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Updated on: 28 May 2025, 09:42
Originally posted by madgmat2019 on 30 Apr 2019, 05:45.
Last edited by Bunuel on 28 May 2025, 09:42, edited 2 times in total.
Last edited by Bunuel on 28 May 2025, 09:42, edited 2 times in total.
Renamed the topic and edited the question.
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D
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
95%
(hard)
Question Stats:
46% (02:43) correct
54%
(02:46)
wrong
based on 540
sessions
History
Date
Time
Result
Not Attempted Yet
Some researchers propose that creativity is no longer correlated to intelligence above a specific IQ level. They cited results of a study that show high to moderate correlations between intelligence and creativity in preschool children with IQ below 120 and low to no correlation in children with IQ above 120. However, the proposal of the researchers is not unquestionable. Some other studies (using the WISC) found no significant correlations between intelligence and creativity with the exception of a positive relationship within the group having an IQ above 140. Using a different intelligence test (CAT), the correlations between CAT intelligence scores and creativity remained insignificant for groups with IQ below 140.
What roles do the boldfaced statements play?
A. The first is an objection that has been raised against a judgment presented by the argument; the second is a further support for that objection.
B. The first is an objection that has been raised against a judgment that the argument calls into question; the second is a support for that judgment.
C. The first is a result presented as a support for the position that the argument calls into question; the second is a result presented to weaken another result that opposes that position.
D. The first is a result presented to support the position that the argument calls into question; the second is a result presented to support another result that opposes that position.
E. The first is a result presented to weaken the position that the argument calls into question; the second is a result presented to support another result that opposes that position.
What roles do the boldfaced statements play?
A. The first is an objection that has been raised against a judgment presented by the argument; the second is a further support for that objection.
B. The first is an objection that has been raised against a judgment that the argument calls into question; the second is a support for that judgment.
C. The first is a result presented as a support for the position that the argument calls into question; the second is a result presented to weaken another result that opposes that position.
D. The first is a result presented to support the position that the argument calls into question; the second is a result presented to support another result that opposes that position.
E. The first is a result presented to weaken the position that the argument calls into question; the second is a result presented to support another result that opposes that position.
30 Apr 2019, 05:58
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Researchers propose that creativity is no longer limited by intelligence above a specific IQ level. Some studies show moderate correlations between intelligence and creativity in preschool children with IQ below 120 and a lower correlation in children with IQ above 120. Some other studies (using the WISC-R) found no significant correlations between intelligence and creativity with the exception of a positive relationship within the 131–145 IQ group. Using a different intelligence test (CAT), the correlations between CAT scores and creativity remained insignificant for most groups but were lower than those obtained with the WISC.
What roles do the boldfaced statements play?
(d)The first is a result presented to support the position that the argument calls into question; the second is a result presented to support another result that opposes that position.
(e)The first is a result presented to weaken the position that the argument calls into question; the second is a result presented to support another result that opposes that position.
I marked D with following reasoning -
First Result - some studies show moderate correlations between intelligence and creativity in preschool children with IQ below 120 and a lower correlation in children with IQ above 120.
Position - creativity is related to intelligence
argument calls into question this position by - Researchers propose that creativity is no longer limited by intelligence above a specific IQ level.
second result - the correlations between CAT scores and creativity remained insignificant for most groups but were lower than those obtained with the WISC.
another result - Some other studies (using the WISC-R) found no significant correlations between intelligence and creativity with the exception of a positive relationship within the 131–145 IQ group. --- How does this oppose the position (creativity is related to intelligence)
How is E the right choice?
Am i doing this wrong, is the position - creativity is not related to intelligence.
That way - first result supports it.
Second result and another result would oppose that position.
But then position will not be the conclusion. What is the conclusion of this passage then?
TIA!
What roles do the boldfaced statements play?
(d)The first is a result presented to support the position that the argument calls into question; the second is a result presented to support another result that opposes that position.
(e)The first is a result presented to weaken the position that the argument calls into question; the second is a result presented to support another result that opposes that position.
I marked D with following reasoning -
First Result - some studies show moderate correlations between intelligence and creativity in preschool children with IQ below 120 and a lower correlation in children with IQ above 120.
Position - creativity is related to intelligence
argument calls into question this position by - Researchers propose that creativity is no longer limited by intelligence above a specific IQ level.
second result - the correlations between CAT scores and creativity remained insignificant for most groups but were lower than those obtained with the WISC.
another result - Some other studies (using the WISC-R) found no significant correlations between intelligence and creativity with the exception of a positive relationship within the 131–145 IQ group. --- How does this oppose the position (creativity is related to intelligence)
How is E the right choice?
Am i doing this wrong, is the position - creativity is not related to intelligence.
That way - first result supports it.
Second result and another result would oppose that position.
But then position will not be the conclusion. What is the conclusion of this passage then?
TIA!
rohanparekh
14 Sep 2021, 14:34
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Why is this answer D and not E?
The position of IQ being related to creativity is what the boldface statements are "weakening" and not "supporting"
The position of IQ being related to creativity is what the boldface statements are "weakening" and not "supporting"
