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In the paragraph below, each line numbered 1 to 4 has one
wrong word. Locate the wrong word. Then, identify which response option (A,
B, C, or D), given below, has the correct combination of words that would
make the paragraph read correctly.
Example 1-5 :
- (1) At times our
respirations seem more than wishful dreams. With a
(2) sluggish global economy, slumping housing valuables, a tight
(3) job market and rising costs for essentials such as healthy care and
(4)tuition, achieving financial prosperity appears even more remotely.
A. 1. perspiration. 2. ticklish. 3.
rousing. 4. appeals.
B. 1. bashful. 2.
dumping. 3. essentially. 4. prosperous.
C. 1. aspirations. 2. values. 3.
health. 4. remote.
D. 1.
timely.
2. tightly. 3.
carefully. 4. finance.
- In these questions, each
sentence has four underlined words or phrases marked A, B, C, and D.
Choose the one that must be changed to make the sentence correct.
1. Promotion by senior (A) / is the next pillar (B) / of
the system (C) / we shall look at (D).
2. When making a tender, a contractor must make allowances (A) /
in his quoted price for possible increased costs (B) /, but it
is not far from easy (C) / to calculate how great these will be.
(D)
3. One topic of conversation almost guaranteed (A) / to rise
the blood pressure (B) / of a European industrialist (C) / is
that of economic democracy (D).
- Choose the word/phrase
nearest in meaning to the underlined part from the four alternatives
given under each of these questions:
1. He collapsed following a vigorous exercise session at the gym.
(A) Died. (B) Relaxed. (C) Fainted. (D) Gasped.
2. The old woman next door is a garrulous person
(A) Senile. (B) Sociable. (C) Talkative. (D) Haggard.
- The following extract has
been taken from a letter written by an insurance company to one of its
customers. Fill in the blanks in this extract with the most appropriate
words.
We wish to inform you 1.______ the premium for this policy 2.______ not
been paid as on the due date. 3.______ the policy is revived the
benefits attached to it 4.______ stand modified.
1. (A) which. (B) about. (C)
that. (D) of.
2. (A) could. (B)
has. (C)
have. (D) can.
3. (A) If. (B)
Because. (C) Unless. (D) Before.
4. (A) shall. (B) would.
(C) could. (D) be.
- Answer the following
questions based on your reading of the given passage.
At the center of studies of the mind is the problem of representation.
It has always seemed that if we could unravel the mystery of how
knowledge is stored it would lead irrevocably to understanding how it is
learned, how it is used, and, perhaps most intractably of all, how it is
made conscious. The form that language takes when it is laid down as
traces of long-term memory is a key to understanding its role in human
development, intelligence, and socialization.
How is language represented? Are semantic features of words stored as
entries in a lexicon or as part of our knowledge of concepts? How do
words and meanings combine so that we can use language meaningfully and
express thoughts verbally? Why do contexts change the way we interpret
language? These are some of the questions that have fueled the inquiry
into psycholinguistic processes and each one has a noble tradition in
research and theory. Because the questions are difficult and the
solutions impossible to observe directly, the research is intricate and
the conclusions are inferential. However, the vast majority of that
literature is based on a simplifying assumption: people have only one
language. Again the story becomes more complex when these questions are
asked about speakers who have two or more languages.
There is another complicating factor. Psycholinguistic research has
typically approached research questions by examining and attempting to
understand the stable state, namely, the adult mind. Development
processes are always more difficult to observe and to understand. For
monolinguals, questions about how children build up representations for
language and representations for concepts are notoriously difficult to
untangle. Children’s early words and early meanings have a tentative
existence on their own, as well as precarious connections to each other.
These fragile systems must somehow evolve into the fabric that is our
knowledge of language and the world. The mechanisms by which this happens
and the stages through which it progresses are the subject of much
research in developmental psycholinguistics. Again, the escalation in
complexity is palpable if children are learning two languages.
These are the problems faced in the attempt to understand how bilingual
children construct mental representations for language and concepts.
