It is currently 18 Nov 2017, 05:32

### GMAT Club Daily Prep

#### Thank you for using the timer - this advanced tool can estimate your performance and suggest more practice questions. We have subscribed you to Daily Prep Questions via email.

Customized
for You

we will pick new questions that match your level based on your Timer History

Track

every week, we’ll send you an estimated GMAT score based on your performance

Practice
Pays

we will pick new questions that match your level based on your Timer History

# Events & Promotions

###### Events & Promotions in June
Open Detailed Calendar

# In 1981, for the first time in over two decades, the average

Author Message
Director
Joined: 24 Oct 2005
Posts: 658

Kudos [?]: 16 [0], given: 0

Location: London
In 1981, for the first time in over two decades, the average [#permalink]

### Show Tags

24 Mar 2006, 07:38
00:00

Difficulty:

(N/A)

Question Stats:

0% (00:00) correct 0% (00:00) wrong based on 0 sessions

### HideShow timer Statistics

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 studentsâ€™ 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 studentsâ€™ abilities on math and English tests could have been enhanced by exposure to computers

Kudos [?]: 16 [0], given: 0

Director
Joined: 06 Feb 2006
Posts: 893

Kudos [?]: 129 [0], given: 0

### Show Tags

24 Mar 2006, 07:48
I choose E....

Kudos [?]: 129 [0], given: 0

Director
Joined: 10 Oct 2005
Posts: 713

Kudos [?]: 26 [0], given: 0

### Show Tags

24 Mar 2006, 09:04
straight E
_________________

IE IMBA 2010

Kudos [?]: 26 [0], given: 0

Manager
Joined: 06 Aug 2005
Posts: 89

Kudos [?]: 2 [0], given: 0

Location: Minneapolis

### Show Tags

25 Mar 2006, 00:23
D.
Conclusion is 'Exposure to computers enhancing the intellectual capabilities'
Evidence is 'The math and english test scores did not decline'
Assumption is 'Enhanced intellectual capabilities prevented the score to decline'
Assumption is the weakness of the argument.

Kudos [?]: 2 [0], given: 0

Manager
Joined: 13 Mar 2006
Posts: 73

Kudos [?]: 40 [0], given: 0

### Show Tags

25 Mar 2006, 02:39
I saw this question at the OG 11th, and obviously answered wrong.

My recontemplation is...
the passage mentions "the intellectual ability" and as a proof of that ability, the author suggests Math and Eng scores. But specific test scores are not all that constitue the intellectual ability. So, that is the error.

It's like saying I am smarter than you, because my Eng and math test scores are higher than yours.
_________________

GMAT by 8th JUL

Kudos [?]: 40 [0], given: 0

Director
Joined: 27 Feb 2006
Posts: 621

Kudos [?]: 81 [0], given: 0

### Show Tags

25 Mar 2006, 03:41
Very confusing question

firstly I chose E. After reading shailu's post I gave right to his explaination, however, now I am confused..

D) "To define the intellectual capacities tested by the standardized math and English tests referred to " will change the situation?

The argument makes an assumption and comes into a conclusion. If it defines E : " explain exactly how high school studentsâ€™ abilities on math and English tests could have been enhanced by exposure to computers" , the conclusion will be more convincing.

Don't you think so

Kudos [?]: 81 [0], given: 0

Current Student
Joined: 29 Jan 2005
Posts: 5201

Kudos [?]: 437 [0], given: 0

### Show Tags

25 Mar 2006, 07:03
If the tests were standardized, then the definition of the capacity is implied. D is out.

(E) seems to be correct

Kudos [?]: 437 [0], given: 0

Director
Joined: 26 Sep 2005
Posts: 567

Kudos [?]: 25 [0], given: 0

Location: Munich,Germany

### Show Tags

27 Mar 2006, 23:10
agree with matt, its E

Kudos [?]: 25 [0], given: 0

Director
Joined: 24 Oct 2005
Posts: 658

Kudos [?]: 16 [0], given: 0

Location: London

### Show Tags

28 Mar 2006, 01:56
The OA is E

Kudos [?]: 16 [0], given: 0

VP
Joined: 07 Nov 2005
Posts: 1115

Kudos [?]: 53 [0], given: 1

Location: India

### Show Tags

30 Mar 2006, 00:10
Late but got E.

Kudos [?]: 53 [0], given: 1

30 Mar 2006, 00:10
Display posts from previous: Sort by

# In 1981, for the first time in over two decades, the average

Moderators: GMATNinjaTwo, GMATNinja

 Powered by phpBB © phpBB Group | Emoji artwork provided by EmojiOne Kindly note that the GMAT® test is a registered trademark of the Graduate Management Admission Council®, and this site has neither been reviewed nor endorsed by GMAC®.