Practicing to Take the General Test Big Book - 27 PREVIOUSLY ADMINISTERED FULL-LENGTH TESTS -Over 5,000 ACTUAL ETS GRE Questions and Answers -Strategies for Taking the Paper-Based or Computerized GRE PLUS - Inside Tips from the Test Makers , , , $30 00 U $36.00 CAN Practicing to Take the General Test BIGBOOK By using this practice book you can. .. • Become acquainted ... with the structure and content focus of the GRE General Test. • Review questions ... from 27 actual GRE tests • Review strategies ... for taking either the paper·based or computerized GRE. • Compare your performance ... on each test question with the performance of students who took the tests when they were given at GRE test centers. E ducationa l T es ti ng Se rvice is A me rica's huge st pr ivate nonprofit instituti on devot ed to me:Jsur eme nt a n d re sea rc h, pr ima rily in the fi eld of ed u cat i on. E TS 's m i ss i on is L O p rovid e lea der ship in ed uca tion throu gh lest in g, resea r ch, a nd r el at e d ser vi ces th a t enh an ce t eac hi ng a nd learn ing , i ndiv id Lia l a nd institution de cisi on-ma kin g , ac cess a nd eq u ity, an d pub lic inf or rnation. ETS is bes t k nmvn as the deve l oper o f ad m issio ns testi ng p rogra m s C o r co ll ege and g rad uate s t ud y , in clu di ng th e Co ll ege Boar d"s Scho lastic A ssessme nt T es ts (S AT ), the T est of Engl Lsh as a Foreign Lang uage c r OFF !.) , the G ra d u at e R ecor d Exam i nat i on s (GRE), and the Gra d uale Man a geme nt A dmiss io n Test (GM AT ). Th is boo k has been p ub lished by Educationa l Test i ng Servi ce f or the G radu ate R ecor d Examin at io ns 13o :u d , wh ich is comlllill ed to se rving those int eres t ed in grad uate educa tion. Gwd ua lt.: rk cord Examin :l ti ons Bo;u d Ed ur Jtional Test ing Se r vice Prin ce ton , NJ 0 11' ,4 1- 600 0 54001 . 12136 U98P1 QX ' Pr inted in U.S.A I.N . 241293 - ~ ... ~ • ~ I .: • ~... • _ ~ _ 4 1 • __ Practicing to Take the General Test Big Book -27 PREVIOUSLY ADMINISTERED FULL-LENGTH TESTS -Over 5,000 ACTIJAL ETS GRE Questions and Answers - Strategies for Taking the Paper-Based or Computerized GRE PLUS - Inside Tips from the Test Makers , , , The Graduate Record Examinations® Program offers a General Test measuring developed verbal, quantitative, and analytical abilities and Subject Tests measuring achievement in the following 16 fields: Biochemistry, Cell and Economics Literature in Political Molecular Biology Education English Science Biology Engineering Mathematics Psychology Chemistry Geology Music Sociology Computer Science History Physics The tests are administered by Educational Testing Service under policies determined by the Graduate Record Examinations Board, an independent board affiliated with the Association of Graduate Schools and the Council of Graduate Schools. Practice materials are developed to familiarize examinees with the types of questions they will see on actual GRE tests and to help them estimate their performance. The materials consist of previously administered paper-and- pencil tests. Differences in the number of items ~nd the actual format of the test may be found. Questions in this practice book are presented in a different format from that used in the Computer-Based Testing (CBT) Program. The Graduate Record Examinations Board and Educational Testing Service are dedicated to the principle of equal opportunity, and their programs, services, and employment policies are guided by that principle. EDUCATIONAL TESTING SERVICE, ETS, the ETS logo, GRADUATE RECORD EXAMINATIONS, and GRE are registered trademarks of Educational Testing Service. Copyright © 1996 by Educational Testing Service. All rights reserved. USA: 0-446-39-600-1 CAN: 0-446-39-601-X Table of Contents Description of the General Test. ...... ............. 6 Are GRE Tests Fair? ...................... ..... 6 Test-Taking Strategies ............................ 7 General Tips .................................. 7 Paper-Based Strategies ........ ................. 7 CAT Strategies ................................ 8 How Is the CAT Scored? . . . . . . . . . . . . . . . . . . . . .. 11 General Test Sample Questions with Explanations. .. 12 TEST 1 ..................................... 29 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 67 Score Conversion Table. . . . . . . . . . . . . . . . . . . . . 68 TEST 2...................................... 69 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 107 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 108 TEST 3 ....... , ........................ , ... 109 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 147 Score Conversion Table ., . . . . . . . . . . . . . . . . . . . 148 TEST 4 ......... , . .. ..... . . .... . . .. . . ....... 149 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 187 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 188 TEST 5. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . 189 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 227 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 228 TEST 6..................................... 229 Answer Key and Percentages of Examinees Answering Each Question Correctly.. . . . . . . . . . 265 Score Conversion Table, . . . . . . . . . . . . . . . . . . . . . 266 TEST 7..................................... 267 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 305 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 306 TEST 8..................................... 