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CAT Mini Mock Test - 6 - CAT MCQ


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30 Questions MCQ Test - CAT Mini Mock Test - 6

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CAT Mini Mock Test - 6 - Question 1

Creativity is at once our most precious resource and our most inexhaustible one. As anyone who has ever spent any time with children knows, every single human being is born creative; every human being is innately endowed with the ability to combine and recombine data, perceptions, materials and ideas, and devise new ways of thinking and doing. What fosters creativity? More than anything else: the presence of other creative people. The big myth is that creativity is the province of great individual geniuses. In fact creativity is a social process. Our biggest creative breakthroughs come when people learn from, compete with, and collaborate with other people.

Cities are the true fonts of creativity... With their diverse populations, dense social networks, and public spaces where people can meet spontaneously and serendipitously, they spark and catalyze new ideas. With their infrastructure for finance, organization and trade, they allow those ideas to be swiftly actualized.

As for what staunches creativity, that's easy, if ironic. It's the very institutions that we build to manage, exploit and perpetuate the fruits of creativity — our big bureaucracies, and sad to say, too many of our schools. Creativity is disruptive; schools and organizations are regimented, standardized and stultifying.

The education expert Sir Ken Robinson points to a 1968 study reporting on a group of 1,600 children who were tested over time for their ability to think in out-of-the-box ways. When the children were between 3 and 5 years old, 98 percent achieved positive scores. When they were 8 to 10, only 32 percent passed the same test, and only 10 percent at 13 to 15. When 280,000 25-year-olds took the test, just 2 percent passed. By the time we are adults, our creativity has been wrung out of us.

I once asked the great urbanist Jane Jacobs what makes some places more creative than others. She said, essentially, that the question was an easy one. All cities, she said, were filled with creative people; that's our default state as people. But some cities had more than their shares of leaders, people and institutions that blocked out that creativity. She called them "squelchers."

Creativity (or the lack of it) follows the same general contours of the great socio-economic divide - our rising inequality - that plagues us. According to my own estimates, roughly a third of us across the United States, and perhaps as much as half of us in our most creative cities - are able to do work which engages our creative faculties to some extent, whether as artists, musicians, writers, techies, innovators, entrepreneurs, doctors, lawyers, journalists or educators - those of us who work with our minds. That leaves a group that I term "the other 66 percent," who toil in low-wage rote and rotten jobs — if they have jobs at all — in which their creativity is subjugated, ignored or wasted.

Creativity itself is not in danger. It's flourishing is all around us - in science and technology, arts and culture, in our rapidly revitalizing cities. But we still have a long way to go if we want to build a truly creative society that supports and rewards the creativity of each and every one of us.

Q.

In the author's view, cities promote human creativity for all the following reasons EXCEPT that they​

Detailed Solution for CAT Mini Mock Test - 6 - Question 1

From paragraph 2, we can see that cities provide public spaces where people can meet and share new ideas and have institutions for finance, organization and trade. Cultural activities are not mentioned. Option D is the correct answer.

CAT Mini Mock Test - 6 - Question 2

Creativity is at once our most precious resource and our most inexhaustible one. As anyone who has ever spent any time with children knows, every single human being is born creative; every human being is innately endowed with the ability to combine and recombine data, perceptions, materials and ideas, and devise new ways of thinking and doing. What fosters creativity? More than anything else: the presence of other creative people. The big myth is that creativity is the province of great individual geniuses. In fact creativity is a social process. Our biggest creative breakthroughs come when people learn from, compete with, and collaborate with other people.

Cities are the true fonts of creativity... With their diverse populations, dense social networks, and public spaces where people can meet spontaneously and serendipitously, they spark and catalyze new ideas. With their infrastructure for finance, organization and trade, they allow those ideas to be swiftly actualized.

As for what staunches creativity, that's easy, if ironic. It's the very institutions that we build to manage, exploit and perpetuate the fruits of creativity — our big bureaucracies, and sad to say, too many of our schools. Creativity is disruptive; schools and organizations are regimented, standardized and stultifying.

The education expert Sir Ken Robinson points to a 1968 study reporting on a group of 1,600 children who were tested over time for their ability to think in out-of-the-box ways. When the children were between 3 and 5 years old, 98 percent achieved positive scores. When they were 8 to 10, only 32 percent passed the same test, and only 10 percent at 13 to 15. When 280,000 25-year-olds took the test, just 2 percent passed. By the time we are adults, our creativity has been wrung out of us.

I once asked the great urbanist Jane Jacobs what makes some places more creative than others. She said, essentially, that the question was an easy one. All cities, she said, were filled with creative people; that's our default state as people. But some cities had more than their shares of leaders, people and institutions that blocked out that creativity. She called them "squelchers."

Creativity (or the lack of it) follows the same general contours of the great socio-economic divide - our rising inequality - that plagues us. According to my own estimates, roughly a third of us across the United States, and perhaps as much as half of us in our most creative cities - are able to do work which engages our creative faculties to some extent, whether as artists, musicians, writers, techies, innovators, entrepreneurs, doctors, lawyers, journalists or educators - those of us who work with our minds. That leaves a group that I term "the other 66 percent," who toil in low-wage rote and rotten jobs — if they have jobs at all — in which their creativity is subjugated, ignored or wasted.

Creativity itself is not in danger. It's flourishing is all around us - in science and technology, arts and culture, in our rapidly revitalizing cities. But we still have a long way to go if we want to build a truly creative society that supports and rewards the creativity of each and every one of us.

Q.

The author uses 'ironic' in the third paragraph to point out that

CAT Mini Mock Test - 6 - Question 3

Creativity is at once our most precious resource and our most inexhaustible one. As anyone who has ever spent any time with children knows, every single human being is born creative; every human being is innately endowed with the ability to combine and recombine data, perceptions, materials and ideas, and devise new ways of thinking and doing. What fosters creativity? More than anything else: the presence of other creative people. The big myth is that creativity is the province of great individual geniuses. In fact creativity is a social process. Our biggest creative breakthroughs come when people learn from, compete with, and collaborate with other people.

