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In 1981, for the first time in over two decades, the average [#permalink]
 06 Oct 2006, 22:08
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In 1981, for the first time in over two decades, the average scores of high school students on standardized math and English tests did not decline. During the same year, millions of American students enjoyed their first exposure to the new world of the microcomputer, whether in schools, video arcades, or other settings. The conclusion is clear: far from stultifying the intellectual capacities of students, exposure to computers can actually enhance them.
The most serious weakness of the argument above is its failure to
(A) discuss the underlying causes of the twenty-year decline in students’ test scores
(B) cite specific figures documenting the increases in test scores
(C) distinguish among the various types of computer being used by high school students
(D) define the intellectual capacities tested by the standardized math and English tests referred to
(E) explain exactly how high school students’ abilities on math and English tests could have been enhanced by exposure to computers
I think the OA on this one is wrong.
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Senior Manager
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Between (D) and (E) ,(E).
The argument would be accepted only if the enhancing effects of computers were to be specified.Even if we knew wt intellectual capacities were tested on the tests we do not know for sure if the computer can enhance them.
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A well-balanced person is one who has a drink in each of his hands.
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Re: CR1000 - Students and computers [#permalink]
07 Oct 2006, 00:20
kripalkavi wrote: In 1981, for the first time in over two decades, the average scores of high school students on standardized math and English tests did not decline. During the same year, millions of American students enjoyed their first exposure to the new world of the microcomputer, whether in schools, video arcades, or other settings. The conclusion is clear: far from stultifying the intellectual capacities of students, exposure to computers can actually enhance them.
The most serious weakness of the argument above is its failure to
(A) discuss the underlying causes of the twenty-year decline in students’ test scores
Discussing why there was decline would be helpful. If we know that and see how computers can address those causes, we can see the argument in clear light. But lack of this information might not weaken the argument.
(B) cite specific figures documenting the increases in test scores
Specific figures are useful. But not necessary.
(C) distinguish among the various types of computer being used by high school students
There is a mention of computers at different places.
(D) define the intellectual capacities tested by the standardized math and English tests referred to
Might not help. Intellectual capacity is nothing but ability to do well on standardized math and english tests. How will further defining of what is tested in tests will help?
(E) explain exactly how high school students’ abilities on math and English tests could have been enhanced by exposure to computers
This is the best. The author of the argument skipped this essential part of argument.
I think the OA on this one is wrong.
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the way is difficult, but perfect trust makes it easy.
Last edited by ak_idc on 07 Oct 2006, 06:00, edited 1 time in total.
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Director
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Good explanation ak.
Clear E.
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Director
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Looks like E.
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Senior Manager
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agree E
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Were all students equally exposed to computers? Where? When? How often? Too many unknown variables to make such a conclusion.
Straightforward (E) here.
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VP
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Good job guys..OA is E. As you all might have guessed, I feel for the trap and picked D.
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E for sure.
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