lines 6-7, “ . . .for the largely irresponsible masses of non-elite (low-IQ) people who cannot take care of themselves.”
Then in the last lines the author mentions, “.. .Left to themselves, the unintelligent would create, as they always have created, a kind of chaos.”
Here, chaos means disorder which is the result of irresponsible people’s lifestyle.
So, the answer is: A (Hamiltonian)
Reading Passage 2:
The headline of the passage: Saving bugs to find new drugs
Questions 14-20 (Identifying information):
[This question asks you to find information from the passage and write the number of the paragraph (A, B, C or D … .. ) in the answer sheet. Now, if the question is given in the very first part of the question set, I’d request you not to answer them. It’s mainly because this question will not follow any sequence, and so it will surely kill your time. Rather, you should answer all the other questions first. And just like List of Headings, only read the first two lines or last two lines of the expected paragraph initially. If you find the answers, you need not read the middle part. If you don’t find answers yet, you can skim the middle part of the paragraph. Keywords will be a useful matter here.]
Question 14: mention of factors driving a renewed interest in natural medicinal compounds
Keywords for this question: factors, renewed interest, natural medicinal compounds
The answer is found in the last lines of paragraph C. The writer mentions, “This realization, together with several looming health crises, such as antibiotic resistance, has put bioprospecting – the research for useful compounds in nature – firmly back on the map.
Here, firmly back on the map = renewed interest
Also, look at the phrase used in lines 2-3, “the development of new approaches focusing once again on natural products”.
So, the answer is: C
Question 15: how recent technological advances have made insect research easier
Keywords for this question: recent technological advances, insect research, easier,
The answer for this question is in paragraph H, lines 2-4. The author writes, “ . .. . Fortunately, it is now possible to snip out the stretches of the insect’s DNA that carry the codes for the interesting compounds and insert them into cell lines that allow larger quantities to be produced.”
The lines indicate that the research has become easier fortunately due to technological advancements in DNA research.
Here, “Fortunately, it is now possible” = recent technological advances
So, the answer is: H
Question 16: examples of animals which use medicinal substances from nature
Keywords for this question: animals, use, medicinal substances, nature,
The answer can be found at the very beginning of the passage in paragraph A. Take a close look and you will find the mention of primates like “capuchin monkeys who use toxin-oozing millipedes to deter mosquitoes” and “chimpanzees who use noxious forest plants to rid themselves of intestinal parasites”.
So, the answer is: A
Question 17: reasons why it is challenging to use insects in drug research
Keywords for this question: reasons, challenging, use insects, drug research,
Paragraph F talks about three prime reasons of the challenges associated with using insects in drug research (Look at the connectors used here like Firstly, Secondly and Thirdly). Also, the paragraph opens with a question about the little interest in bioprospecting, “Why is it that insects have received relatively little attention in bioprospecting?”
So, the answer is: F
Question 18: reference to how interest in drug research may benefit wildlife
Keywords for this question: reasons, interest in drug research, benefit, wildlife,
Paragraph I is mainly a message from Zoologist Ross Piper who is optimistic about drug research which can be advantageous for wildlife and its conservation. Take a look at lines 4-7, “. .. I sincerely believe that all species, however small and seemingly insignificant, have a right to exist for their own sake. If we can shine a light on the darker recesses of nature’s medicine cabinet, exploring the useful chemistry of the most diverse animals on the planet, I believe we can make people think differently about the value of nature.”
These lines clearly shows the fact that higher research on drug research can benefit all species (wildlife).
So, the answer is: I
Question 19: a reason why nature-based medicines fell out of favour for a period
Keywords for this question: reason, nature-based medicines, fell out of favour,
In lines 3-6 of paragraph B give us the answer. The writer states here, “ . .. Then, for a while, modern pharmaceutical science moved its focus away from nature and into the laboratory, deigning chemical compounds from scratch. The main cause of this shift is that although there are plenty of promising chemical compounds in nature, finding them is far from easy.”
So, the answer is: B
Question 20: an example of an insect-derived medicine in use at the moment
Keywords for this question: insect-derived medicine, in use, at the moment,
The answer can be found in lines 2-4 of paragraph E. “. .. For example, alloferon, an antimicrobial compound produced by blow fly larvae, is used as an antiviral and antitumor agent in South Korea and Russia.”
So, the answer is: E
Questions 21 and 22: (Choosing the TWO best answers)
[In this type of question, candidates are asked TWO best possible answers for one question. Candidates need to write the correct LETTERS for the answers. Here, the techniques for Multiple Choice Questions are applicable.]
Question 21 & 22: Which TWO of the following make insects interesting for drug research?
Keywords for these questions: TWO, make insects interesting, drug research,
The answers are found in paragraph G and H.
In paragraph G, the author writes in lines 3-4, “… . .. . The creatures that particularly interest us are the many insects that secrete powerful poison for subduing prey and keeping it fresh for future consumption.”
So, the lines match with option B.