307 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 344 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 345 TEST 9..................................... 346 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 382 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 383 TEST 10 ...... '. . . . . . .. . . . . . . . . . . . . . . . . . . . . .. 384 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 421 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 422 TEST 11 ............. , . .. .. .... ... .... .. .. 423 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 458 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 459 TEST 12. . . . . . . . . . . .. . . . . . . . . . . . . . .. . . . . . . . . 460 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 497 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 498 TEST 13. . . . . . .. ... . . . .. . . . . . .. . . . . . . .. . . . . . 499 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 534 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 535 TEST 14.. .. .. ..... ... ... .. . . . .. .. ..... 536 Answer Key and Perc~ntages of Examinees Answering Each Question Correctly. . . . . . . . . . . 573 Score Conversion Table. . . . . . . . . . . . . . . . . . . . . 574 TEST 15.. . . .... ....... .. .. . . ....... . . ..... 575 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 610 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 611 TEST 16 ...................... , .. .... .. ..... 612 Answer Key and Percentages of Examinees Answering Each Question Correctly. : . . . . . . . . . 649 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 650 TEST 17.................................... 651 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 689 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 690 Table of Contents continued TEST 18... ...... .. .. .... ..... . . . . ...... .... 691 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 727 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 728 TEST 19. . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . 729 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 767 Score Conversion Table. . . . . . . . . . . . . . . . . . . . . 768 TEST 20.................................... 769 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 806 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 807 TEST 21 . . .. . . .. .. . . . . . .. . . . . . . . . . . . . .. . . . . 808 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 846 Score Conversion Table. . . . . . . . . . . . . . . . . . . . . 847 TEST 22.................................... 848 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 887 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 888 TEST 23 ......................... -. . . . . . . . . . . 889 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 928 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 929 TEST 24.................................... 930 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . . . 966 Score Conversion Table . . . . . . . . . . . . . . . . . . . . . 967 TEST 25.................................... 968 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . .. 1005 Score Conversion Table . . . . . . . . . . . . . . . . . . . .. 1006 TEST 26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 1007 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . .. 1046 Sc-ore Conversion Table . . . . . . . . . . . . . . . . . . . .. 1047 TEST 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 1048 Answer Key and Percentages of Examinees Answering Each Question Correctly. . . . . . . . . .. 1085 Score Conversion Table . . . . . . . . . . . . . . . . . . . .. 1086 IMPORTANT Please Read • Please Read • Please Read • Please Read This publication contains reprints of GRE General Test questions written between 1980 and 1992 and used on tests administered between 1984 and 1994. For this reason, some of the material covered in the questions may be dated. For example, one question may refer to a political entity (such as the Soviet Union) that no longer exists. Another question may refer to a rapidly changing technology in a way that was correct in the early 1980's, but not now. In addition, ETS has revised and updated its standards and guidelines for test questions several times since 1980, so some questions may not meet current standards. Questions in this book that are marked with an asterisk do not meet current ETS standards and would not appear in GRE tests administered today. The GRE Program is currently investigating the feasibility qf re-using questions that have been published in the Practicing to Take the GRE General Test series (including the ones in this book). As part of that investigation, you may see questions from this book on a test you take. Any questions used in exactly the same form as they appear in this book will not be scored, but will be used only as part of that research effort. If current investigations support a decision to use published items in the part of the test that counts toward your score, a notice to that effect will be widely distributed. The scored portion of the test you take may include questions that are modified versions of published questions. Some modifications are substantial; others are less. apparent. Thus, even if a question appears to be similar to a question you have seen in this book, it may in fact be a different question and may also have a different correct answer. You can be assured of doing your best on the test you take by carefully