XAT Mock Test - 2 (New Pattern) - CAT MCQ

Question: Answer the question based on the passage given below.

Concrete poetry or shape poetry is poetry in which the typographical arrangement of words is as important in conveying the intended effect as the conventional elements of the poem, such as meaning of words, rhythm, rhyme and so on. It is sometimes referred to as visual poetry; a term that has evolved to have distinct meaning of its own, because the words themselves form a picture. This can be called imagery because you use your senses to figure out what the words mean.

Which of the following is communicated by the passage?

Question: Read the following passage and answer the question that follow.

People who regularly eat chocolate are more depressive, experts have found. Research in Archives of Internal Medicine shows those who eat at least a bar every week are more glum than those who eat chocolate only now and again. Many believe chocolate has the power to lift mood. But experts say they cannot rule out that chocolate may be a cause rather than the cure for being depressed. In the study, the more chocolate the men and women consumed, the lower was their mood.

Which of the following assumptions needs to be necessarily true?

Having a perceptive faculty is definitive of being an animal; every animal has at least touch, whereas most have the other sensory modalities as well. In broad terms at least, animals must have perception if they are to live. So, Aristotle supposes, there are defensible teleological grounds for treating animals as essentially capable of perceiving. If an animal is to grow to maturity and propagate, it must be able to take in nourishment and to navigate its way through the world. Perception serves these ends.

Which of the following would be closest to the main idea expressed in the passage?

Question: Read the following passage and answer the questions.

That people undergoing medical procedures should give their informed consent might seem simple and uncontentious. But what if a patient has a mental impairment and his doctor cannot make the patient understand the treatment? A team of researchers reckon virtual environments could provide the solution. Once inside the virtual hospital, the virtual patients will be directed to a waiting room. Then a virtual nurse will take them to a bed, where they will lie down to have virtual blood taken. A Second Life doctor will explain that they are about to have an anaesthetic. Meanwhile, a real person alongside the participant will answer any questions and, after the virtual visit is over, doctors will carry out “non-directive” interviews. These interviews will suggest whether the participants have understood what was going on well enough to give informed consent.

The success of the virtual environment will help reinforce which of the following assumptions (of the researchers)?

Question: The question below consists of a paragraph in which the first and last sentences are identified. Choose the option that has the most logical order of the intermediate sentences.

1. When entrepreneur Ryan Farley, co-founder of US business Lawnstarter, heard about biphasic sleeping he was intrigued.

P. He found that adjusting his sleeping pattern in this way allowed him to start each working period - daytime and night - with a fresh mind.

Q. Farley says: “We slept two times per night, about three hours each, doing the programming in between those periods of sleep when it was quiet and there was nobody there to distract us.”

R. He and business partner Steven Corcoran were struggling to get enough sleep while trying to launch the company, so wondered whether sandwiching a couple of hours’ work between two sleep cycles would make them more productive and efficient.

S. They needed distraction-free time to work on coding the website and business-development time for meetings and phone calls.

Farley admits he didn’t like waking up each time but says once he was awake he felt great. Which of the following combinations given below is the most logically ordered?

Question: Answer the following question based on the information given below.

Even though most of the members of the audience stared at Mr. Milner in awe and respect, I still looked at him through my skeptical eyeglass as I was well aware of his propensity for exaggeration.

Which of the following words best replaces the word ‘propensity’ in the sentence?

Question: Answer the following question based on the information given below.

Consumers are increasingly aware of pollution caused due to production of plastic and hence, have been increasingly supporting the use of recycled plastic for packaging purposes. However, the percentage of recycled plastic used in packaging is 6.5% while it is 48.2% for recycled paper.

Which of the following most clearly explains the difference in these percentages in light of the facts stated?

Question: A passage is followed by questions pertaining to the passage. Read the passage and answer the questions. Choose the most appropriate answer.

The nature and definition of matter have been subject to much debate, as have other key concepts in science and philosophy. Is there a single kind of matter which everything is made of (hyle), or multiple kinds? Is matter a continuous substance capable of expressing multiple forms (hylomorphism), or a number of discrete, unchanging constituents (atomism)? Does it have intrinsic properties (substance theory), or is it lacking them (prima materia)? Without question science has made unexpected discoveries about matter. Some paraphrase departures from traditional or common- sense concepts of matter as “disproving the existence of matter”. However, most physical scientists take the view that the concept of matter has merely changed, rather than being eliminated. One challenge to the traditional concept of matter as tangible “stuff’ is the rise of field physics in the 19th century. However the conclusion that materialism is false may be premature. Relativity shows that matter and energy (including the spatially distributed energy of fields) are interchangeable. This enables the ontological view that energy is prima materia and matter is one of its forms. On the other hand, quantum field theory models fields as exchanges of particles- photons for electromagnetic fields and so on. On this view it could be said that fields are “really matter.”