Cities are the true fonts of creativity... With their diverse populations, dense social networks, and public spaces where people can meet spontaneously and serendipitously, they spark and catalyze new ideas. With their infrastructure for finance, organization and trade, they allow those ideas to be swiftly actualized.

As for what staunches creativity, that's easy, if ironic. It's the very institutions that we build to manage, exploit and perpetuate the fruits of creativity — our big bureaucracies, and sad to say, too many of our schools. Creativity is disruptive; schools and organizations are regimented, standardized and stultifying.

The education expert Sir Ken Robinson points to a 1968 study reporting on a group of 1,600 children who were tested over time for their ability to think in out-of-the-box ways. When the children were between 3 and 5 years old, 98 percent achieved positive scores. When they were 8 to 10, only 32 percent passed the same test, and only 10 percent at 13 to 15. When 280,000 25-year-olds took the test, just 2 percent passed. By the time we are adults, our creativity has been wrung out of us.

I once asked the great urbanist Jane Jacobs what makes some places more creative than others. She said, essentially, that the question was an easy one. All cities, she said, were filled with creative people; that's our default state as people. But some cities had more than their shares of leaders, people and institutions that blocked out that creativity. She called them "squelchers."

Creativity (or the lack of it) follows the same general contours of the great socio-economic divide - our rising inequality - that plagues us. According to my own estimates, roughly a third of us across the United States, and perhaps as much as half of us in our most creative cities - are able to do work which engages our creative faculties to some extent, whether as artists, musicians, writers, techies, innovators, entrepreneurs, doctors, lawyers, journalists or educators - those of us who work with our minds. That leaves a group that I term "the other 66 percent," who toil in low-wage rote and rotten jobs — if they have jobs at all — in which their creativity is subjugated, ignored or wasted.

Creativity itself is not in danger. It's flourishing is all around us - in science and technology, arts and culture, in our rapidly revitalizing cities. But we still have a long way to go if we want to build a truly creative society that supports and rewards the creativity of each and every one of us.

Q.

The central idea of this passage is that Options :

Detailed Solution for CAT Mini Mock Test - 6 - Question 3

We can see that, most of us believe that creativity is only restricted to some people but in the 1st paragraph author states that creativity is a social process.

CAT Mini Mock Test - 6 - Question 4

Creativity is at once our most precious resource and our most inexhaustible one. As anyone who has ever spent any time with children knows, every single human being is born creative; every human being is innately endowed with the ability to combine and recombine data, perceptions, materials and ideas, and devise new ways of thinking and doing. What fosters creativity? More than anything else: the presence of other creative people. The big myth is that creativity is the province of great individual geniuses. In fact creativity is a social process. Our biggest creative breakthroughs come when people learn from, compete with, and collaborate with other people.

Cities are the true fonts of creativity... With their diverse populations, dense social networks, and public spaces where people can meet spontaneously and serendipitously, they spark and catalyze new ideas. With their infrastructure for finance, organization and trade, they allow those ideas to be swiftly actualized.

As for what staunches creativity, that's easy, if ironic. It's the very institutions that we build to manage, exploit and perpetuate the fruits of creativity — our big bureaucracies, and sad to say, too many of our schools. Creativity is disruptive; schools and organizations are regimented, standardized and stultifying.

The education expert Sir Ken Robinson points to a 1968 study reporting on a group of 1,600 children who were tested over time for their ability to think in out-of-the-box ways. When the children were between 3 and 5 years old, 98 percent achieved positive scores. When they were 8 to 10, only 32 percent passed the same test, and only 10 percent at 13 to 15. When 280,000 25-year-olds took the test, just 2 percent passed. By the time we are adults, our creativity has been wrung out of us.

I once asked the great urbanist Jane Jacobs what makes some places more creative than others. She said, essentially, that the question was an easy one. All cities, she said, were filled with creative people; that's our default state as people. But some cities had more than their shares of leaders, people and institutions that blocked out that creativity. She called them "squelchers."

Creativity (or the lack of it) follows the same general contours of the great socio-economic divide - our rising inequality - that plagues us. According to my own estimates, roughly a third of us across the United States, and perhaps as much as half of us in our most creative cities - are able to do work which engages our creative faculties to some extent, whether as artists, musicians, writers, techies, innovators, entrepreneurs, doctors, lawyers, journalists or educators - those of us who work with our minds. That leaves a group that I term "the other 66 percent," who toil in low-wage rote and rotten jobs — if they have jobs at all — in which their creativity is subjugated, ignored or wasted.

Creativity itself is not in danger. It's flourishing is all around us - in science and technology, arts and culture, in our rapidly revitalizing cities. But we still have a long way to go if we want to build a truly creative society that supports and rewards the creativity of each and every one of us.

Q.

