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Bunuel
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In 1981, for the first time in over two decades, the average scores of 18 Dec 2018, 23:20
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E
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!

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25% (medium)

Question Stats:

75% (01:28) correct 25% (01:53) wrong based on 2438 sessions

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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
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E
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RicAssassin
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In 1981, for the first time in over two decades, the average scores of 09 Jan 2019, 19:27
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Answer is E.

We need to look carefully at what the conclusion actually is (which is quite clearly stated in the last sentence).

A - Past 21 years of scores is not a mater of concern while discussing the sudden rise in scores this year as conclusion is concerned with the present development only.
B- Doesn't answer HOW
C - Irrelevant (How will that ever help?)
D - Definition of intellectual capacity doesn't attack the argument.

E- CORRECT!
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In 1981, for the first time in over two decades, the average scores of 12 Jan 2019, 10:14
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WHY E? PLEASE EXPLAIN E. I GO WITH B , PLEASE TELL WHY NOT B.
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In 1981, for the first time in over two decades, the average scores of 12 Jan 2019, 10:34
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shahidomer77
WHY E? PLEASE EXPLAIN E. I GO WITH B , PLEASE TELL WHY NOT B.
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Hi shahidomer77

Two reasons why B is wrong:
1. If you read the argument, it states that Scores did not decline. B States that the scores have increased

2. B States that the scores have increased and the argument should provide figures to prove it: Now imagine if the scores went up by 80% - does this help our argument that computers aid learning? No!

So E is the LEAST wrong answer here
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In 1981, for the first time in over two decades, the average scores of 13 Jan 2019, 03:45
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Oh correct gotcha . Thanks fitzpratik it helped me .
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In 1981, for the first time in over two decades, the average scores of 24 Jun 2020, 21:29
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GMATNinja, GMATNinjaTwo, eakabuah, nightblade354

Could you please help me with the explanation? I found both the options correct.
IMO crux of the argument
Cause -> Effect
Computers -> Intellectual capacity enhancement
Intellectual capacity enhancement -> Average scores did not decline

Below are the two options.
(D) define the intellectual capacities tested by the standardized math and English tests referred to
How do we know about the intellectual capacities tested by the standardized tests until they are defined? Merely concluding the same as per the Cause-Effect relationship defined per the question makes the argument weak

(E) explain exactly how high school students' abilities on math and English tests could have been enhanced by exposure to computers
Seems good. It is unclear how computers have helped the students enhance their abilities. Good candidate for answer.
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In 1981, for the first time in over two decades, the average scores of 02 Jul 2020, 11:49
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GMATNinja, GMATNinjaTwo, eakabuah, nightblade354

Could you please help me with the explanation? I found both the options correct.
IMO crux of the argument
Cause -> Effect
Computers -> Intellectual capacity enhancement
Intellectual capacity enhancement -> Average scores did not decline

Below are the two options.
(D) define the intellectual capacities tested by the standardized math and English tests referred to
How do we know about the intellectual capacities tested by the standardized tests until they are defined? Merely concluding the same as per the Cause-Effect relationship defined per the question makes the argument weak

(E) explain exactly how high school students' abilities on math and English tests could have been enhanced by exposure to computers
Seems good. It is unclear how computers have helped the students enhance their abilities. Good candidate for answer.
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If u will carefully read ,the arguement is mainly trying to tell u that average score remained same during these two decades ;also during this period computer was introduced;atlast computer helped in enhancing intellectual capabilities.
We have to weaken this relation
Which can be done by instilling doubt on the relationship which option E does.
Definition of intellectual capabilities is irrelevant.

Posted from my mobile device
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In 1981, for the first time in over two decades, the average scores of 15 Dec 2022, 11:24
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although weak in cr.. but i nailed this one
e
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Bhavita.
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In 1981, for the first time in over two decades, the average scores of 13 Jul 2024, 04:45
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Team,
conclusion sets the causality or relation between intellectual capacities and exposure to computers. Whereas in the passage nowhere the intellectual capacities have been mentioned rather it is the test scores .... thus there is a missing logical gap that should be filled by explaining how test scores define intellectual (as it not by default necessary for the tests to test intellectual capacities). Can anyone please explain where exactly I am going wrong
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In 1981, for the first time in over two decades, the average scores of 06 May 2025, 12:00
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To evaluate the weaknesses of this argument, let's analyze the answer choices:

A. Discuss the underlying causes of the twenty-year decline in students' test scores.
This option points to a potential historical context that may influence the current situation, but it does not directly address the causal link the argument is trying to establish.

B. Cite specific figures documenting the increases in test scores.
The argument does not need specific figures to establish its causal relationship; it only needs to show that there was no decline. Hence, this choice is not the most serious weakness.

C. Distinguish among the various types of computer being used by high school students.
While different types of computers may have varying impacts, the argument does not require differentiation among them to make its main point.

D. Define the intellectual capacities tested by the standardized math and English tests referred to.
Defining what is meant by "intellectual capacities" might help clarify the argument, but it is not the primary weakness.

E. Explain exactly how high school students' abilities on math and English tests could have been enhanced by exposure to computers.
This option directly addresses the argument's leap in logic from correlation (lack of decline in scores) to causation (enhanced abilities due to computers). The argument does not provide a mechanism or reasoning as to how exposure to computers leads to improved test performance.

So IMO : E
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