All known solid, liquid, and gaseous substances are composed of protons, neutrons and electrons. All three are fermions or spin-half particles, whereas the particles that mediate fields in quantum field theory are bosons. Thus matter can be said to divide into a more tangible fermionic kind and a less tangible bosonic kind. However it is now generally believed that less than 5% of the physical composition of the universe is made up of such “matter”, and the majority of the universe is composed of Dark Matter and Dark Energy- with no agreement amongst scientists about what these are made of. This obviously refutes the traditional materialism that held that the only things that exist are things composed of the kind of matter with which we are broadly familiar (“traditional matter”) - which was anyway under great strain as noted above from Relativity and quantum field theory. But if the definition of “matter” is extended to “anything whose existence can be inferred from the observed behaviour of traditional matter” then there is no reason in principle why entities whose existence materialists normally deny should not be considered as “matter.” Some philosophers feel that these dichotomies necessitate a switch from materialism to physicalism. Others use materialism and physicalism interchangeably.

From the passage, we can conclude that:

Question: A passage is followed by questions pertaining to the passage. Read the passage and answer the questions. Choose the most appropriate answer.

The nature and definition of matter have been subject to much debate, as have other key concepts in science and philosophy. Is there a single kind of matter which everything is made of (hyle), or multiple kinds? Is matter a continuous substance capable of expressing multiple forms (hylomorphism), or a number of discrete, unchanging constituents (atomism)? Does it have intrinsic properties (substance theory), or is it lacking them (prima materia)? Without question science has made unexpected discoveries about matter. Some paraphrase departures from traditional or common- sense concepts of matter as “disproving the existence of matter”. However, most physical scientists take the view that the concept of matter has merely changed, rather than being eliminated. One challenge to the traditional concept of matter as tangible “stuff’ is the rise of field physics in the 19th century. However the conclusion that materialism is false may be premature. Relativity shows that matter and energy (including the spatially distributed energy of fields) are interchangeable. This enables the ontological view that energy is prima materia and matter is one of its forms. On the other hand, quantum field theory models fields as exchanges of particles- photons for electromagnetic fields and so on. On this view it could be said that fields are “really matter.”

All known solid, liquid, and gaseous substances are composed of protons, neutrons and electrons. All three are fermions or spin-half particles, whereas the particles that mediate fields in quantum field theory are bosons. Thus matter can be said to divide into a more tangible fermionic kind and a less tangible bosonic kind. However it is now generally believed that less than 5% of the physical composition of the universe is made up of such “matter”, and the majority of the universe is composed of Dark Matter and Dark Energy- with no agreement amongst scientists about what these are made of. This obviously refutes the traditional materialism that held that the only things that exist are things composed of the kind of matter with which we are broadly familiar (“traditional matter”) - which was anyway under great strain as noted above from Relativity and quantum field theory. But if the definition of “matter” is extended to “anything whose existence can be inferred from the observed behaviour of traditional matter” then there is no reason in principle why entities whose existence materialists normally deny should not be considered as “matter.” Some philosophers feel that these dichotomies necessitate a switch from materialism to physicalism. Others use materialism and physicalism interchangeably.

The tone of the passage is:

Question: A passage is followed by questions pertaining to the passage. Read the passage and answer the questions. Choose the most appropriate answer.

The nature and definition of matter have been subject to much debate, as have other key concepts in science and philosophy. Is there a single kind of matter which everything is made of (hyle), or multiple kinds? Is matter a continuous substance capable of expressing multiple forms (hylomorphism), or a number of discrete, unchanging constituents (atomism)? Does it have intrinsic properties (substance theory), or is it lacking them (prima materia)? Without question science has made unexpected discoveries about matter. Some paraphrase departures from traditional or common- sense concepts of matter as “disproving the existence of matter”. However, most physical scientists take the view that the concept of matter has merely changed, rather than being eliminated. One challenge to the traditional concept of matter as tangible “stuff’ is the rise of field physics in the 19th century. However the conclusion that materialism is false may be premature. Relativity shows that matter and energy (including the spatially distributed energy of fields) are interchangeable. This enables the ontological view that energy is prima materia and matter is one of its forms. On the other hand, quantum field theory models fields as exchanges of particles- photons for electromagnetic fields and so on. On this view it could be said that fields are “really matter.”