answering each question as it appears in your test, whether or not you think you have seen it before. Description of the General Test The GRE General Test measures certain developed verbal, quantitative, and analytical abilities that. are important for academic achievement. Thus, the test necessarily reflects the opportunities and efforts that have contributed to the development of those abilities. The General Test is only one of several means of evaluating likely success in graduate school. It is not intended to measure inherent intellectual capacity or intelligence. Neither is it intended to measure creativity, motivation, perse- verance, or social worth. The test does, however, make it possible to compare students with different backgrounds. A GRE score of 500, for example, has the same meaning whether earned by a student at a small, private liberal arts college or by a student at a large public university. Because several different forms (or editions) of the test are in active use at anyone time, not all students receive the same test edition. However, all edi- tions measure the same skills and meet the same specifications for content and difficulty. The scores from different editions are made comparable to one another by a statistical procedure known as equating. This procedure makes it possible to assure that all reported scores of a given value denote the same level of developed ability regardless of which edition of the test is taken. Since students have wide-ranging backgrounds, interests, and skills, the verbal sections of the General Test use questions from diverse areas of expe- rience. The areas tested range from the activities of daily life to broad cat- egories of academic interest such as the sciences, social studies, and the humanities. The content areas included in the quantitative sections of the test are arithmetic, algebra, geometr-y, and data analysis. These are content areas usually studied in 'high school. Questions in the analytical sections measure reasoning skills developed in virtually all fields of study. No formal-training in logic or methods of analysis is needed to do well in these sections. Are GRE Tests Fair? ETS has designed two procedures for ensuring the fairness of its tests. The first is a sensitivity review process to ensure that tests reflect the multicultural nature of United States society and that test questions do not contain language that perpetuates stereotypes, offends members of a particular group, or might distract test takers from the task at hand. On 'he basis of the sensi- tivity review, any potential test material that might offend people on the basis of their age, sex, disability, ethnic group, or race is eliminated. 6 The second procedure is called Differential Item Functioning (DIF) analy- sis. DIF is a statistical procedure that identifies test questions on which one group of test takers (e.g., male) outperforms another group (e.g., female) in spite of similar levels of knowledge and skills as determined by their perfor- mance on the test as a whole. Questions that prove unequally difficult for one of the groups are scrutinized for bias by a specially trained committee to determine whether the questions should be eliminated from scoring. The GRE Program encourages test takers to report concern_ s about specific test questions directly to the test center supervisor or to the GRE Program immediately following the test administration. Subject matter specialists will review the question and eliminate it from scoring if potential bias is deter- mined. The test specialists will respond in writing to the examinee. If the response does not resolve the examinee's concern, the examinee can pursue the matter within ETS. Test-Taking Strategies General Tips In preparing to take the General Test you should become thoroughly familiar with the directions provided in the practice General Test sections in this book. You have probably taken tests that contain questions similar to those found in the verbal and quantitative sections of the General Test. The question types found in the analytical sectIon may be less familiar. You should review the directions for those questions and work through some of the practice questions, particularly if you have not previously encountered questions of this type. The same is true for any of the verbal or qu_ antitative question types that are not familiar to you. Research suggests that practicing unfamiliar question types results in improved performance and decreases the likelihood of inaccurately low scores. You should still read the directions for each group of questions carefully during the actual test administration. Test-taking strategies appropriate for taking the General Test with paper and pencil are different from those appropriate for taking the computer-adap- tive General Test. Paper-Based Strategies When taking the test with paper and pencil, you are free, within any s~ction, to skip questions that you might have difficulty answering and to come back to them later during the time provided for work on that section. You may also change the answer to any question you recorded on the answer sheet by eras- ing it completely and filling in the oval corresponding to your desired answer for that question. Each of your scores will be determined by the number of questions for which you select the best answer from the choices given. Questions for which you mark no answer or more than one answer are not counted in scoring. Nothing is subtracted from a