In paragraph H, the author writes in lines 2-4, “. . .. Fortunately, it is now possible to snip out the stretches of the insect’s DNA that carry the codes for the interesting compounds and insert them into cell lines that allow larger quantities to be produced.”
So, the lines match with option C.
So, the answers are:
21. B (the variety of substances insects have developed to protect themselves)
22. C (the potential to extract and make use of insect’s genetic codes)
Question 23-26: (Completing summary with ONE WORD ONLY):
[In this type of question, candidates are asked to ONE WORD ONLY to complete a summary on the given topic. For this type of question, first, skim the passage to find the keywords in the paragraph concerned with the answer, and then scan to find the exact word/words.]
Title of the summary: Research at Aberystwyth University
As the title of the summary is Aberystwyth University, we will find the answers in paragraph G.
Question 23: Ross Piper and fellow zoologists at Aberystwyth University are using their expertise in ___________ when undertaking bioprospecting with insects.
Keywords for this answer: Ross Piper and fellow zoologists, using their expertise, bioprospecting, insects,
In paragraph G, look at the first lines, “My colleagues and I at Aberystwyth University in the UK have developed an approach in which we use our knowledge of ecology as a guide to target our efforts.”.
Here, My colleagues and I = Ross Piper and fellow zoologists, our knowledge of = their expertise in,
So, the answer is: ecology
Question 24: They are especially interested in the compounds that insects produce to overpower and preserve their ___________.
Keywords for this answer: compounds, insects produce, to overpower and preserve,
The answer is in lines 3-4 of paragraph G, “The creatures that particularly interest us are the many insects that secrete powerful poison for subduing prey and keeping it fresh for future consumption.”
Here, secrete powerful poison = compounds that insects produce, subduing = overpower, keeping it fresh = preserve,
So, the answer is: prey
Question 25: They are also interested in compounds which insects use to protect themselves from pathogenic bacteria and fungi found in their ___________.
Keywords for this answer: compounds, insects use, to protect themselves, pathogenic bacteria and fungi,
In lines 3-8 of paragraph G, the writer says, “ . .. There are even more insects that are masters of exploiting filthy habitats, such as faeces and carcasses, where they are regularly challenged by thousands of micro-organisms. These insects have many antimicrobial compounds for dealing with pathogenic bacteria and fungi, . ..”
Here, for dealing with = to protect themselves from,
The pathogenic bacteria and fungi are found in the filthy habitats.
So, the answer is: habitats
Question 26: Piper hopes that these substances will be useful in the development of drugs such as _________.
Keywords for this answer: these substances, useful, development of drugs such as,
The last lines of paragraph G say, “. .. .suggesting that there is certainly potential to find many compounds that can serve as or inspire new antibiotics.”
Here, substances = compounds, in the development of = can serve or inspire,
So, the answer is: antibiotics
Reading Passage 3:
The headline of the passage: The power of play
N.B.: There are 11 paragraphs in this passage (After paragraph no. 6, there is a short description on a Scale of playfulness, which is attached to paragraph no. 6.).
Questions 27-31 (Matching researchers with statements)
(The rules for finding answers to this sort of question are simple. Just find the name of the person and read around it carefully. Then, give a quick look to check whether there is another statement or idea provided by the same person in the text. If there is, check the reference carefully and decide your answer. Remember, the questions may not follow any sequential order. )
Question 27: Play can be divided into a number of separate categories
Keywords for this question: divided into, a number of, separate categories,
The answer is in paragraph no. 4 in lines 2-3 where the author writes, “. .. . .Definitions range from discrete descriptions of various types of play such as physical, construction, language, or symbolic play (Miller & Almon 2009). . ..”.
So, the lines suggest that play can be divided into some categories like physical, construction, language, symbolic etc.
So, the answer is: B (Miller & Almon)
Question 28: Adults’ intended goals affect how they play with children
Keywords for this question: adult’s goals, affect, how, play with children,
In paragraph no. 8, we can see the reference of adults’ goal. In lines 3-4 the author says, “. . .The adults’ role in play varies as a function of their educational goals and the child’s developmental level (Hirsch-Pasek et al. 2009).”
Here, varies = affect
So, the answer is: G (Hirsch-Pasek et al.)
Question 29: Combining work with play may be the best way for children to learn
Keywords for this question: combining work with play, best way, to learn,
In paragraph no. 7 the writer mentions in lines 3-5, “. . .. Researcher Joan Goodman (1994) suggested that hybrid forms of work and play are not a detriment to learning; rather they can provide optimal contexts for learning.”
So, the answer is: F (Joan Goodman)
Question 30: Certain elements of play are more significant than others
Keywords for this question: certain elements, more significant than others,
Paragraph no. 6 gives us the answer. Here, the writer says, “Rubin and colleagues did not assign greater weight to any one dimension in determining playfulness; however, other researchers have suggested that process orientation and a lack of obvious functional purpose may be the most important aspects of play (e.g. Pellegrini 2009).”
The lines suggest that though Rubin and his colleagues did not think that any one dimension (element) is not more significant than other, Pellegrini thought differently.