All known solid, liquid, and gaseous substances are composed of protons, neutrons and electrons. All three are fermions or spin-half particles, whereas the particles that mediate fields in quantum field theory are bosons. Thus matter can be said to divide into a more tangible fermionic kind and a less tangible bosonic kind. However it is now generally believed that less than 5% of the physical composition of the universe is made up of such “matter”, and the majority of the universe is composed of Dark Matter and Dark Energy- with no agreement amongst scientists about what these are made of. This obviously refutes the traditional materialism that held that the only things that exist are things composed of the kind of matter with which we are broadly familiar (“traditional matter”) - which was anyway under great strain as noted above from Relativity and quantum field theory. But if the definition of “matter” is extended to “anything whose existence can be inferred from the observed behaviour of traditional matter” then there is no reason in principle why entities whose existence materialists normally deny should not be considered as “matter.” Some philosophers feel that these dichotomies necessitate a switch from materialism to physicalism. Others use materialism and physicalism interchangeably.

Some scientists who follow the definition of traditional matter:

Question: Analyse the following passage and provide appropriate answers for questions that follow.

The 'Mozart effect' phenomenon was first suggested by a scientific study published in 1993 in the respected journal Science. It showed that teenagers who listened to Mozart's 1781 Sonata for Two Pianos in D major performed better in reasoning tests than adolescents who listened to something else or who had been in a silent room. The study (which did not look at the effect of Mozart on babies) found that college students who listened to a Mozart sonata for a few minutes before taking a test that measured spatial relationship skills did better than students who took the test after listening to another musician or no music at all. The finding, by a group at the University of California whose study involved only 36 students, led creches in America to start playing classical music to children and the southern US state of Georgia even gave newborns a free classical CD.

But there has been debate since about whether the effect exists. A report, published in the journal Pediatrics, said it was unclear whether the original study in 1993 has detected a "Mozart effect" or a potential benefit of music in general. But they said a previous study of adults with seizures found that compositions by Mozart, rather than other classical composers, appeared to lower seizure frequency. Lubetzky's team said it was possible that the proposed Mozart effect on the brain is related to the structure of his compositions as Mozart's music tends to repeat the melodic line more frequently. In more condemning evidence, a team from Vienna University's Faculty of Psychology analysed all studies since 1993 that have sought to reproduce the Mozart effect and found no proof of the phenomenon's existence. In all they looked at 3,000 individuals in 40 studies conducted around the world. Jakob Pietschnig, who led the study, said "I recommend everyone listen to Mozart, but it's not going to improve cognitive abilities as some people hope,". A study in Nature in 1999 by Christopher Chabris, a psychologist, adding up the results of 16 studies on the Mozart effect, found only a one and a half point increase in IQ and any improvements in spatial ability limited solely to a paper-folding task.

Match the words correctly with their meanings.

Question: Analyse the following passage and provide appropriate answers for questions that follow.

The 'Mozart effect' phenomenon was first suggested by a scientific study published in 1993 in the respected journal Science. It showed that teenagers who listened to Mozart's 1781 Sonata for Two Pianos in D major performed better in reasoning tests than adolescents who listened to something else or who had been in a silent room. The study (which did not look at the effect of Mozart on babies) found that college students who listened to a Mozart sonata for a few minutes before taking a test that measured spatial relationship skills did better than students who took the test after listening to another musician or no music at all. The finding, by a group at the University of California whose study involved only 36 students, led creches in America to start playing classical music to children and the southern US state of Georgia even gave newborns a free classical CD.

But there has been debate since about whether the effect exists. A report, published in the journal Pediatrics, said it was unclear whether the original study in 1993 has detected a "Mozart effect" or a potential benefit of music in general. But they said a previous study of adults with seizures found that compositions by Mozart, rather than other classical composers, appeared to lower seizure frequency. Lubetzky's team said it was possible that the proposed Mozart effect on the brain is related to the structure of his compositions as Mozart's music tends to repeat the melodic line more frequently. In more condemning evidence, a team from Vienna University's Faculty of Psychology analysed all studies since 1993 that have sought to reproduce the Mozart effect and found no proof of the phenomenon's existence. In all they looked at 3,000 individuals in 40 studies conducted around the world. Jakob Pietschnig, who led the study, said "I recommend everyone listen to Mozart, but it's not going to improve cognitive abilities as some people hope,". A study in Nature in 1999 by Christopher Chabris, a psychologist, adding up the results of 16 studies on the Mozart effect, found only a one and a half point increase in IQ and any improvements in spatial ability limited solely to a paper-folding task.

Which of these cannot be inferred from the passage?

Question: Analyse the following passage and provide appropriate answers for questions that follow.