score if you answer -a question incorrectly. Therefore, to maximize your scores on the paper-based test, it is better for you to guess at an answer than not to respond at all. Work as rapidly as you can without being careless. This includes check- ing frequently to make sure you are marking your answers in the appropriate 7 rows on your answer sheet. Since no question carries greater weight than any other, do not waste time pondering individual questions you find extremely difficult or unfamiliar. You may find it advantageous to go through a section of the General Test a first time quite rapidly, stopping only to answer those questions of which you are confident. Then go back and answer the questions that require greater thought, concluding with the very difficult questions, if you have time. During the actual administration of the General Test, you may work only on the section the supervisor designates and only for the time allowed. You may not go back to an earlier section of the test after the snpervisor announces, "Please stop work" for that section. The supervisor is authorized to dismiss you from the center for doing so. All answers must be recorded on your answer sheet. Answers recorded in your test booklet will not be counted. Given the time constraints, you should avoid waiting until the last five minutes of a test administration to record answers on your answer sheet. Some sections of the General Test contain test questions with only four response options (A through D) or with only two response options (A and B). All GRE answer sheets for the paper-based test contain response positions for five responses (A through E). Therefore, if an E response is marked for a four-option question, it will be ignored. An E response for a four-option question is treated the same as no response (omitted). CAT Strategies Changes Effective October 1, 1996 Prior to October 1, 1996, CAT examinees who did not answer a minimum number of questions in a section (about 80 percent), received an NS (No Score) for that section. That policy has changed. Beginning October 1, 1996, all examinees will receive a test score, regardless of the number of questions answered. Your score on the CAT will now be dependent on how well you do on the questions presented as well as on the number of questions you answer. Therefore, it is to your advantage to answer every question even if you have to guess to complete the test. NOTE: For tests taken before October 1, 1996, the CAT strategies in the 1995-96 GRE General Test Descriptive Booklet and the CAT scoring information in the 1995-96 GRE Bulletin are applicable. 1. Use the tutorial to learn how to interact with the computer. • The tutorial teaches you how to use the features of the computer system to your advantage. You will find the system very easy to use, even if you have no prior computer experience. • The ability to type is not necessary to take the computer-adaptive test (CAT). The tutorial shows you how to use a mouse to click on the appropri- ate ar~a of your screen. • Take all the time you need with the tutorial before you begin the test- even if you feel quite comfortable usii\g computers; there might be differences between the adaptive test software and the software you normally use. 8 • You may return to any part of the tutorial, even after you begin work on the test sections, by clicking on the "Help" box at the bottom of your screen. How- ever, any time you spend on the tutorials after you have begun a test section will reduce the amount of time available for work on that section. • Some questions, graphs, or passages are too large to appear completely on the computer screen. In that case a "scroll bar" appears to the right of the material and the w6rd "Beginning" appears on the information line at the top of the screen. These are your cues to scroll for more information. • During the tutorial, make sure you learn how to scroll both slowly (line by line) and quickly (page by page) so that you can move to areas of text at the speed you desire. 2. Try to answer all of the questions in each section. • The directions at the beginning of each test section specify the total number of questions in the section and the time allowed for the section. The number of questions answered is incorporated into the calculation of scores. There- fore, it is to your advantage to answer ALL of the questions. • You should closely monitor your time so that you are able to carefully con- sider each question. • If you are running out of time and there are still unanswered questions, it is to your advantage to guess at those last questions rather than to leave them unanswered. The table that follows shows a typical CAT. The number of CAT questions you receive in a measure may differ slightly from the typical CAT. If so, the time limit for that CAT measure may be adjusted so that the average time available per question will be similar to the typical CAT. In addition to the three CAT sections appearing in every test, the table illustrates that pretest and/or research sections may be included. Typical CAT Sections Section Number of Questions Time Verbal 30 30 Min. Quantitative 28 45 Min. Analytical 35 60 Min. Unidentified Pretest Section* Pretest Varies Varies Identified Research Section** Research Varies ·UNlDENTIFIED PRETEST SECTION: • Questions or sections are being pretested for pos- sible use in future tests. • Answers will not count towards scores. • Section not identified as a pretest section. • If included in your test. the pretest section can appear in any position in the test. 9 Varies **IDENTIFIED RESEARCH SECTION: • Questions or sections are for the purpose of ETS research. • Answers will not count toward scores. • If included in your test, this section will appear last in the test. • This section may require essay or paragraph writing. inserting data into a table, or manipu- lating a graph. 