AMCAT Mock Paper | Verbal Aptitude 2

This is an AMCAT model paper for Verbal Aptitude. This placement paper will cover aptitude that is asked in AMCAT exams and also strictly follows the pattern of questions asked in AMCAT papers. It is recommended to solve each one of the following questions to increase your chances of clearing the AMCAT Exam.

  1. Select the option that is most nearly OPPOSITE in meaning to the given word . :
    DILATORY
    (OPPOSITE)

    1. narrowing
    2. prompt
    3. enlarging
    4. portentous
    5. sour

    Answer:

    prompt 
  2. Select the option that is most nearly OPPOSITE in meaning to the given word . :
    GRISLY
    (OPPOSITE)

    1. suggestive
    2. doubtful
    3. untidy
    4. pleasant
    5. bearish

    Answer:

    pleasant 
  3. Passage for Q3-Q7:
    Our propensity to look out for regularities, and to impose laws upon nature, leads to the psychological phenomenon of dogmatic thinking or, more generally, dogmatic behavior: we expect regularities everywhere and attempt to find them even where there are none; events which do not yield to these attempts we are inclined to treat as a kind of background noise, and we stick to our expectations even when they are inadequate and we ought to accept defeat. This dogmatism is to some extent necessary. It is demanded by a situation which can only be dealt with by forcing our conjectures upon the world. Moreover, this dogmatism allows us to approach a good theory in stages, by way of approximations: if we accept defeat too easily, we may prevent ourselves from finding that we were very nearly right.

    It is clear that this dogmatic attitude, which makes us stick to our first impressions, is indicative of a strong belief; while a critical attitude, which is ready to modify its tenets, which admits doubt and demands tests, is indicative of a weaker belief. Now according to Humes theory, and to the popular theory, the strength of a belief should be a product of repetition; thus it should always grow with experience, and always be greater in less primitive persons. But dogmatic thinking, an uncontrolled wish to impose regularities, a manifest pleasure in rites and in repetition as
    such is characteristic of primitives and children, and increasing experience and maturity sometimes create an attitude of caution and criticism rather than of dogmatism.

    My logical criticism of Humes psychological theory, and the considerations connected with it, may seem a little removed from the field of philosophy of science. But the distinction between dogmatic and critical thinking, or the dogmatic and the critical attitude, brings us right back to our central problem. For the dogmatic attitude is clearly related to the tendency to verify our laws and schemata by seeking to apply them and to confirm them, even to the point of neglecting refutations, whereas the critical attitude is one of readiness to change them – to test them; to refute them; to falsify them, if possible. This suggests that we may identify the critical attitude with the scientific attitude, and the dogmatic attitude with the one which we have described as pseudo-scientific. It further suggests that genetically speaking the pseudo-scientific attitude is more primitive than, and prior to, the scientific attitude: that it is a pre-scientific attitude. And this primitive or priority also has its logical aspect. For the critical attitude is not so much opposed to the dogmatic attitude as super-imposed upon it: criticism must be directed against existing and influential beliefs in need of critical revision – in other words, dogmatic beliefs. A critical attitude needs for its raw material, as it were, theories or beliefs which are held more or less dogmatically.

    Thus, science must begin with myths, and with the criticism of myths; neither with the collection of observations, nor with the invention of experiments, but with the critical discussion of myths, and of magical techniques and practices. The scientific tradition is distinguished from the pre-scientific tradition in having two layers. Like the latter, it passes on its theories; but it also passes on a critical attitude towards them. The theories are passed on, not as dogmas, but rather with the challenge to discuss them and improve upon them.
    The critical attitude, the tradition of free discussion of theories with the aim of discovering their weak spots so that they may be improved upon, is the attitude of reasonableness, of rationality. From the point of view here developed, all laws, all theories, remain essentially tentative, or conjectural, or hypothetical, even when we feel unable to doubt them any longer. Before a theory has been refuted we can never know in what way it may have to be modified.

  4. In the context of science, according to the passage, the interaction of dogmatic beliefs and critical attitude can be best described as:
    1. A duel between two warriors in which one has to die.
    2. The effect of a chisel on a marble stone while making a sculpture.
    3. The feedstock (natural gas) in fertilizer industry being transformed into fertilizers.
    4. A predator killing its prey.
    5. The eect of fertilizers on a sapling.