The 'Mozart effect' phenomenon was first suggested by a scientific study published in 1993 in the respected journal Science. It showed that teenagers who listened to Mozart's 1781 Sonata for Two Pianos in D major performed better in reasoning tests than adolescents who listened to something else or who had been in a silent room. The study (which did not look at the effect of Mozart on babies) found that college students who listened to a Mozart sonata for a few minutes before taking a test that measured spatial relationship skills did better than students who took the test after listening to another musician or no music at all. The finding, by a group at the University of California whose study involved only 36 students, led creches in America to start playing classical music to children and the southern US state of Georgia even gave newborns a free classical CD.

But there has been debate since about whether the effect exists. A report, published in the journal Pediatrics, said it was unclear whether the original study in 1993 has detected a "Mozart effect" or a potential benefit of music in general. But they said a previous study of adults with seizures found that compositions by Mozart, rather than other classical composers, appeared to lower seizure frequency. Lubetzky's team said it was possible that the proposed Mozart effect on the brain is related to the structure of his compositions as Mozart's music tends to repeat the melodic line more frequently. In more condemning evidence, a team from Vienna University's Faculty of Psychology analysed all studies since 1993 that have sought to reproduce the Mozart effect and found no proof of the phenomenon's existence. In all they looked at 3,000 individuals in 40 studies conducted around the world. Jakob Pietschnig, who led the study, said "I recommend everyone listen to Mozart, but it's not going to improve cognitive abilities as some people hope,". A study in Nature in 1999 by Christopher Chabris, a psychologist, adding up the results of 16 studies on the Mozart effect, found only a one and a half point increase in IQ and any improvements in spatial ability limited solely to a paper-folding task.

What can be said about his performance in the test?

Question: Analyse the following passage and provide appropriate answers for questions that follow.

The 'Mozart effect' phenomenon was first suggested by a scientific study published in 1993 in the respected journal Science. It showed that teenagers who listened to Mozart's 1781 Sonata for Two Pianos in D major performed better in reasoning tests than adolescents who listened to something else or who had been in a silent room. The study (which did not look at the effect of Mozart on babies) found that college students who listened to a Mozart sonata for a few minutes before taking a test that measured spatial relationship skills did better than students who took the test after listening to another musician or no music at all. The finding, by a group at the University of California whose study involved only 36 students, led creches in America to start playing classical music to children and the southern US state of Georgia even gave newborns a free classical CD.

But there has been debate since about whether the effect exists. A report, published in the journal Pediatrics, said it was unclear whether the original study in 1993 has detected a "Mozart effect" or a potential benefit of music in general. But they said a previous study of adults with seizures found that compositions by Mozart, rather than other classical composers, appeared to lower seizure frequency. Lubetzky's team said it was possible that the proposed Mozart effect on the brain is related to the structure of his compositions as Mozart's music tends to repeat the melodic line more frequently. In more condemning evidence, a team from Vienna University's Faculty of Psychology analysed all studies since 1993 that have sought to reproduce the Mozart effect and found no proof of the phenomenon's existence. In all they looked at 3,000 individuals in 40 studies conducted around the world. Jakob Pietschnig, who led the study, said "I recommend everyone listen to Mozart, but it's not going to improve cognitive abilities as some people hope,". A study in Nature in 1999 by Christopher Chabris, a psychologist, adding up the results of 16 studies on the Mozart effect, found only a one and a half point increase in IQ and any improvements in spatial ability limited solely to a paper-folding task.

Which of the following statements are consistent with the facts presented in the passage?

A. Compositions by classical composers like Mozart appeared to lower seizure frequency in adults.

B. The results of studies on the Mozart effect did show slight improvements in spatial ability such as paper-folding tasks.

C. The journal 'Science' was the first one to publish a paper on the Mozart effect.

D. Vienna University's Faculty of Psychology analysed studies worldwide to arrive at results debunking the Mozart effect.

E. Although the initial studies published on the Mozart effect were conducted on adolescents, their results were applicable to babies as well.

The passage given below is followed by a set of questions. Choose the most appropriate answer to each question.

Though it is hard to pinpoint the birth of an idea, for all intents and purposes the modern idea of technological “progress” (in the sense of a steady, cumulative, historical advance in applied scientific knowledge) began with Bacon’s The Advancement of Learning and became fully articulated in his later works.

Knowledge is power, and when embodied in the form of new technical inventions and mechanical discoveries it is the force that drives history - this was Bacon’s key insight. In many respects this idea was his single greatest invention, and it is all the more remarkable for its having been conceived and promoted at a time when most English and European intellectuals were either reverencing the literary and philosophical achievements of the past or deploring the numerous signs of modern degradation and decline. Indeed, while Bacon was preaching progress and declaring a brave new dawn of scientific advance, many of his colleagues were persuaded that the world was at best creaking along towards a state of senile immobility and eventual darkness. “Our age is iron, and rusty too,” wrote John Donne, contemplating the signs of universal decay in a poem published six years after Bacon’s Advancement.