3. Maximize your score through effective time management. • Answer as many questions as you can in each section. • Check the time remaining regularly to be sure you are making good progress through the test. The amount of time remaining for each section is displayed on the information line at the top of the screen. Clicking on the "Time" box at the bottom of the screen will turn the tiIl1e information off or back on again. • Once you begin a section, section time runs continuously until you leave the section. This is true even if you click on "Time" to hide the time infor- mation or click on "Help" in order to review section directions or any part of the tutorial. • You might want to replenish your supply of scratch paper during each one- minute break between each test section. You will be informed by an on screen message of the availability 0'£ a 10-minute break midway through the testing session. Section timing will not stop if you take an unscheduled break. 4. Answer each question in the order it is presented to you. • You must answer the question that appears on your screen before moving on to the next question. Once you have answered a question and confirmed your response, you cannot return to it. 5. Click on the appropriate answer. • Answer each question by clicking on the oval next to the answer choice you select. You can also answer a question by clicking on any part of the text of an answer choice. Complete your answer by clicking on "Next" and then "Answer Confirm." • You can change your answer any time before confirming it by clicking on a different answer choice. 6. Use effective strategies when guessing at answers. • If you are unable to continue your test because you are stuck on ,a question that is too difficult, eliminate as many answer choices as possible and then guess. You will then be able to continue on to the next question. • Random guessing throughout the test could reduce your score. On the other hand, if you are running out of time and there are still unanswered ques- tions, it is to your advantage to guess at those last questions rather than to leave them unanswered. • Don't worry about getting too many hard questions as the result of a lucky guess, or too many easy questions as the result of an unlucky one. The computer will adjust its selection to guide you back to questions at an abil- ity level appropriate for you. 7. Understand the implications of exiting a section or quitting the test. • Once you exit a section, you cannot return to it. • Click on the "Test Quit" box at the bottom of your screen only if you decide to end your testing session. If you quit the test, you will not receive a score for any section, even for those sections you have already completed. 10 • If you mistakenly click on "Test Quit" or "Section Exit," you will be given the opportunity to reverse or confirm your decision . • You may take the CAT no more than one time within any 60-day period. This is true even if you ended your testing session by clicking on "Test Quit." You may take the paper-based General Test at any or all of the announced administration dates. How Is the CAT Scored? In a paper-based version of the GRE General Test, examinees receive one raw sc?re point for each question they answer correctly, whether the question is easy or hard. An examinee's score is based only on the number of questions answered correctly. In the GRE CAT, an examinee's score is based on the performance on the particular questions that are presented by the design of the test. The test design factors that influence which questions you will be presented include: 1) the difficulty level of the question~ answered correctly and incorrectly, 2) question types, and 3) coverage of specific content. This allows the com- puter to give you questions that are appropriate for you and to ensure that the overall test content meets the specifications for the General Test. In the GRE CAT, the examinee gets more credit for correctly answering a hard question than for correctly answering an easy question. Your final score will reflect the overall level of knowledge you have demonstrated for the content areas being tested. The computer does not always select a harder question when you answer a question correctly and an easier one when you miss it. This is because the test design includes several factors other than how hard the questions are. 11 General Test Sample Questions with Explanations The sample questions that follow are organized by content category and represent the types of questions included in the General Test. The purpose of these questions is to provide some indication of the range of topics covered in the test as well as to provide some additional questions for practice purposes. These questions do not represent either the length of the actual test or the proportion of actual test questions within each of the content categories. VERBAL ABILITY The verbal ability measure is designed to test one's abil- ity to reason with words in solving problems. Reasoning effectively in a verbal medium depends primarily upon the ability to dis. cern, comprehend, and analyze relation- ships