Investigating this issue includes two sets of related questions that can
nonetheless be examined separately. The first set of questions concerns
the relation between the two languages. How is the mental organization
of two languages different from that of one? What is the relation
between the languages in the child’s representational structure? Are the
various levels of language, such as phonology, syntax, semantics, and
pragmatics, isolated with the child’s knowledge of an individual
language or part of a shared resource? The second set of questions
concerns the role of meaning and concepts in linguistic organization.
How does each language connect with a system of meaning? Are the two
languages alternative labeling systems for the same concepts? Does each
language identify a different set of concepts and experiences for
children? These are the questions that underlie the study of the
development of mental representation for bilingual children.
(i) The Central idea of the passage is that:
- To understand the
human mind it is important to study how language is represented.
- It is difficult to
conduct a study on speakers who use two or more languages.
- It is difficult to
understand how monolinguals store language.
- Bilinguals are more
intelligent than monolinguals.
(ii) Which of the following statements is not true?
- All researchers
assume that people speak only one language.
- Contexts can
influence our interpretation of language.
- Words are stored in
the mind.
- People do not know
how words are stored in the mind.
Choose the most appropriate answer for the next
three questions.
(iii) A study of how language is represented helps us to
understand:
- How semantic
features of words are stored.
- How people express
thoughts verbally.
- How knowledge is
gained and used.
- How knowledge is
made conscious.
(iv) Psycholinguists have attempted to study the
adult mind because:
- Children’s minds are
not stable.
- The adult mind is
more stable than children’s mind.
- Developmental
processes are difficult to observe.
- Children’s early
words and early meanings have a tentative existence.
(v) Psycholinguists study bilingual children to
understand:
- The relation between
two languages.
- The role of meaning
in linguistic organization.
- How each language
connects with a system of meanings.
- How they construct
mental representations for language and concepts.
Section 2: Logical reasoning
Questions 6-11:
- In general, the terms
entrepreneur and SME’s (small and medium enterprises) are used in
conjunction with each other. But entrepreneurship is not just about
owning a small business. The very basis of entrepreneurship,
irrespective of the size of the organization, lies in its ability to
create new products/services, and devising new ways of implementing the
existing or new products.
Which of the following best sums up the above passage?
(A) The major characteristic of entrepreneurs is
their ability to introduce new
products/services into the market.
(B) Entrepreneurs are the main actors in economic growth.
(C) An owner of a large business may be an entrepreneur.
(D) Entrepreneurs do not own or operate small business.
- During the summer this
year, advertising expenditures on soft drinks increased by 25%, while
the consumption of soft drinks increased by 30%. Which of the following
is irrelevant to explaining the increase in consumption of soft drinks?
(A) This summer, soft drink companies offered more volume discounts than
competing substitutes.
(B) Soft drinks were available in more retail outlets this summer.
(C) The advertisements of soft drinks were more catchy and effective
this summer.
(D) The production of soft drink bottle openers doubled this year.
Instructions for Questions 8-9
A two-way road network exists between the
following locations in a city: A and B, A and C, C and E, E and G, E and H, G
and D, and D and F. There is also a one-way road between locations D and B;
the only possible way of travel is from D to B. None of these road routes
intersect each other except meeting at the nodal points in the respective
locations. There are no other routes to or from the above locations in the
city.
- Which of the following
locations cannot be avoided while travelling from F to H?
(A) B, C
(B) D, C
(C) D, E
(D) D, A
- What is the minimum number
of locations one would have to touch to reach E from F?
(A) 2
(B) 3
(C) 4
(D) 5
- The following sentences,
when properly sequenced, form a coherent paragraph. Select the most
logical order of the sentences.
Transmission and Distribution losses are very high in Indian State
Electricity Boards. (ii) Electricity rates have to be raised. (iii)
State Electricity Boards in India are making commercial losses. (iv)
High technical losses lead to loss of revenue and subsequent rise in
electricity prices.