That history might in fact be progressive, i.e., an onward and upward ascent - and not, as Aristotle had taught, merely cyclical or, as cultural pessimists from Hesiod to Spengler have supposed, a descending or retrograde movement, became for Bacon an article of secular faith which he propounded with evangelical force and a sense of mission. In the Advancement, the idea is offered tentatively, as a kind of hopeful hypothesis. But in later works such as the New Organon, it becomes almost a promised destiny:

Enlightenment and a better world, Bacon insists, lie within our power; they require only the cooperation of learned citizens and the active development of the arts and sciences.

In Book II of De Dignitate, Bacon outlines his scheme for a new division of human knowledge into three primary categories: History, Poesy, and Philosophy (which he associates respectively with the three fundamental “faculties” of mind - memory, imagination, and reason). Although the exact motive behind this reclassification remains unclear, one of its main consequences seems unmistakable: it effectively promotes philosophy - and especially Baconian science - above the other two branches of knowledge, in essence defining history as the mere accumulation of brute facts, while reducing art and imaginative literature to the even more marginal status of “feigned history.”

Evidently Bacon believed that in order for a genuine advancement of learning to occur, the prestige of philosophy (and particularly natural philosophy) had to be elevated, while that of history and literature (in a word, humanism) needed to be reduced. Bacon’s scheme effectively accomplishes this by making history (the domain of fact, i.e., of everything that has happened) a virtual sub-species of philosophy (the domain of realistic possibility, i.e., of everything that can theoretically or actually occur). Meanwhile, poesy (the domain of everything that is imaginable or conceivable) is set off to the side as a mere illustrative vehicle.

What could poesy being perceived as a mere illustrative vehicle mean?

The passage given below is followed by a set of questions. Choose the most appropriate answer to each question.

Though it is hard to pinpoint the birth of an idea, for all intents and purposes the modern idea of technological “progress” (in the sense of a steady, cumulative, historical advance in applied scientific knowledge) began with Bacon’s The Advancement of Learning and became fully articulated in his later works.

Knowledge is power, and when embodied in the form of new technical inventions and mechanical discoveries it is the force that drives history - this was Bacon’s key insight. In many respects this idea was his single greatest invention, and it is all the more remarkable for its having been conceived and promoted at a time when most English and European intellectuals were either reverencing the literary and philosophical achievements of the past or deploring the numerous signs of modern degradation and decline. Indeed, while Bacon was preaching progress and declaring a brave new dawn of scientific advance, many of his colleagues were persuaded that the world was at best creaking along towards a state of senile immobility and eventual darkness. “Our age is iron, and rusty too,” wrote John Donne, contemplating the signs of universal decay in a poem published six years after Bacon’s Advancement.

That history might in fact be progressive, i.e., an onward and upward ascent - and not, as Aristotle had taught, merely cyclical or, as cultural pessimists from Hesiod to Spengler have supposed, a descending or retrograde movement, became for Bacon an article of secular faith which he propounded with evangelical force and a sense of mission. In the Advancement, the idea is offered tentatively, as a kind of hopeful hypothesis. But in later works such as the New Organon, it becomes almost a promised destiny:

Enlightenment and a better world, Bacon insists, lie within our power; they require only the cooperation of learned citizens and the active development of the arts and sciences.

In Book II of De Dignitate, Bacon outlines his scheme for a new division of human knowledge into three primary categories: History, Poesy, and Philosophy (which he associates respectively with the three fundamental “faculties” of mind - memory, imagination, and reason). Although the exact motive behind this reclassification remains unclear, one of its main consequences seems unmistakable: it effectively promotes philosophy - and especially Baconian science - above the other two branches of knowledge, in essence defining history as the mere accumulation of brute facts, while reducing art and imaginative literature to the even more marginal status of “feigned history.”

Evidently Bacon believed that in order for a genuine advancement of learning to occur, the prestige of philosophy (and particularly natural philosophy) had to be elevated, while that of history and literature (in a word, humanism) needed to be reduced. Bacon’s scheme effectively accomplishes this by making history (the domain of fact, i.e., of everything that has happened) a virtual sub-species of philosophy (the domain of realistic possibility, i.e., of everything that can theoretically or actually occur). Meanwhile, poesy (the domain of everything that is imaginable or conceivable) is set off to the side as a mere illustrative vehicle.

Which of the following statements disagrees with Baconian ideology?

The passage given below is followed by a set of questions. Choose the most appropriate answer to each question.