Jane Jacobs believed that cities that are more creative

CAT Mini Mock Test - 6 - Question 5

The passage below is accompanied by a set of questions. Choose the best answer to each question.
Today we can hardly conceive of ourselves without an unconscious. Yet between 1700 and 1900, this notion developed as a genuinely original thought. The “unconscious” burst the shell of conventional language, coined as it had been to embody the fleeting ideas and the shifting conceptions of several generations until, finally, it became fixed and defined in specialized terms within the realm of medical psychology and Freudian psychoanalysis.
The vocabulary concerning the soul and the mind increased enormously in the course of the nineteenth century. The enrichments of literary and intellectual language led to an altered understanding of the meanings that underlie time-honored expressions and traditional catchwords. At the same time, once coined, powerful new ideas attracted to themselves a whole host of seemingly unrelated issues, practices, and experiences, creating a peculiar network of preoccupations that as a group had not existed before. The drawn-out attempt to approach and define the unconscious brought together the spiritualist and the psychical researcher of borderline phenomena (such as apparitions, spectral illusions, haunted houses, mediums, trance, automatic writing); the psychiatrist or alienist probing the nature of mental disease, of abnormal ideation, hallucination, delirium, melancholia, mania; the surgeon performing operations with the aid of hypnotism; the magnetizer claiming to correct the disequilibrium in the universal flow of magnetic fluids but who soon came to be regarded as a clever manipulator of the imagination; the physiologist and the physician who puzzled over sleep, dreams, sleepwalking, anesthesia, the influence of the mind on the body in health and disease; the neurologist concerned with the functions of the brain and the physiological basis of mental life; the philosopher interested in the will, the emotions, consciousness, knowledge, imagination and the creative genius; and, last but not least, the psychologist.
Significantly, most if not all of these practices (for example, hypnotism in surgery or psychological magnetism) originated in the waning years of the eighteenth century and during the early decades of the nineteenth century, as did some of the disciplines (such as psychology and psychical research). The majority of topics too were either new or assumed hitherto unknown colors. Thus, before 1790, few if any spoke, in medical terms, of the affinity between creative genius and the hallucinations of the insane . . .
Striving vaguely and independently to give expression to a latent conception, various lines of thought can be brought together by some novel term. The new concept then serves as a kind of resting place or stocktaking in the development of ideas, giving satisfaction and a stimulus for further discussion or speculation. Thus, the massive introduction of the term unconscious by Hartmann in 1869 appeared to focalize many stray thoughts, affording a temporary feeling that a crucial step had been taken forward, a comprehensive knowledge gained, a knowledge that required only further elaboration, explication, and unfolding in order to bring in a bounty of higher understanding.
Ultimately, Hartmann’s attempt at defining the unconscious proved fruitless because he extended its reach into every realm of organic and inorganic, spiritual, intellectual, and instinctive existence, severely diluting the precision and compromising the impact of the concept.

Q. Which one of the following statements best describes what the passage is about?

Detailed Solution for CAT Mini Mock Test - 6 - Question 5

The passage starts by highlighting that the term 'unconscious', widely held today, came in conception not long ago. With the coining of this term, many unrelated activities/ideas found a common umbrella under which they could be categorized and also allowed them to prosper. The author then writes the following line, which gives us a clear conception of the main theme: Thus, the massive introduction of the term unconscious by Hartmann in 1869 appeared to focalize many stray thoughts, affording a temporary feeling that a crucial step had been taken forward, a comprehensive knowledge gained a knowledge that required only further elaboration, explication, and unfolding in order to bring in a bounty of higher understanding.
Thus, the passage is about the assembly of many stray thoughts under the banner of the unconscious. Option C perfectly captures this, and hence, is the answer.
The author does not primarily deal with the unconscious as a part of the mind. Nor does he focus upon the expansion of the vocabulary of the mind and the soul. Thus, Options A and B can be rejected.
'Psychical research' is not the main focus of the passage. The author says that the term allowed certain 'psychic' activities to flourish. He does not focus on the term as an object of psychical research. Hence, Option D can be eliminated too.

CAT Mini Mock Test - 6 - Question 6

The passage below is accompanied by a set of questions. Choose the best answer to each question.
Today we can hardly conceive of ourselves without an unconscious. Yet between 1700 and 1900, this notion developed as a genuinely original thought. The “unconscious” burst the shell of conventional language, coined as it had been to embody the fleeting ideas and the shifting conceptions of several generations until, finally, it became fixed and defined in specialized terms within the realm of medical psychology and Freudian psychoanalysis.
The vocabulary concerning the soul and the mind increased enormously in the course of the nineteenth century. The enrichments of literary and intellectual language led to an altered understanding of the meanings that underlie time-honored expressions and traditional catchwords. At the same time, once coined, powerful new ideas attracted to themselves a whole host of seemingly unrelated issues, practices, and experiences, creating a peculiar network of preoccupations that as a group had not existed before. The drawn-out attempt to approach and define the unconscious brought together the spiritualist and the psychical researcher of borderline phenomena (such as apparitions, spectral illusions, haunted houses, mediums, trance, automatic writing); the psychiatrist or alienist probing the nature of mental disease, of abnormal ideation, hallucination, delirium, melancholia, mania; the surgeon performing operations with the aid of hypnotism; the magnetizer claiming to correct the disequilibrium in the universal flow of magnetic fluids but who soon came to be regarded as a clever manipulator of the imagination; the physiologist and the physician who puzzled over sleep, dreams, sleepwalking, anesthesia, the influence of the mind on the body in health and disease; the neurologist concerned with the functions of the brain and the physiological basis of mental life; the philosopher interested in the will, the emotions, consciousness, knowledge, imagination and the creative genius; and, last but not least, the psychologist.
Significantly, most if not all of these practices (for example, hypnotism in surgery or psychological magnetism) originated in the waning years of the eighteenth century and during the early decades of the nineteenth century, as did some of the disciplines (such as psychology and psychical research). The majority of topics too were either new or assumed hitherto unknown colors. Thus, before 1790, few if any spoke, in medical terms, of the affinity between creative genius and the hallucinations of the insane . . .
Striving vaguely and independently to give expression to a latent conception, various lines of thought can be brought together by some novel term. The new concept then serves as a kind of resting place or stocktaking in the development of ideas, giving satisfaction and a stimulus for further discussion or speculation. Thus, the massive introduction of the term unconscious by Hartmann in 1869 appeared to focalize many stray thoughts, affording a temporary feeling that a crucial step had been taken forward, a comprehensive knowledge gained, a knowledge that required only further elaboration, explication, and unfolding in order to bring in a bounty of higher understanding.
Ultimately, Hartmann’s attempt at defining the unconscious proved fruitless because he extended its reach into every realm of organic and inorganic, spiritual, intellectual, and instinctive existence, severely diluting the precision and compromising the impact of the concept.

