Events & Promotions
|
|
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
Track
Your Progress
Practice
Pays
Not interested in getting valuable practice questions and articles delivered to your email? No problem, unsubscribe here.
May 1212:00 PM EDT
-11:59 PM EDT
Make the most of your break with the most realistic GMAT™ prep. Take up to $700 off select products.
May 1308:30 AM PDT
-09:30 AM PDT
In Episode 4 of our GMAT Ninja CR series, we tackle the most intimidating CR question type: Boldface & "Legalese" questions. If you've ever stared at an answer choice that reads, "The first is a consideration introduced to counter a position that...- May 14
08:30 AM PDT
-09:30 AM PDT
Most GMAT test-takers are intimidated by the hardest GMAT Verbal questions. In this session, Target Test Prep GMAT instructor Erika Tyler-John, a 100th percentile GMAT scorer, will show you how top scorers break down challenging Verbal questions..
08 Dec 2015, 10:16
Kudos
Bookmarks
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.
08 Dec 2015, 10:16
Kudos
Bookmarks
Official Solution:
Some researchers propose that creativity is no longer correlated to intelligence above a specific IQ level. They cited results of a study that show [b]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?
[/b]
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.
The position (of some researchers) that the argument calls into question: creativity is no longer limited by intelligence at or above a specific level of IQ – That is, at IQ levels higher than a certain value, intelligence and creativity are not correlated. (For explanation’s sake, let us call this position A).
Result 1 from “a study” (first boldfaced part):
High to moderate correlation for IQ 120: supports the position A.
Result 2 from WICS:
No significant correlation for low IQ, positive correlation for IQ>140: opposes the position A.
Result 3 from CAT (second boldfaced part):
No significant correlation for IQ < 140 ("remained"): supports result 2.
A. The first boldfaced part (result 1) and the second bold faced part (result 3) oppose each other. This option indicates that both the bold faced parts are “on the same side".
B. The first boldfaced part (result 1) does not object to the position (judgment) of the researchers that the argument calls into question, rather it supports. The second boldfaced part does not support the position (judgment), rather it opposes.
C. The second boldfaced part does not weaken, but strengthens another result (result 2) that opposes the position (of the researchers) that the argument calls into question.
D. CORRECT. Fixes all errors. Result 1 supports the position and result 3 supports result 2 that opposes the position.
E. The first boldfaced part does not weaken, but strengthens the position of the researchers that the argument calls into question.
Answer: D
Some researchers propose that creativity is no longer correlated to intelligence above a specific IQ level. They cited results of a study that show [b]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?
[/b]
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.
The position (of some researchers) that the argument calls into question: creativity is no longer limited by intelligence at or above a specific level of IQ – That is, at IQ levels higher than a certain value, intelligence and creativity are not correlated. (For explanation’s sake, let us call this position A).
Result 1 from “a study” (first boldfaced part):
High to moderate correlation for IQ 120: supports the position A.
Result 2 from WICS:
No significant correlation for low IQ, positive correlation for IQ>140: opposes the position A.
Result 3 from CAT (second boldfaced part):
No significant correlation for IQ < 140 ("remained"): supports result 2.
A. The first boldfaced part (result 1) and the second bold faced part (result 3) oppose each other. This option indicates that both the bold faced parts are “on the same side".
B. The first boldfaced part (result 1) does not object to the position (judgment) of the researchers that the argument calls into question, rather it supports. The second boldfaced part does not support the position (judgment), rather it opposes.
C. The second boldfaced part does not weaken, but strengthens another result (result 2) that opposes the position (of the researchers) that the argument calls into question.
D. CORRECT. Fixes all errors. Result 1 supports the position and result 3 supports result 2 that opposes the position.
E. The first boldfaced part does not weaken, but strengthens the position of the researchers that the argument calls into question.
Answer: D
08 Aug 2022, 03:02
Kudos
Bookmarks
The question or/and solution has been revised and edited. Thank you sayantanc2k !!!