(A) (ii)-(i)-(iii)-(iv)
(B) (iii)-(i)-(ii)-(iv)
(C) (iii)-(i)-(iv)-(ii)
(D) (i)-(ii)-(iii)-(iv)
- Seven MBA students are
to be assigned projects, as part of their curriculum. Three students (A,
B and C) are engineering graduates, two (D and E) are science graduates,
and two (F and G) are commerce graduates. The course instructor has
offered them three projects coded here as 1, 2 and 3.
No student can take part in more than one project.
There must be at least one engineering graduate in each project.
B cannot be in the same project as G.
C and F must work on the same project.
E must not work on project 3.
Since projects 1 and 2 are easier, the instructor has allowed only two
students to work on these projects.
Which of the following pairs CANNOT work on the same project?
(A) C and G
(B) D and F
(C) D and E
(D) B and E
Section 3: Quantitative ability
Question 12-17
- A text book for children is
meant to have 216 sq. cms. of actual printed matter in each page. Also,
the top and bottom margins are 3 cms. each and the left and right
margins are 2 cms. each. The most economical height and width of each
page will be respectively
(A) 16 cms. and 12 cms.
(B) 20 cms. and 14 cms.
(C) 24 cms. and 16 cms.
(D) 18 cms. and 12 cms.
- The probability of a number
being divisible by 3, not divisible by 5 and divisible by either 4 or 6
is
(A) 1/6
(B) 2/15
(C) 1/30
(D) 5/6
- Let PQR be a right-angled
triangle, right-angled at R, and let RS be the perpendicular from R to
PQ. Let PQ=a, QR=b, RP=c, RS=d and PS=e. Which one of the following is
not always true?
(A) ad=bc
(B) b2 + c2 = 2c2 + ½ a2
(C) 1/d2 =1/b2 + 1/c2
(D) d2 = e(a-e)
- Five students are
participating in a contest. Three teams are to be made in such a way
that each student has to be a member of one and only one team. However,
team sizes need not be the same. If the order of the teams or the order
of the students within the teams do not matter, the number of ways in
which three teams can be formed is
(A) 35
(B) 7
(C) 20
(D) 25
- Any complex number x + iy
can be put in the form (cosQ + i sinQ) where r is called the modulus and
q is the argument of the complex number. The complex number z having the
least positive argument and satisfying | z – 5i | < 3 is
(A) 9/5 + i (15/5)
(B) 2/5 + i (3/5)
(C) 12/5 + i (16/5)
(D) none of the above
- The angle of elevation of a
kite from a point 100 metres above a lake is 30o and the angle of
depression of its reflection in the lake is 60o. The height of the kite
above the lake is
(A) 100 √3/3 metres
(B) 200 √3 metres
(C) 100 metres
(D) 200 metres
Section 4: Data interpretation ability
Questions 18-21:
Questions 18 -21 are based on the above graph, which depicts the
performance parameters of LMN Ltd, for ten years.
- In which of the following
years did LMN Ltd. suffer a loss?
(A) 1991-92, 1992-93, 1993-94, 1994-95
(B) 1990-91, 1991-92, 1992-93, 1993-94
(C) 1993-94, 1994-95, 1995-96
(D) 1991-92, 1992-93, 1994-95
- The highest percentage of
growth in total revenue was recorded between the financial years
(A) 1999-00 and 2000-01
(B) 1997-98 and 1998-99
(C) 1992-93 and 1993-94
(D) 1994-95 and 1995-96
- If the percentage growth
rate between the financial years 1999-00 and 2000-01 was maintained, the
total revenue for the year 2001-02 would approximately be
(A) Rs. 192.30 millions.
(B) Rs. 171.87 millions.
(C) Rs. 174.74 millions.
(D) Rs. 164.41 millions.
- The contribution of
demand deposits to total deposits is the lowest in the year
(A) 1989-90
(B) 2000-01
(C) 1999-00
(D) 1990-91
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