Though it is hard to pinpoint the birth of an idea, for all intents and purposes the modern idea of technological “progress” (in the sense of a steady, cumulative, historical advance in applied scientific knowledge) began with Bacon’s The Advancement of Learning and became fully articulated in his later works.

Knowledge is power, and when embodied in the form of new technical inventions and mechanical discoveries it is the force that drives history - this was Bacon’s key insight. In many respects this idea was his single greatest invention, and it is all the more remarkable for its having been conceived and promoted at a time when most English and European intellectuals were either reverencing the literary and philosophical achievements of the past or deploring the numerous signs of modern degradation and decline. Indeed, while Bacon was preaching progress and declaring a brave new dawn of scientific advance, many of his colleagues were persuaded that the world was at best creaking along towards a state of senile immobility and eventual darkness. “Our age is iron, and rusty too,” wrote John Donne, contemplating the signs of universal decay in a poem published six years after Bacon’s Advancement.

That history might in fact be progressive, i.e., an onward and upward ascent - and not, as Aristotle had taught, merely cyclical or, as cultural pessimists from Hesiod to Spengler have supposed, a descending or retrograde movement, became for Bacon an article of secular faith which he propounded with evangelical force and a sense of mission. In the Advancement, the idea is offered tentatively, as a kind of hopeful hypothesis. But in later works such as the New Organon, it becomes almost a promised destiny:

Enlightenment and a better world, Bacon insists, lie within our power; they require only the cooperation of learned citizens and the active development of the arts and sciences.

In Book II of De Dignitate, Bacon outlines his scheme for a new division of human knowledge into three primary categories: History, Poesy, and Philosophy (which he associates respectively with the three fundamental “faculties” of mind - memory, imagination, and reason). Although the exact motive behind this reclassification remains unclear, one of its main consequences seems unmistakable: it effectively promotes philosophy - and especially Baconian science - above the other two branches of knowledge, in essence defining history as the mere accumulation of brute facts, while reducing art and imaginative literature to the even more marginal status of “feigned history.”

Evidently Bacon believed that in order for a genuine advancement of learning to occur, the prestige of philosophy (and particularly natural philosophy) had to be elevated, while that of history and literature (in a word, humanism) needed to be reduced. Bacon’s scheme effectively accomplishes this by making history (the domain of fact, i.e., of everything that has happened) a virtual sub-species of philosophy (the domain of realistic possibility, i.e., of everything that can theoretically or actually occur). Meanwhile, poesy (the domain of everything that is imaginable or conceivable) is set off to the side as a mere illustrative vehicle.

Which of the following can be deduced about Francis Bacon from the passage?

Question: Analyse the following passage and provide an appropriate answer for the questions that follow.

Formation of focal brand expectations is a well-accepted part of the pre-purchase choice process. However, whether these same expectations are the standard for post-choice performance evaluation has been questioned. There is very little theoretical justification for consumers using focal brand expectations to judge performance after purchase. Customer satisfaction/dissatisfaction is more likely to be determined by how well a consumer perceives that focal brand performance fulfils needs, wants, or desires.

Importantly, there is no necessary relationship between prepurchase focal brand expectations and the performance required to meet those wants. Thus, consumers are very likely to use other kinds of performance standards in the post-purchase evaluation. Consumers are likely to rely on standards that reflect the performance a consumer believes a focal brand should provide to meet needs/wants. To distinguish these standards from the usual expectations concept, we call them "experience-based norms." These norms have two important characteristics: (1) they reflect desired performance in meeting needs/wants and (2) they are constrained by the performance consumers believe is possible as indicated by the performance of known brands. The second characteristic requires elaboration. Though consumers may imagine some abstract ideal performance that a brand should provide, they also have concrete experiences with various real brands and their performance. Because consumers are more likely to think in concrete rather than abstract terms, experience with real brands should set limits on the performance a consumer believes the focal brand should provide. Consumers may derive a norm from experience with known brands in at least two different ways. First, the norm might be the typical performance of a particular brand - e.g., a consumer's most preferred brand, a popular brand, or last-purchased brand.

Importantly, this brand may not be the focal brand. For example, when evaluating the dining experience in a new restaurant, a consumer may apply a norm that is the typical performance of another, favourite restaurant. Interestingly, focal brand expectations may correspond to this norm, but only if the focal brand is also the brand from which the standard is derived, such as when a consumer dines in his or her favourite restaurant. In all other cases, the norm is necessarily different from expectations because the norm is derived from experience with a different brand. A second possibility is that the norm might be an average performance a consumer believes is typical of a group of similar brands — a product-based norm. This kind of norm may be reasonable when no one brand stands out in the consumer's mind and the consumer has experience with many brands. In general, the experience-based norms concept is significant because it suggests that past research may have attached unwarranted importance to focal brand expectations as the standard of performance influencing feelings of satisfaction.