Q. “The enrichments of literary and intellectual language led to an altered understanding of the meanings that underlie timehonored expressions and traditional catchwords.” Which one of the following interpretations of this sentence would be closest in meaning to the original?

Detailed Solution for CAT Mini Mock Test - 6 - Question 6

Let us try to break the sentence down and interpret its meaning:
“The enrichments of literary and intellectual language led to an altered understanding of the meanings that underlie time-honored expressions and traditional catchwords.” In simple words |Enrichments of language| led to |change in understanding| of | time-honoured expressions|.
In the context of the passage, the line means that when the terms related to 'the unconscious' were coined, they enriched the vocabulary of the language and this, in turn, changes the meanings of many old expressions related to this term.
Option D comes the closest in capturing the meaning, and hence, is the answer.
B: The meanings of the catchwords were altered. They were not enriched. Can be eliminated.
C: The catchwords did not cause a change. Their own meaning was changed. Can be eliminated.

CAT Mini Mock Test - 6 - Question 7

The passage below is accompanied by a set of questions. Choose the best answer to each question.
Today we can hardly conceive of ourselves without an unconscious. Yet between 1700 and 1900, this notion developed as a genuinely original thought. The “unconscious” burst the shell of conventional language, coined as it had been to embody the fleeting ideas and the shifting conceptions of several generations until, finally, it became fixed and defined in specialized terms within the realm of medical psychology and Freudian psychoanalysis.
The vocabulary concerning the soul and the mind increased enormously in the course of the nineteenth century. The enrichments of literary and intellectual language led to an altered understanding of the meanings that underlie time-honored expressions and traditional catchwords. At the same time, once coined, powerful new ideas attracted to themselves a whole host of seemingly unrelated issues, practices, and experiences, creating a peculiar network of preoccupations that as a group had not existed before. The drawn-out attempt to approach and define the unconscious brought together the spiritualist and the psychical researcher of borderline phenomena (such as apparitions, spectral illusions, haunted houses, mediums, trance, automatic writing); the psychiatrist or alienist probing the nature of mental disease, of abnormal ideation, hallucination, delirium, melancholia, mania; the surgeon performing operations with the aid of hypnotism; the magnetizer claiming to correct the disequilibrium in the universal flow of magnetic fluids but who soon came to be regarded as a clever manipulator of the imagination; the physiologist and the physician who puzzled over sleep, dreams, sleepwalking, anesthesia, the influence of the mind on the body in health and disease; the neurologist concerned with the functions of the brain and the physiological basis of mental life; the philosopher interested in the will, the emotions, consciousness, knowledge, imagination and the creative genius; and, last but not least, the psychologist.
Significantly, most if not all of these practices (for example, hypnotism in surgery or psychological magnetism) originated in the waning years of the eighteenth century and during the early decades of the nineteenth century, as did some of the disciplines (such as psychology and psychical research). The majority of topics too were either new or assumed hitherto unknown colors. Thus, before 1790, few if any spoke, in medical terms, of the affinity between creative genius and the hallucinations of the insane . . .
Striving vaguely and independently to give expression to a latent conception, various lines of thought can be brought together by some novel term. The new concept then serves as a kind of resting place or stocktaking in the development of ideas, giving satisfaction and a stimulus for further discussion or speculation. Thus, the massive introduction of the term unconscious by Hartmann in 1869 appeared to focalize many stray thoughts, affording a temporary feeling that a crucial step had been taken forward, a comprehensive knowledge gained, a knowledge that required only further elaboration, explication, and unfolding in order to bring in a bounty of higher understanding.
Ultimately, Hartmann’s attempt at defining the unconscious proved fruitless because he extended its reach into every realm of organic and inorganic, spiritual, intellectual, and instinctive existence, severely diluting the precision and compromising the impact of the concept.

Q. Which one of the following sets of words is closest to mapping the main arguments of the passage?

Detailed Solution for CAT Mini Mock Test - 6 - Question 7

Unconscious is the primary focus of the passage. Since D does not have that as a main point, it can be eliminated. Dreams find a single, small mention as an example in the passage. Hence, Option A can be eliminated too. Insanity finds a small mention in the passage and is not a main point. Hence, Option B is incorrect.
The author initially deals with how the enrichment of vocabulary on the matter of unconscious has a deep effect and how this later became a subject of psychoanalysis. Hence, Option C is the correct answer.