among words or groups of words and within larger units of discourse such as sentences and written passages. The verbal measure consists of four question types: analogies, antonyms, sentence completions, and reading comprehension sets. The examples of verbal questions in this section do not reflect precisely the difficulty range of the verbal measure. ------ ANALOGIES ------ Analogy questions test the ability to recognize the rei a- tio~ship that exists between the words in a word pair and t~ recognize when two word pairs display parallel rela- tionships. To answer an analogy question, .one must for- mulate the relationship between the words in the given word pair and then must identify the answer choice con- taining words that are related to one another in most nearly the s~me way. Some examples of relatIonships that might be found in analogy questions are relationships of kind, size, spatial contiguity, or degree. Some approaches that may be helpful in answering analogy questions: • Before looking at the answer choices, try to establish a precise relationship between the words in the given pair. It is usually helpful to express that relationship in a phrase or sentence. Next, look for the answer choice with the pair of words whose relationship is closest to that of the given pair and can be expressed in a similar fashion. 12 • Occasionally, more than one of the answer choices may seem at first to express a relationship similar to that of the given pair. Try to state the relationship more precisely or identify some aspect of the relationship between the given pair of words that is paralleled in only one choice pair. • Remember that a single word can have several different meanings. Check to be sure you have not overlooked a possible second meaning for one of the words. • Never decide on the best answer without reading all the answer choices. • Practice recognizing and formulating relationships between word pair, S. You can do this with the following sample questions and with the analogy questions in the practice General Test sections in this booklet. Directions: In each of the following questions, a related pair of words or phrases is followed by five lettered pairs of words or phrases. Select the lettered pair that best expresses a relationship similar to that expressed in the original pair. 1. COLOR : SPECTRUM :: (A) tone : scale (B) sound: waves (C) verse: poem (D) 'dimension: space (E) cell: organism The relationship between color and spectrum is not merely. that of part to whole, in which case (E) or even (C) might be defended as correct. A spectrum is made up of a progressive, graduated series of colors, as a scale is of a progressive, graduated sequence of tones. Thus, (A) is the correct answer choice. In this instance, the best answer must be selected from a group of fairly close choices. 2. HEADLONG: FORETHOUGHT: : (A) barefaced : shame (B) mealymouthed : talent (C) heartbroken: emotion (D) levelheaded : resolve (E) singlehanded : ambition The difficulty of this question probably derives- primar-ily from the complexity of the relationship between headlong and forethought rather than from any inherent difficulty in the words. Analysis of the relationship between head- long and forethought reveals the following: an action or behavior that is headlong is one that lacks forethought. Only answer choice (A) displays the same relationship between its two terms. -----------ANTONYMS----------- Although antonym questions test knowledge of vocabu- lary more directly than do any of the other verbal ques- tion types, the purpose of the antonym questions is to measure not merely the strength of one's vocabulary but also the ability to reason from a given concept to its opposite. Antonyms may require only rather general knowledge of a word, or they may require one to make fine distinctions among answer choices. Antonyms are generally confined to nouns, verbs, and adjectives; answer choices may be single words or phrases. Some approaches that may be helpful in answering ant- onym questions: • Remember that you are looking for the word that is the most nearly opposite to the given word; you are not looking for a synonym. Since many words do not have a precise opposite, you must look for the answer choice that expresses a concept most nearly opposite to that of the given word. • In some cases more than one of the answer choices may appear at first to be opposite to the given word. Ques- tions that require you to rriake fine distinctions among two or more answer choices are best handled by defin- ing more precisely or in greater detail the meaning of the given word. • It is often useful, in weighing answer choices, to make up a sentence using the given word or words. Substitut- ing the answer choices in the phrase or sentence and seeing which best "fits," in that it reverses the meaning or tone of the sentence or phrase, may help you deter- mine the best answer. • Remember that a particular word may have more than one meaning. • Use your knowledge of root, prefix, and suffix mean- ings to help you determine the meanings of words with which you are not entirely familiar. Directions: Each question below consists of a word printed in capital letters followed by five lettered words or phrases. Choose the lettered word or phrase that is most nearly opposite in meaning to the word in capital letters. Since some of the questions require you to distinguish fine shades of meaning, be sure to con- sider all the choices before deciding which one is best. 13 3. DIFFUSE: (A) concentrate (B) contend (C) imply (D) pretend (E) rebel The best answer is (A). Diffuse means to permit or cause to spread out; only (A) presents an idea that is in any way opposite to diffuse. 