    Answer:

    The effect of a chisel on a marble stone while making a sculpture. 
  5. According to the passage, the role of a dogmatic attitude or dogmatic behaviour in the development of science is
    1. critical and important, as, without it, initial hypotheses or conjectures can never be made.
    2. positive, as conjectures arising out of our dogmatic attitude become science.
    3. negative, as it leads to pseudo-science.
    4. neutral, as the development of science, is essentially because of our critical attitude.
    5. inferior to critical attitude, as a critical attitude leads to the attitude of reasonableness and rationality

    Answer:

    critical and important, as, without it, initial hypotheses or conjectures can never be made. 

    Explanation:

    The writer believes that dogma is important because dogmas are refined into science with time. With this comprehension one is able to eliminate options 3, 4 and 5. Between options 1 and 2, option 2 erroneously states that dogmas become science whereas dogma merely provides the substance or the hypothesis that later on get refined into science. Hence option 2 is eliminated.
    Hence, option 1

  6. Dogmatic behaviour, in this passage, has been associated with primitives and children. Which of the following best describes the reason why the author compares primitives with children?
    1. Primitives are people who are not educated, and hence can be compared with children, who have not yet been through school.
    2. Primitives are people who, though not modern, are as innocent as children.
    3. Primitives are people without a critical attitude, just as children are.
    4. Primitives are people in the early stages of human evolution; similarly, children are in the early stages of their lives.
    5. Primitives are people who are not civilized enough, just as children are not

    Answer:

    Primitives are people in the early stages of human evolution; similarly, children are in the early stages of their lives. 

    Explanation:

    The answer is available with the analysis of this part of the passage: But dogmatic thinking, an uncontrolled wish to impose regularities, a manifest pleasure in rites and in repetition as such, is characteristic of primitives and children; and increasing experience and maturity sometimes create an attitude of caution and criticism rather than of dogmatism.
    Option 1 is eliminated because education is not the reason that the writer associates dogma with primitives and children.
    Option 2 is eliminated for innocence.
    Option 3 is contrary to the italicized part of the sentence.
    Option 5 is eliminated for civilization.
    Hence, option 4.

  7. Which of the following statements best supports the argument in the passage that a critical attitude leads to a weaker belief than a dogmatic attitude does?
    1. A critical attitude implies endless questioning, and, therefore, it cannot lead to strong beliefs.
    2. A critical attitude, by definition, is centred on an analysis of anomalies and “noise”.
    3. A critical attitude leads to questioning everything, and in the process generates “noise” without any conviction.
    4. A critical attitude is antithetical to conviction, which is required for strong beliefs.
    5. A critical attitude leads to questioning and to tentative hypotheses

    Answer:

    A critical attitude leads to questioning and to tentative hypotheses 

    Explanation:

    The last paragraph of the passage completely supports option 5. The question asks you to best support critical attitude leads to a weaker belief.
    Option 5 supports this by stating that a critical attitude leads to questioning and hypothesis these weaken beliefs.
    Option 1 states cannot lead to strong beliefs. As we are in fact, asked to support this; it is not the best option.
    Options 2 and 3 are eliminated for the noise, which does not suffice to support the notion.
    Option 4 states what is required for strong beliefs and does not support the thesis, ‘critical attitude leads to a weaker belief’.
    Hence, option 5

  8. According to the passage, which of the following statements best describes the difference between science and pseudo-science?
    1. Scientific theories or hypothesis are tentatively true whereas pseudo-sciences are always true.
    2. Scientific laws and theories are permanent and immutable whereas pseudo-sciences are contingent on the prevalent mode of thinking in a society.
    3. Science always allows the possibility of rejecting a theory or hypothesis, whereas pseudo-sciences seek to validate their ideas or theories.
    4. Science focuses on anomalies and exceptions so that fundamental truths can be uncovered, whereas pseudo-sciences focus mainly on general truths.
    5. Science progresses by collection of observations or by experimentation, whereas pseudo-sciences do not worry about observations and experiments.

    Answer:

    Science always allows the possibility of rejecting a theory or hypothesis, whereas pseudo-sciences seek to validate their ideas or theories. 

    Explanation:

    From paragraph 3: For the dogmatic attitudes clearly related to the tendency to verify our laws and schemata by seeking to apply them and to confirm them, even to the point of neglecting refutations, whereas the critical attitude is one of readiness to change them – to test them; to refute them; to falsify them, if possible. This suggests that we may identify the critical attitude with the scientific attitude, and the dogmatic attitude with the one which we have described as pseudo-scientific.
    Only option 3 best answers about the difference between science and pseudo-science.
    Hence, option 3.

  9. Select the correct option that fills the blank to make the sentence meaningfully complete. :
    Radha felt very much grateful ______ her boss for the kindness he had shown in granting her leave.