CAT Mini Mock Test - 6 - Question 8

The passage below is accompanied by a set of questions. Choose the best answer to each question.
Today we can hardly conceive of ourselves without an unconscious. Yet between 1700 and 1900, this notion developed as a genuinely original thought. The “unconscious” burst the shell of conventional language, coined as it had been to embody the fleeting ideas and the shifting conceptions of several generations until, finally, it became fixed and defined in specialized terms within the realm of medical psychology and Freudian psychoanalysis.
The vocabulary concerning the soul and the mind increased enormously in the course of the nineteenth century. The enrichments of literary and intellectual language led to an altered understanding of the meanings that underlie time-honored expressions and traditional catchwords. At the same time, once coined, powerful new ideas attracted to themselves a whole host of seemingly unrelated issues, practices, and experiences, creating a peculiar network of preoccupations that as a group had not existed before. The drawn-out attempt to approach and define the unconscious brought together the spiritualist and the psychical researcher of borderline phenomena (such as apparitions, spectral illusions, haunted houses, mediums, trance, automatic writing); the psychiatrist or alienist probing the nature of mental disease, of abnormal ideation, hallucination, delirium, melancholia, mania; the surgeon performing operations with the aid of hypnotism; the magnetizer claiming to correct the disequilibrium in the universal flow of magnetic fluids but who soon came to be regarded as a clever manipulator of the imagination; the physiologist and the physician who puzzled over sleep, dreams, sleepwalking, anesthesia, the influence of the mind on the body in health and disease; the neurologist concerned with the functions of the brain and the physiological basis of mental life; the philosopher interested in the will, the emotions, consciousness, knowledge, imagination and the creative genius; and, last but not least, the psychologist.
Significantly, most if not all of these practices (for example, hypnotism in surgery or psychological magnetism) originated in the waning years of the eighteenth century and during the early decades of the nineteenth century, as did some of the disciplines (such as psychology and psychical research). The majority of topics too were either new or assumed hitherto unknown colors. Thus, before 1790, few if any spoke, in medical terms, of the affinity between creative genius and the hallucinations of the insane . . .
Striving vaguely and independently to give expression to a latent conception, various lines of thought can be brought together by some novel term. The new concept then serves as a kind of resting place or stocktaking in the development of ideas, giving satisfaction and a stimulus for further discussion or speculation. Thus, the massive introduction of the term unconscious by Hartmann in 1869 appeared to focalize many stray thoughts, affording a temporary feeling that a crucial step had been taken forward, a comprehensive knowledge gained, a knowledge that required only further elaboration, explication, and unfolding in order to bring in a bounty of higher understanding.
Ultimately, Hartmann’s attempt at defining the unconscious proved fruitless because he extended its reach into every realm of organic and inorganic, spiritual, intellectual, and instinctive existence, severely diluting the precision and compromising the impact of the concept.

Q. All of the following statements may be considered valid inferences from the passage, EXCEPT:

Detailed Solution for CAT Mini Mock Test - 6 - Question 8

The “unconscious” burst the shell of conventional language, coined as it had been to embody the fleeting ideas and the shifting conceptions of several generations until, finally, it became fixed and defined in specialized terms within the realm of medical psychology and Freudian psychoanalysis.
In the passage, the author has clearly outlined the importance of linguistic developments in helping the knowledge of the field grow.
Since the option is not extreme in certainty ('may' not have happened), Option A can be inferred. Significantly, most if not all of these practices (for example, hypnotism in surgery or psychological magnetism) originated in the waning years of the eighteenth century and during the early decades of the nineteenth century, as did some of the disciplines (such as psychology and psychical research). The majority of topics too were either new or assumed hitherto unknown colors. Thus, before 1790, few if any spoke, in medical terms, of the affinity between creative genius and the hallucinations of the insane . . .
From the above excerpt, we can infer that the affinity between genius and insanity was not looked into before the 18th century. At the same time, once coined, powerful new ideas attracted to themselves a whole host of seemingly unrelated issues, practices, and experiences, creating a peculiar network of preoccupations that as a group had not existed before.
The above excerpt and the examples the author provides after this excerpt can help us infer that as the knowledge of the mind grew, unrelated activities found a common title. Option D can be inferred.
The passage does not imply anywhere that the new conceptions were able to provide new knowledge only because some fields were established. Option C is out of the scope of the passage and cannot be inferred.

CAT Mini Mock Test - 6 - Question 9

Directions: Rearrange the following five sentences (A), (B), (C), (D) and (E) in the proper sequence to form a meaningful paragraph and then answer the given question.

A. At just over 260 cubic km per year, the country uses 25 percent of all groundwater extracted globally, ahead of the USA and China.

B. And because 70 percent of the water supply in agriculture today is groundwater, it will remain the lifeline of India's water supplies for years to come.

C. Despite this, we have an extremely poor understanding of groundwater, which impacts both policy and practice.

D. A majority of India's water problems are those relating to groundwater—water that is found beneath the earth's surface.

E. This is because we are the largest user of groundwater in the world, and therefore highly dependent on it.

Which of the following is the FIRST sentence of the sequence?

Detailed Solution for CAT Mini Mock Test - 6 - Question 9
Statement D is the standalone sentence. So, it should begin the sequence.

Statement E mentions "This is because ..." in order to state the reason of the problem that has been introduced in statement D. So, E should follow D.

Statement A will follow statement E as it provides support to the claim made in E that India is the largest user of groundwater in the world (the country uses 25 percent of all groundwater extracted globally). Next comes statement B as it follows the same thought ''And because 70 percent of the water supply...''.

Statement C is the concluding statement as it provides a contrast "Despite this ...", A and B elaborate on the importance of groundwater and C conveys that even with this issue being of such great importance enough attention isn't being paid. So, the correct order of the sentences should be DEABC.

CAT Mini Mock Test - 6 - Question 10

Which of the following four sentence is grammatically correct?

Detailed Solution for CAT Mini Mock Test - 6 - Question 10

‘The Board of Directors’ is a collective noun. So, it takes the singular verb ‘its’. It’s is an incorrect usage in this context because it actualy means ‘it is’. Option a) is the correct answer.

CAT Mini Mock Test - 6 - Question 11

Direction: Spot the grammatical errors in the given sentence. Mark the part with error as your answer. If there is no error, mark "No error" as the answer. (Ignore punctuation error)

A recycling plant in close proximity to (a)/ the residential area can post (b)/ serious threats from residents (c)/ by leaving behind persistent pollutants. (d)/ No error (e)

Detailed Solution for CAT Mini Mock Test - 6 - Question 11

In Part B, 'Threats' is followed by 'to'. So, the word 'from' should be replace by 'to'

Correction: serious threats to residents

Hence option B is correct.

CAT Mini Mock Test - 6 - Question 12

An old woman had the following assets:

(a)      Rs. 70 lakh in bank deposits

(b)      1 house worth Rs. 50 lakh

(c)      3 flats, each worth Rs. 30 lakh

(d)     Certain number of gold coins, each worth Rs. 1 lakh

She wanted to distribute her assets among her three children; Neeta, Seeta and Geeta.