The statement, “there is no necessary relationship between pre-purchase focal brand expectations and the performance required to meet those wants” implies that:

Question: Analyse the following passage and provide an appropriate answer for the questions that follow.

Formation of focal brand expectations is a well-accepted part of the pre-purchase choice process. However, whether these same expectations are the standard for post-choice performance evaluation has been questioned. There is very little theoretical justification for consumers using focal brand expectations to judge performance after purchase. Customer satisfaction/dissatisfaction is more likely to be determined by how well a consumer perceives that focal brand performance fulfils needs, wants, or desires.

Importantly, there is no necessary relationship between prepurchase focal brand expectations and the performance required to meet those wants. Thus, consumers are very likely to use other kinds of performance standards in the post-purchase evaluation. Consumers are likely to rely on standards that reflect the performance a consumer believes a focal brand should provide to meet needs/wants. To distinguish these standards from the usual expectations concept, we call them "experience-based norms." These norms have two important characteristics: (1) they reflect desired performance in meeting needs/wants and (2) they are constrained by the performance consumers believe is possible as indicated by the performance of known brands. The second characteristic requires elaboration. Though consumers may imagine some abstract ideal performance that a brand should provide, they also have concrete experiences with various real brands and their performance. Because consumers are more likely to think in concrete rather than abstract terms, experience with real brands should set limits on the performance a consumer believes the focal brand should provide. Consumers may derive a norm from experience with known brands in at least two different ways. First, the norm might be the typical performance of a particular brand - e.g., a consumer's most preferred brand, a popular brand, or last-purchased brand.

Importantly, this brand may not be the focal brand. For example, when evaluating the dining experience in a new restaurant, a consumer may apply a norm that is the typical performance of another, favourite restaurant. Interestingly, focal brand expectations may correspond to this norm, but only if the focal brand is also the brand from which the standard is derived, such as when a consumer dines in his or her favourite restaurant. In all other cases, the norm is necessarily different from expectations because the norm is derived from experience with a different brand. A second possibility is that the norm might be an average performance a consumer believes is typical of a group of similar brands — a product-based norm. This kind of norm may be reasonable when no one brand stands out in the consumer's mind and the consumer has experience with many brands. In general, the experience-based norms concept is significant because it suggests that past research may have attached unwarranted importance to focal brand expectations as the standard of performance influencing feelings of satisfaction.

Which of the following statements, if true, would contradict the second characteristic of “experience-based norms”?

Question: Analyse the following passage and provide an appropriate answer for the questions that follow.

Formation of focal brand expectations is a well-accepted part of the pre-purchase choice process. However, whether these same expectations are the standard for post-choice performance evaluation has been questioned. There is very little theoretical justification for consumers using focal brand expectations to judge performance after purchase. Customer satisfaction/dissatisfaction is more likely to be determined by how well a consumer perceives that focal brand performance fulfils needs, wants, or desires.

Importantly, there is no necessary relationship between prepurchase focal brand expectations and the performance required to meet those wants. Thus, consumers are very likely to use other kinds of performance standards in the post-purchase evaluation. Consumers are likely to rely on standards that reflect the performance a consumer believes a focal brand should provide to meet needs/wants. To distinguish these standards from the usual expectations concept, we call them "experience-based norms." These norms have two important characteristics: (1) they reflect desired performance in meeting needs/wants and (2) they are constrained by the performance consumers believe is possible as indicated by the performance of known brands. The second characteristic requires elaboration. Though consumers may imagine some abstract ideal performance that a brand should provide, they also have concrete experiences with various real brands and their performance. Because consumers are more likely to think in concrete rather than abstract terms, experience with real brands should set limits on the performance a consumer believes the focal brand should provide. Consumers may derive a norm from experience with known brands in at least two different ways. First, the norm might be the typical performance of a particular brand - e.g., a consumer's most preferred brand, a popular brand, or last-purchased brand.

Importantly, this brand may not be the focal brand. For example, when evaluating the dining experience in a new restaurant, a consumer may apply a norm that is the typical performance of another, favourite restaurant. Interestingly, focal brand expectations may correspond to this norm, but only if the focal brand is also the brand from which the standard is derived, such as when a consumer dines in his or her favourite restaurant. In all other cases, the norm is necessarily different from expectations because the norm is derived from experience with a different brand. A second possibility is that the norm might be an average performance a consumer believes is typical of a group of similar brands — a product-based norm. This kind of norm may be reasonable when no one brand stands out in the consumer's mind and the consumer has experience with many brands. In general, the experience-based norms concept is significant because it suggests that past research may have attached unwarranted importance to focal brand expectations as the standard of performance influencing feelings of satisfaction.