4. MULTIFARIOUS: (A) deprived of freedom (B) deprived of comfort (C) lacking space (D) lacking stability (E) lacking diversity Multifarious me,ans having or occurring in great variety, so the best answer is (E). Even if one is not entirely familiar with the meaning of multifarious, it is possible to use the clue provided by "multi-" to help find the right answer to this question. --- SENTENCE COMPLETIONS ---- The purpose of the sentence completion questions is to measure the ability to recognize words or phrases that both logically and stylistically complete the meaning of a sentence. In deciding which of five words or sets of words can best be substituted for blank spaces in a sen- tence, one must analyze the relationships among the com- ponent parts of the incomplete sentence. One must con- sider each answer choice and decide which completes the sentence in such a way that the sentence has a logically satisfying meaning and can be read as a stylistically inte- grated whole. Sentence completion questions provide a context within which to analyze the function of words as they relate to and combine with one another to form a mean- ingful unit of discourse. Some approaches that may be helpful in answering sentence completion questions: • Read the entire incomplete sentence carefully before you consider the answer choices. Be sure you under- stand the ideas expressed and examine the sentence for possible indications of tone (irony, humor, and the like). • Before reading the answer choices, you may find it helpful to fill in the blanks with a word or words of your own that complete the meaning of the sentence. Then examine the answer choices to see if any of them parallels your own completion of the sentence. • Pay attention to grammatical clues in the sentence. For example, words like although and nevertheless indicate that some qualification or opposition is-taking -place.in the sentence, whereas moreover implies an intensifica- tion or support of some idea in the sentence. • If a sentence has two blanks, be sure that both parts of your answer choice fit logically and stylistically into the sentence. • When you have chosen an answer, read the complete sentence through to check that it has acquired a logi- cally and stylistically satisfying meaning. Directions: Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five lettered words or sets of words. Choose the word or set of words for each blank that best fits the meaning of the sentence as a whole. s. Early ------- of hearing loss is ------- by the fact that the other senses are able to compensate for moderate amounts of loss, so that people frequent,y do not know that their hearing is imperfect. (A) discovery .. indicated (B) development .. prevented (C) detection .. complicated (D) treatment .. facilitated (E) incidence .. corrected The statement that the other senses compensate for partial loss of hearing indicates that the hearing loss is not pre- vent6d or corrected; therefore, choices (B) and (E) can be eliminated. Furthermore, the ability to compensate for hearing loss certainly does not facilitate the early tre.at- ment (D) or the early discovery (A) of hearing loss. It is reasonable, however, that early detection of hearing loss is complicated by the ability to compensate for it. The best answer is (C). 6. The ------- science of seismology has grown just enough so that the first overly bold theories have been -------. (A) magnetic .. accepted (B) fledgling .. refuted (C) tentative •. analyzed (D) predictive .. protected (E) exploratory .• recalled At first reading, there may appear to be more than one answer choice that "makes sense" when substituted in the blanks of the sentence. (A), (C), and (D) can be dis- missed fairly readily when it is seen that accepted, tenta- tive, and protected are not compatible with overly bold in the sentence. Of the two remaining choices, (B) is supe- rior on stylistic grounds: theories are not recalled (E), and fledgling (B) reflects the idea of growth present in the sentence. 14 --- READING COMPREHENSION --- The purpose of the reading comprehension questions is to measure the ability to read with understanding, insight, and discrimination. This type of question explores the examinee's ability to analyze a written passage from several perspec- tives, including the ability to recognize both explicitly stated elements in the passage and assumptions underlying state- ments or arguments in the passage as well as the implications of those statements or arguments. Because the written pas- sage upon which reading comprehension question~ are based presents a sustained discussion of a particular topic, there is ample context for analyzing a variety of relationships; for example, the function 'of a word in relation to a larger seg- ment of the passage, the relationships among the various ideas in the passage, or the relation of the author to his or her topic or to the audience. There are six types of reading comprehension questions. These types focus on (1) the main idea or primary purpose of the passage; (2) information explicitly stated in the passage; (3) information or ideas implied or suggested by the author; (4) possible applications of the author's ideas to other situa- tions, including the identification of situations or processes a