The house, any of the flats or any of the coins were not to be split. That is, the house went entirely to one child; a flat went to one child and similarly, a gold coin went to one child

Q.

Among the three, Neeta received the least amount in bank deposits, while Geeta received the highest. The value of the assets was distributed equally among the children, as were the gold coins.

How much did Seeta receive in bank deposits (in lakhs of rupees)?

Detailed Solution for CAT Mini Mock Test - 6 - Question 12

Assets were divided equally among the three and so were the gold coins.
Gold coins each daughter will receive = n/3
Total Amount with each person = (210 + n)/3
Total Amount with each person – Number of gold coins = 70
One child will get the house (worth Rs. 50 lakhs). Flat can’t be given to this child as it is worth 30 lakhs and limit will be exceeded.
So, the child will get 50 lakhs (House) + 20 lakhs (Bank Deposits)
Second child will get 2 Flats (60 lakhs) + 10 lakhs (Bank Deposits)
Third child will get 1 Flat (30 lakhs) + 40 lakhs (Bank Deposits)
Neeta gets the minimum amount of Bank Deposit, so 2nd child will be Neeta
Geeta gets the maximum amount of Bank Deposit, so 3rd child will be Geeta
Seeta will be the 1st child
So, Seeta got Rs. 20 lakhs as Bank Deposit.

*Answer can only contain numeric values
CAT Mini Mock Test - 6 - Question 13

An old woman had the following assets:

(a)      Rs. 70 lakh in bank deposits

(b)      1 house worth Rs. 50 lakh

(c)      3 flats, each worth Rs. 30 lakh

(d)     Certain number of gold coins, each worth Rs. 1 lakh

She wanted to distribute her assets among her three children; Neeta, Seeta and Geeta.

The house, any of the flats or any of the coins were not to be split. That is, the house went entirely to one child; a flat went to one child and similarly, a gold coin went to one child

Q.

Among the three, Neeta received the least amount in hank deposits, while Geeta received the hig: of the assets was distributed equally among the children, as were the gold coins.

How many flats did Neeta receive?


Detailed Solution for CAT Mini Mock Test - 6 - Question 13

Gold coins each daughter will receive = n/3
Total Amount with each person = (210 + n)/3
Total Amount with each person – Number of gold coins = 70
One child will get the house (worth Rs. 50 lakhs). Flat can’t be given to this child as it is worth 30 lakhs and limit will be exceeded.
So, the child will get 50 lakhs (House) + 20 lakhs (Bank Deposits)
Second child will get 2 Flats (60 lakhs) + 10 lakhs (Bank Deposits)
Neeta gets the minimum amount of Bank Deposit, so 2nd child will be Neeta.

CAT Mini Mock Test - 6 - Question 14

An old woman had the following assets:

(a)      Rs. 70 lakh in bank deposits

(b)      1 house worth Rs. 50 lakh

(c)      3 flats, each worth Rs. 30 lakh

(d)     Certain number of gold coins, each worth Rs. 1 lakh

She wanted to distribute her assets among her three children; Neeta, Seeta and Geeta.

The house, any of the flats or any of the coins were not to be split. That is, the house went entirely to one child; a flat went to one child and similarly, a gold coin went to one child

Q.

The value of the assets distributed among Neeta, Seeta and Geeta was in the ratio of 1:2:3, while the gold coins were distributed among them in the ratio of 2:3:4. One child got all three flats and she did not get the house. One child, other than Geeta, got Rs. 30 lakh in bank deposits.

How many gold coins did the old woman have?

Detailed Solution for CAT Mini Mock Test - 6 - Question 14

Total amount distributed by the old woman = Rs.70 lakh (bank deposits) + Rs.50 lakh (House) + Rs.90 lakhs (3 flats) i.e Rs.210 lakhs + Gold coins worth Rs.1 lakh each.
Ratio of distributed gold coins = 2 : 3 : 4,
Ratio of total assets distributed = 1:2:3
From both the ratios, we can see that
Seeta received 1/3 of the total property and 1/3 of the gold coins. This means her share is 1/3 (Bank deposits + house + flats) = Rs.70 lakhs.
Also, one child got all the three flats but not the house. One child other than Geeta got Rs.30 lakhs in bank deposits. From this we can conclude that Seeta cannot get all the three flats. As her share is Rs.70 lakhs + 1/3 (gold coins).
So, Seeta should receive one house and bank deposits of Rs.20 lakhs. This suggests that Neeta should get Rs.30 lakhs in bank deposits.
Therefore, Geeta should get Rs.20 lakhs in bank deposits. From this, all the three flats should be received by Geeta. Let the number of gold coins received by Neeta, Seeta and Geeta be 2x, 3x and 4x respectively.
From these we’ve. (30+2x)/(70+3x) = ½
 => x = 10
So, number of gold coins must be 90.

*Answer can only contain numeric values
CAT Mini Mock Test - 6 - Question 15

An old woman had the following assets:

(a)      Rs. 70 lakh in bank deposits

(b)      1 house worth Rs. 50 lakh

(c)      3 flats, each worth Rs. 30 lakh

(d)     Certain number of gold coins, each worth Rs. 1 lakh

She wanted to distribute her assets among her three children; Neeta, Seeta and Geeta.

The house, any of the flats or any of the coins were not to be split. That is, the house went entirely to one child; a flat went to one child and similarly, a gold coin went to one child

Q.

The value of the assets distributed among Neeta, Seeta and Geeta was in the ratio of 1:2:3, while the gold coins were distributed among them in the ratio of 2:3:4. One child got all three flats and she did not get the house. One child, other than Geeta, got Rs. 30 lakh in bank deposits.

How much did Geeta get in bank deposits (in lakhs of rupees)?