A consumer tries shampoos from three different brands to check which one suits her hair the best. She finds them all to be more or less the same in terms of their output. Which of the following can be concluded from this?

Question: Analyse the following passage and provide an appropriate answer for the questions that follow.

Formation of focal brand expectations is a well-accepted part of the pre-purchase choice process. However, whether these same expectations are the standard for post-choice performance evaluation has been questioned. There is very little theoretical justification for consumers using focal brand expectations to judge performance after purchase. Customer satisfaction/dissatisfaction is more likely to be determined by how well a consumer perceives that focal brand performance fulfils needs, wants, or desires.

Importantly, there is no necessary relationship between prepurchase focal brand expectations and the performance required to meet those wants. Thus, consumers are very likely to use other kinds of performance standards in the post-purchase evaluation. Consumers are likely to rely on standards that reflect the performance a consumer believes a focal brand should provide to meet needs/wants. To distinguish these standards from the usual expectations concept, we call them "experience-based norms." These norms have two important characteristics: (1) they reflect desired performance in meeting needs/wants and (2) they are constrained by the performance consumers believe is possible as indicated by the performance of known brands. The second characteristic requires elaboration. Though consumers may imagine some abstract ideal performance that a brand should provide, they also have concrete experiences with various real brands and their performance. Because consumers are more likely to think in concrete rather than abstract terms, experience with real brands should set limits on the performance a consumer believes the focal brand should provide. Consumers may derive a norm from experience with known brands in at least two different ways. First, the norm might be the typical performance of a particular brand - e.g., a consumer's most preferred brand, a popular brand, or last-purchased brand.

Importantly, this brand may not be the focal brand. For example, when evaluating the dining experience in a new restaurant, a consumer may apply a norm that is the typical performance of another, favourite restaurant. Interestingly, focal brand expectations may correspond to this norm, but only if the focal brand is also the brand from which the standard is derived, such as when a consumer dines in his or her favourite restaurant. In all other cases, the norm is necessarily different from expectations because the norm is derived from experience with a different brand. A second possibility is that the norm might be an average performance a consumer believes is typical of a group of similar brands — a product-based norm. This kind of norm may be reasonable when no one brand stands out in the consumer's mind and the consumer has experience with many brands. In general, the experience-based norms concept is significant because it suggests that past research may have attached unwarranted importance to focal brand expectations as the standard of performance influencing feelings of satisfaction.

Given below are statements that attempt to capture the central idea of this passage:

1. Satisfaction pertains to performance and not to expectations.

2. In-order to perform well, a focal brand should fulfil consumer needs rather than match their expectations.

3. Brand performance standards are determined by consumer experiences of products.

Which of the following statement(s) best captures the central idea.

Over the last 20 years, psychologists have studied the effect of television viewing on the subsequent levels of violent behavior by young adults. The researchers studied children between the ages of 10 and 15 and found that those children who viewed an average of 6 hours or more of television daily were over four times as likely to be arrested for violent crimes when they were young adults than those young adults who as children watched less than 2 hours of television daily. Therefore, researchers concluded that television viewing causes increased levels of violent activity in young adults.

Which of the following would indicate a flaw in the researcher’s conclusion?

Fill the blanks with most appropriate option.

NASA is looking at ______ broad range of ideas and techniques as ______ agency further refines its mission design for the agency's asteroid initiative, ______ effort that combines human exploration, space technology and science work being done across the agency to find and redirect ______ asteroid to ________ stable orbit near ________ Moon for exploration by astronauts.

Directions: Mr. Tripathi is an English teacher for class 8th in KSV school. He wants to select teams for district level, state level, national level and international level Spelling Bee competition. Till now, every student of the class has appeared in 100 school level tests. The students had following distribution of marks in the tests, in terms of "average" and "number of times a student scored cent per cent marks"

Mr. Tripathi has carefully studied chances of his school winning in each of the spelling bee competitions. Based on in-depth calculations, he realized that his school is quite likely to win district level competition but has low chances of winning the international competition. He listed down the following probabilities of wins for different competitions. Prize was highest for international competition and lowest for district level competition (in that order).

Mr. Tripathi wants to select best team for all competitions and has no other information to select students.

Answer following questions based on above information:

Which of the following can make best team for international spelling bee competition?

Scientists have made progress in understanding Huntington’s disease. Huntington’s disease mainly affects which part of the human body 

The Government started the MAARG portal, that aims to 

What is the term of the Governor's office?