    1. To
    2. For
    3. Towards
    4. With
    5. After

    Answer:

    To 
  10. Select the correct option that fills the blank to make the sentence meaningfully complete. :
    The consequence of his haughtiness was that his services were dispensed ______ by his master.

    1. About
    2. From
    3. With
    4. Round
    5. Up

    Answer:

    With 
  11. Select the correct option that fills the blank to make the sentence meaningfully complete. :
    Rati just chimes ______ the opinion of her husband and seems to have no mind of her own.

    1. From
    2. With
    3. In with
    4. On about
    5. Up with

    Answer:

    In with 
  12. Select the correct option that fills the blank(s) to make the sentence meaningfully complete. :
    Most children remain ______ school _______ the ages of seven and eight.

    1. In/in
    2. At/between
    3. Inside/of
    4. Under/beyond
    5. Beyond/under

    Answer:

    At/between 
  13. Read the sentence to find out whether there is any grammatical error in it. The error, if any, will be in one part of the sentence. The letter of that part is the answer. If there is no error, the answer is ‘D’.(Ignore – the errors of punctuation, if any) :
    (A) With little patience/(B) you will be able to/(C) cross this hurdle./(D) No error

    1. A
    2. B
    3. C
    4. D

    Answer:

    A 
  14. Read the sentence to find out whether there is any grammatical error in it. The error, if any, will be in one part of the sentence. The letter of that part is the answer. If there is no error, the answer is ‘D’.(Ignore – the errors of punctuation, if any) :
    (A) It is true/(B) that God helps those/(C) who helps themselves./(D) No error.

    1. A
    2. B
    3. C
    4. D

    Answer:

    C 
  15. Read the sentence to find out whether there is any grammatical error in it. The error, if any, will be in one part of the sentence. The letter of that part is the answer. If there is no error, the answer is ‘D’.(Ignore – the errors of punctuation, if any) :
    (A) Umesh is/(B) five years/ (C) senior than me./ (D) No error.

    1. A
    2. B
    3. C
    4. D

    Answer:

    C 
  16. Read the sentence to find out whether there is any grammatical error in it. The error, if any, will be in one part of the sentence. The letter of that part is the answer. If there is no error, the answer is ‘D’.(Ignore – the errors of punctuation, if any) :
    (A) Can I lend/(B) your pencil/(C) for a minute, please ?/(D) No error.

    1. A
    2. B
    3. C
    4. D

    Answer:

    A 
  17. In the question each passage consists of six sentences. The first and the sixth sentences are given in the beginning. The middle four sentences have been removed and jumbled up. These are labelled P, Q, R and S. Select the proper order for the four sentences. :
    S1: American private lives may seem shallow.
    S6: This would not happen in China, he said.
    P: Students would walk away with books they had not paid for.
    Q: A Chinese journalist commented on a curious institution: the library.
    R: Their public morality, however, impressed visitors.
    S: But in general they returned them.

    1. PSQR
    2. QPSR
    3. RQPS
    4. RPSQ

    Answer:

    QPSR 
  18. In the question each passage consists of six sentences. The first and the sixth sentences are given in the beginning. The middle four sentences have been removed and jumbled up. These are labelled P, Q, R and S. Select the proper order for the four sentences. :
    S1: On vacation in Tangier, Morocco, my friend and I sat down at a street cafe.
    S6: Finally a man walked over to me and whispered, “Hey buddy _________ this guy’s your waiter and he wants your order.”
    P: At one point, he bent over with a big smile, showing me a single gold tooth and a dingy face.
    Q: Soon I felt the presence of someone standing alongside me.
    R: But this one wouldn’t budge.
    S: We had been cautioned about beggars and were told to ignore them.

    1. SQRP
    2. SQPR
    3. QSRP
    4. QSPR

    Answer:

    QSRP 
  19. In the question each passage consists of six sentences. The first and the sixth sentences are given in the beginning. The middle four sentences
    have been removed and jumbled up. These are labelled P, Q, R and S. Select the proper order for the four sentences. : S1: Venice is a strange
    and beautiful city in the north of Italy.
    S6: This is because Venice has no streets.
    P: There are about four hundred old stone bridges joining the island of Venice.
    Q: In this city there are no motor cars, no horses and no buses.
    R: These small islands are near one another.
    S: It is not an island but a hundred and seventeen islands.

    1. PQRS
    2. PRQS
    3. SRPQ
    4. PQSR

    Answer:

    SRPQ 


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