Detailed Solution for CAT Mini Mock Test - 6 - Question 15

Total amount distributed by the old woman = Rs.70 lakh (bank deposits) + Rs.50 lakh (House) + Rs.90 lakhs (3 flats) i.e Rs.210 lakhs + Gold coins worth Rs.1 lakh each
Ratio of distributed gold coins = 2 : 3 : 4,
Ratio of total assets distributed = 1:2:3
From both the ratios, we can see that
Seeta received 1/3 of the total property and 1/3 of the gold coins. This means her share is 1/3 (Bank deposits + house + flats) = Rs.70 lakhs.
Also, one child got all the three flats but not the house. One child other than Geeta got Rs.30 lakhs in bank deposits.
From this we can conclude that Seeta cannot get all the three flats. As her share is Rs.70 lakhs + 1/3 (gold coins).
So, Seeta should receive one house and bank deposits of Rs.20 lakhs. This implies Neeta should get Rs.30 lakhs in bank deposits. Hence Geeta should get Rs.20 lakhs in bank deposits.
 

CAT Mini Mock Test - 6 - Question 16

What was the difference in the number of Q type cars produced in 2000 and that produced in 2001?

Detailed Solution for CAT Mini Mock Test - 6 - Question 16

Total number of Q type cars produced in 2001

    = (60 - 40)% of 4,40,000 = 88,000.

Total number of Q type cars produced in 2000

    = (45 - 30)% of 3,50,000 = 52,500.

∴ Required difference = (88000 - 52500) = 35,500.

CAT Mini Mock Test - 6 - Question 17

Total number of cars of models P, Q and T manufactured in 2000 is?

Detailed Solution for CAT Mini Mock Test - 6 - Question 17

Analysis of the graph:

We shall first determine the number of cars of each model produced by the Company during the two years:

In 2000 : Total number of cars produced = 3,50,000.

  • P = (30 - 0)% of 3,50,000 = 30% of 3,50,000 = 1,05,000.
  • Q = (45 - 30)% of 3,50,000 = 15% of 3,50,000 = 52,500.
  • R = (65 - 45)% of 3,50,000 = 20% of 3,50,000 = 70,000.
  • S = (75 - 65)% of 3,50,000 = 10% of 3,50,000 = 35,000.
  • T = (90 - 75)% of 3,50,000 = 15% of 3,50,000 = 52,500.
  • U = (100 - 90)% of 3,50,000 = 10% of 3,50,000 = 35,000.

In 2001 : Total number of cars produced = 4,40,000.

  • P = (40 - 0)% of 4,40,000 = 40% of 4,40,000 = 1,76,000.
  • Q = (60 - 40)% of 4,40,000 = 20% of 4,40,000 = 88,000.
  • R = (75 - 60)% of 4,40,000 = 15% of 4,40,000 = 66,000.
  • S = (85 - 75)% of 4,40,000 = 10% of 4,40,000 = 44,000.
  • T = (95 - 85)% of 4,40,000 = 10% of 4,40,000 = 44,000.
  • U = (100 - 95)% of 4,40,000 = 5% of 4,40,000 = 22,000.

Total number of cars of models P, Q and T manufacture in 2000
= (105000 + 52500 + 52500)
= 2,10,000.

CAT Mini Mock Test - 6 - Question 18

If the percentage production of P type cars in 2001 was the same as that in 2000, then the number of P type cars produced in 2001 would have been?

Detailed Solution for CAT Mini Mock Test - 6 - Question 18

If the percentage production of P type cars in 2001

    = Percentage production of P type cars in 2000

    = 30%.

then, number of P type cars produced in 2001

    = 30% of 4,40,000

    = 1,32,000.

CAT Mini Mock Test - 6 - Question 19

If 85% of the S type cars produced in each year were sold by the company, how many S type cars remain unsold?

Detailed Solution for CAT Mini Mock Test - 6 - Question 19

Number of S type cars which remained unsold in 2000 = 15% of 35,000

and number of S type cars which remained unsold in 2001 = 15% of 44,000.

Therefore Total number of S type cars which remained unsold

    = 15% of (35,000 + 44,000)

    = 15% of 79,000

    = 11,850.

CAT Mini Mock Test - 6 - Question 20

For which model the percentage rise/fall in production from 2000 to 2001 was minimum?

Detailed Solution for CAT Mini Mock Test - 6 - Question 20

The percentage change (rise/fall) in production from 2000 to 2001 for various models is:

Therefore Minimum percentage rise/fall is production is the case of model R.

CAT Mini Mock Test - 6 - Question 21

Let a, b, m and n be natural numbers such that a > 1 and b > 1. If amb= 144145, then the largest possible value of n - m is

Detailed Solution for CAT Mini Mock Test - 6 - Question 21

It is given that am. bn = 144145, where a > 1 and b > 1.

144 can be written as 144 = 24 x 32

Hence, am . bn = 144145 can be written as am . bn = (24 x 32) = 2580 x 3290 

We know that 3290 is a natural number, which implies it can be written as a1, where a > 1

Hence, the least possible value of m is 1. Similarly, the largest value of n is 580.

Hence, the largest value of (n-m) is (580-1) = 579

CAT Mini Mock Test - 6 - Question 22

Directions for Question : A set of 10 pipes (set X) can fill 70% of a tank in 7 minutes. Another set of 5 pipes (set Y) fills 3/8 of the tank in 3 minutes. A third set of 8 pipes (set Z) can empty 5/10 of the tank in 10 minutes.

Q. If only half the pipes of set X are closed and only half the pipes of set Y are open and all other pipes are open, how long will it take to fill 49% of the tank?

Detailed Solution for CAT Mini Mock Test - 6 - Question 22

►Set X will do 5% per minute and Set Y will do 6.25% per minute, while set Z will do 5% per minute (negative work).

