RCs: 21 to 30 Questions for CAT with Answers PDF

Directions: Read the given passage carefully and answer the questions that follow:
In the mid–1980s, Betty Hart and Todd Risley, psychologists who lived in Kansas, studied how 42 families spoke to their children. The sample was small, but they tracked the families who were from welfare homes, working–class homes and professional homes–for three years. They found that the professionals ‘children were exposed to an average of more than 1,500 more spoken words per hour than kids in the welfare homes. That’s 8 million words a year, by age four, rich kids had a 32 million–word gap advantage over poor kids.
The 32 million–word gap has become a short–hand way to explain an achievement gap that starts young, and is stubbornly persistent. It is among the arguments underpinning programs like Head Start and universal pre–kindergarten, which have gained momentum in the US, including in places like New York City where mayor Bill de Blasio announced last month that he intended to expand the program for four–year–olds to three–year–olds. But others argue the push for more academic pre–K is overwrought.
Kids are expected  to sit for longer and focus on more academic tasks, relegating play to recess time. According to Daphna Bassok, an assistant professor of education and public policy at the University of Virginia, 80% of teachers believed that children should learn to read while in kindergarten in 2001, up from 30% in 1998. Many Head Start programs and pre–kindergartens have been designed to better prepare kids for school, leading some educators to wonder if too much academic pressure on children could be crowding out play, and critical, social, and emotional skills children also need, including emotional regulation, perseverance, and empathy.
These advocates argue the development of these skills underpins the academic ones, enabling or unleashing them: A child who cannot control his/her emotions cannot learn; a child who is hungry, or does not feel he/she belongs, or who lacks in love and care will have a harder time learning. When children reach the age of three, they are not only rapidly developing thinking skills that are important predictors of academic success in school, but also developing life skills, like how to work in a group, stay on task, and control one’s emotions. Many developmental psychologists and progressive educators share the belief that too much academics too soon can squash a childhood, which should be protected for child–led inquiry and imagination.  Peter Gray, a psychologist, wrote: My hypothesis is that the generational increases in externality, extrinsic goals, anxiety, and depression are all caused largely by the decline, over that same period, in opportunities for free play and the increased time and weight given to schooling.
Q1: How do kids belonging to affluent backgrounds hold an advantage over kids from impoverished backgrounds?
(a) Kids who belong to affluent backgrounds are exposed to more words per hour and this provides an advantage early on in life.
(b) Kids who belong to affluent backgrounds get more time to play and this makes a huge difference.
(c) Kids who belong to affluent backgrounds are more empathetic.
(d) Kids who belong to affluent backgrounds need not encounter working class (a) environment and thus have ample time to study.

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Q2: What is the major critique against a program like Head Start?
(a) That it is elitist in nature and shuns away the marginalized.
(b) That too much academic pressure on children can have an adverse effect on childhood and stun essential areas of psychic development.
(c) That the program is not well staffed.
(d) That, kids should not learn to read before the age of 6.

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Q3: How does the imbalance in school time and play time help in creating anxiety related problems in children?
(a) Too much academics can squash child–led inquiry and imagination which would result in distortion of childhood and generating psychological disorders from a young age.
(b) Without proper play time children will have difficulty in learning to read and thus propel a child towards depression.
(c) Too much academic pressure makes kids utter less words than children who have more than enough play time. This gap creates anxiety.
(d) Kids who do not engage in play as much as they engage themselves in studies turn out to be anti–social and thus suffer from depression over their inability to connect.

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Q4: What does the word squash means given in the last paragraph?
(a) Ameliorate
(b) Exacerbate
(c) Crush
(d) Debilitate

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