So, the answer is: E (Pellegirni)
Question 31: Activities can be classified on a scale of playfulness
Keywords for this question: activities, classified, scale of playfulness,
The answer is in paragraph no. 5 where the writer gives reference of the research conducted by Rubin and colleagues in 1983 (Rubin et.al. 1983), “Often, play is defined along a continnum as more or less playful using the following set of behavioral and dispositional criteria (e.g. Rubin et al. 1983):. . .” Then the wirter explains the scale of playfulness.
So, the answer is: C (Rubin at al.)
Questions 32-36: (YES/NO/NOT GIVEN):
[In this type of question, candidates are asked to find out whether:
The statement in the question matches with the claim of the writer in the text- YES
The statement in the question contradicts with the claim of the writer in the text- NO
The statement in the question has no clear connection with the account in the text- NOT GIVEN]
[TIPS: For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]
Question 32: Children need toys in order to play.
Keywords for this question: Children, toys,
The very first lines of paragraph no. 1 give us the answer, “Virtually every child, the world over, plays. The drive to play is so intense that children will do so in any circumstances, for instance when they have no real toys, or when parents do not actively encourage the behaviour. In the eyes of a young child, running, pretending and building is fun.”
The lines clearly suggest that children take running, pretending or building as play when they do not get a toy.
So, the answer is: NO
Question 33: It is a mistake to treat play and learning as separate types of activities.
Keywords for this question: mistake, treat, play and learning, separate, activities,
The answer is in the last line of paragraph no. 2. “Our society has created a false dichotomy between play and learning.”
Here, false = mistake, dichotomy = separate,
So, the answer is: YES
Question 34: Play helps children to develop their artistic talents.
Keywords for this question: helps, children, develop, artistic talents,
As we have found the answer for question no. 33 at the end of paragraph no. 2 and the main keyword ‘definition’ for question no. 35 is found in paragraph no. 4, the answer for question no. 34 has to be found in paragraph no. 3 (This type of question maintains a sequence).
There is no information about ‘artistic talents’ in this paragraph.
So, the answer is: NOT GIVEN
Question 35: Researchers have agreed on a definition of play.
Keywords for this question: researchers, agreed, definition of play,
In paragraph no. 4 we find the keyphrase ‘definition of play’. The first line gives us the answer, “Full consensus on a formal definition of play continues to elude the researchers and theorists who study it.”
Here, elude = make confused and avoid, consensus = agreement,
This means researchers are not in agreement on a definition of play.
So, the answer is: NO
Question 36: Work and play differ in terms of whether or not they have a target.
Keywords for this question: work and play, differ, have a target,
We find the reference of ‘work and play’ in paragraph no. 7. Here, in lines 2-3 the writer says, “. . .Unlike play, work is typically not viewed as enjoyable and it is extrinsically motivated (i.e. it is goal-oriented).”
Here, goal-oriented = have a target,
Thus, the line suggests that work is different from play because it is mainly based on a target.
So, the answer is: YES
Questions 37-40 (Completing summary with ONE WORD ONLY):
[In this type of question, candidates are asked to ONE WORD ONLY to complete a summary on the given topic. For this type of question, first, skim the passage to find the keywords in the paragraph concerned with the answer, and then scan to find the exact word/words.]
Title of the summary: Guided play
Question 37: In the simplest form of guided play, an adult contributes to the environment in which the child is playing. Alternatively, an adult can play with a child and develop the play, for instance by __________ the child to investigate different aspects of their game.
Keywords for this question: Alternatively, adult, play with child, develop, for instance, investigate,
The answer is found in paragraph no. 9 in lines 2-5, “. .. In the more direct form of guided play, parents or other adults can support children’s play by joining in the fun as a co-player, raising thoughtful questions, commenting on children’s discoveries, or encouraging further exploration or new facets to the child’s activity.”
Here, further exploration means investigate
So, the answer is: encouraging
Question 38: Adults can help children to learn through play, and may make the activity rather structured, but it should still be based on the child’s __________ to play.
Keywords for this question: adults, help children, learn, make, activity, structured, should still be, based on,
The last lines of paragraph no. 9 have the answer. Here, the author writes, “. . . .Although playful learning can be somewhat structured, it must also be child-centered (Nicolopolou et al. 2006). Play should stem from the child’s own desire.”
Here, stem from = based on,
So, the answer is: desire
Question 39 & 40: Play without the intervention of adults gives children real __________; with adults, play can be __________ at particular goals. However, all forms of play should be an opportunity for children to have fun.
Keywords for this question: without, intervention of adults, with adults, particular goals,
The answers are in the last paragraph. Here, in line no. 2 gives the answer for question no. 39. “Intrinsically motivated free play provides the child with true autonomy, …”
Here, free play = play without the intervention, true = real,
Again, in lines 2-3, we find the answer for question no. 40. “. ..while guided play is an avenue through which parents and educators can provide more targeted learning experiences.”
Here, parents and educators = adults, learning experiences = particular goals,
So, the answers are:
39. autonomy
40. targeted