►Hence, Net work will be 6.25% per minute. To fill 49% it will take slightly less than eight minutes and the value will be a fraction.

►None of the first three options matches this requirement. 

CAT Mini Mock Test - 6 - Question 23

Suppose, C1, C2, C3, C4, and C5 are five companies. The profits made by C1, C2, and C3 are in the ratio 9 : 10 : 8 while the profits made by C2, C4, and C5 are in the ratio 18 : 19 : 20. If C5 has made a profit of Rs 19 crore more than C1, then the total profit (in Rs) made by all five companies is:

Detailed Solution for CAT Mini Mock Test - 6 - Question 23


C5 – C1 = 19.
∴ 100x - 81x = 19
​​​​​​​⇒ x = 1

∴ Total profit = 81x + 90x + 72x + 95x + 100x = 438x = 438 crore.

Hence, option (a).

CAT Mini Mock Test - 6 - Question 24

If the simple interest on a sum of money for 2 years at 5% per annum is Rs. 60, what is the compound interest on the same at the same rate and for the same time? 

Detailed Solution for CAT Mini Mock Test - 6 - Question 24


CAT Mini Mock Test - 6 - Question 25

Q. A man takes 5 hours 45 min in walking to a certain place and riding back. He would have gained 2 hours by riding both ways. The time he would take to walk both ways, is:

Detailed Solution for CAT Mini Mock Test - 6 - Question 25

Let the distance be x km. Then,
(Time taken to walls x km) + (Time taken to ride x km) = 23/4 hrs
⇒  (Time taken to walls 2x km) + Time taken to ride 2x km  =  23/2 hrs
but time taken to ride 2x km = 15/4 hrs 
Therefore, Time taken to walk 2x km = (23/2 - 15/4) hrs = 31/4 hrs =7 hr 45 min.

CAT Mini Mock Test - 6 - Question 26

In the figure, AB is parallel to CD and RD || SL || TM || AN, and BR : RS : ST : TA = 3 : 5 : 2 : 7. If it is known that CN = 1.333 BR. Find the ratio of BF : FG : GH : HI : IC

Detailed Solution for CAT Mini Mock Test - 6 - Question 26
  • Since the lines, AB and CD are parallel to each other, and the lines RD and AN are parallel, it means that the triangles RBF and NCI are similar to each other. Since the ratio of CN : BR = 1.333, if we take BR as 3, we will get CN as 4.
  • This means that the ratio of BF : CI would also be 3 : 4.
    Also, the ratio of BR : RS : ST : TA = BF : FG : GH : HI = 3 : 5 : 2 : 7 (given).

Hence, the correct answer is 3 : 5 : 2 : 7 : 4 

CAT Mini Mock Test - 6 - Question 27

If a lemon and apple together costs Rs. 12, a tomato and lemon cost Rs.4 and an apple cost of Rs.8 more than a tomato or a lemon, then which of the following can be the price of lemon?

Detailed Solution for CAT Mini Mock Test - 6 - Question 27

Let price of Lemon and Apple is L and A respectively

As given,

=>     L+A=12 .....(1)

=>     L+T=4 .......(2)

=>      A=8+L

=>      or L-A=-8 ......(3)

=>      A=8+T .......(4) 
=>      Simply adding eq. 1 and 3

We get..
=>       2L=4

=>       So, L=2

Hence (D) is correct answer

CAT Mini Mock Test - 6 - Question 28

If √5 = 2.236, then the value of  is equal to:

Detailed Solution for CAT Mini Mock Test - 6 - Question 28

CAT Mini Mock Test - 6 - Question 29

A train having a length of 1/4 mile , is traveling at a speed of 75 mph. It enters a tunnel 3 ½ miles long. How long does it take the train to pass through the tunnel from the moment the front enters to the moment the rear emerges?

Detailed Solution for CAT Mini Mock Test - 6 - Question 29

CAT Mini Mock Test - 6 - Question 30

Q.

Two ships are sailing in the sea on the two sides of a lighthouse. The angle of elevation of the top of the lighthouse is observed from the ships are 30° and 45° respectively. If the lighthouse is 100 m high, the distance between the two ships is:

Detailed Solution for CAT Mini Mock Test - 6 - Question 30

We have a lighthouse 100 meters high, and two ships on opposite sides of it. From one ship, the angle of elevation to the top of the lighthouse is 30°, and from the other ship, it’s 45°. We need to find the distance between the two ships, with options: a) 173 m, b) 200 m, c) 273 m, d) 300 m.

Picture the lighthouse as a vertical line, with its base at point B and top at point A, so AB = 100 m. The ships are at points C and D on opposite sides, forming a straight line C-B-D on the sea level. The angle of elevation from ship C to point A is ∠ACB = 30°, and from ship D to point A is ∠ADB = 45°. We need the distance CD.

In right triangle ABC (angle at B is 90° since the lighthouse is vertical):

  • Height AB = 100 m.
  • Angle ∠ACB = 30°.
  • Let BC = x meters (distance from ship C to the base of the lighthouse).

Using trigonometry, tan(30°) = opposite/adjacent = AB/BC = 100/x.

  • tan(30°) = 1/√3.
  • So, 1/√3 = 100/x.
  • x = 100 * √3 ≈ 100 * 1.732 = 173.2 m.

Thus, BC ≈ 173.2 m.

In right triangle ABD (angle at B is 90°):

  • Height AB = 100 m.
  • Angle ∠ADB = 45°.
  • Let BD = y meters (distance from ship D to the base).

Using trigonometry, tan(45°) = AB/BD = 100/y.

  • tan(45°) = 1.
  • So, 1 = 100/y.
  • y = 100 m.

Thus, BD = 100 m.

Since the ships are on opposite sides of the lighthouse, point B lies between C and D, so the total distance CD = BC + BD = x + y ≈ 173.2 + 100 = 273.2 m ~ 273 m

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