Time –30 minutes 38 Questions
1.A computer program can provide information in ways
that force students to — learning instead of being
merely —- of knowledge.
(A) shore up .. reservoirs
(B) accede to .. consumers
(C) participate in .. recipients
(D) compensate for.. custodians
(E) profit from .. beneficiaries
2. The form and physiology of leaves vary according to
the —- in which they develop: for example, leaves
display a wide range of adaptations to different
degrees of light and moisture.
3. One theory about intelligence sees —- as the logical structure underlying thinking and insists that since animals are mute, they must be —- as well.
(A) behavior.. inactive
(B) instinct.. cooperative
(C) heredity.. thoughtful
(D) adaptation.. brutal
(E) language.. mindless
4. Though —- in her personal life, Edna St. Vincent Millay was nonetheless —- about her work, usually producing several pages of complicated rhyme in a day.
(A) jaded.. feckless
(B) verbose.. ascetic
(C) vain.. humble
(D) impulsive.. disciplined
(E) self-assured.. sanguine
5. The children’s —- natures were in sharp contrast to the even-tempered dispositions of their parents.
6. By —- scientific rigor with a quantitative approach, researchers in the social sciences may often have — their scope to those narrowly circumscribed topics that are well suited to quantitative methods.
(A) undermining.. diminished
(B) equating.. enlarged
(C) vitiating.. expanded
(D) identifying.. limited
(E) imbuing.. broadened
7. As early as the seventeenth century, philosophers called attention to the —- character of the issue, and their twentieth-century counterparts still approach it with —-.
(A) absorbing.. indifference
(B) unusual.. composure
(C) complex.. antipathy
(D) auspicious.. caution
(E) problematic.. uneasiness
8. TRIPOD: CAMERA::
(A) scaffolding: ceiling
(B) prop: set
(C) easel: canvas
(D) projector: film
(E) frame: photograph
9. AQUATIC: WATER::
(A) cumulus: clouds
(B) inorganic: elements
(C) variegated: leaves
(D) rural: soil
(E) arboreal: trees
10. EMOLLIENT: SUPPLENESS::
(A) unguent: elasticity
(B) precipitant: absorption
(C) additive: fusion
(D) desiccant: dryness
(E) retardant: permeability
11. DRAW: DOODLE::
(A) talk: whisper
(B) travel: ramble
(C) run: walk
(D) calculate: add
(E) eat: gobble
12. CONSPICUOUS: SEE:
(A) repulsive: forget
(B) prohibited: discount
(C) deceptive: delude
(D) impetuous: disregard
(E) transparent: understand
13. IMMATURE: DEVELOPED::
(A) accessible: exposed
(B) theoretical: conceived
(C) tangible: identified
(D) irregular: classified
(E) incipient: realized
14. PERSPICACITY: ACUTE::
(A) adaptability: prescient
(B) decorum: complacent
(C) caprice: whimsical
(D) discretion: literal
(E) ignorance: pedantic
15. PLAYFUL: BANTER::
(A) animated: originality
(B) exaggerated: hyperbole
(C) insidious: effrontery
(D) pompous: irrationality
(E) taciturn: solemnity
16. QUARANTINE: CONTAGION::
(A) blockage: obstacle
(B) strike: concession
(C) embargo: commerce
(D) vaccination: inoculation
(E) prison: reform
Influenced by the view of some twentieth-century feminists that women’s position within the family is one of the central factors determining women’s social position, some historians have underestimated the signi-
(5) ficance of the woman suffrage movement. These historians contend that nineteenth-century suffragism was less radical and, hence, less important than, for example, the moral reform movement or domestic feminism— two nineteenth-century movements in which women strug-
(10)gled for more power and autonomy within the family. True, by emphasizing these struggles, such historians have broadened the conventional view of nineteenthcentury feminism, but they do a historical disservice to suffragism. Nineteenth-century feminists and anti-
(15)feminist alike perceived the suffragists’ demand for enfranchisement as the most radical element in women’s protest, in part because suffragists were demanding power that was not based on the institution of the family, women’s traditional sphere. When evaluating
(20)nineteenth-century feminism as a social force, contemporary historians should consider the perceptions of actual participants in the historical events.
17.The author asserts that the historians discussed in the passage have
(A) influenced feminist theorists who concentrate on the family
(B) honored the perceptions of the women who participated in the women suffrage movement
(C) treated feminism as a social force rather than as an intellectual tradition
(D) paid little attention to feminist movements
(E) expanded the conventional view of nineteenthcentury feminism
18.The author of the passage asserts that some twentieth-century feminists have influenced some historians view of the
(A) significance of the woman suffrage movement
(B) importance to society of the family as an institution
(C) degree to which feminism changed nineteenthcentury society
(D) philosophical traditions on which contemporary feminism is based
(E) public response to domestic feminism in the nineteenth century
19.The author of the passage suggests that which of the following was true of nineteenth-century feminists?
(A) Those who participated in the moral reform movement were motivated primarily by a desire to reconcile their private lives with their public positions.
(B) Those who advocated domestic feminism, although less visible than the suffragists, were in some ways the more radical of the two groups.
(C) Those who participated in the woman suffrage movement sought social roles for women that were not defined by women’s familial roles.
(D) Those who advocated domestic feminism regarded the gaining of more autonomy within the family as a step toward more participation in public life.
(E) Those who participated in the nineteenthcentury moral reform movement stood midway between the positions of domestic feminism and suffragism.
20.The author implies that which of the following is true of the historians discussed in the passage?
(A) They argue that nineteenth-century feminism was not as significant a social force as twentieth-century feminism has been.
(B) They rely too greatly on the perceptions of the actual participants in the events they study.
(C)Their assessment of the relative success of nineteenth-century domestic feminism does not adequately take into account the effects of antifeminist rhetoric.
(D)Their assessment of the significance of nineteenth-century suffragism differs considerably from that of nineteenth-century feminists.
(E) They devote too much attention to nineteenth century suffragism at the expense of more radical movements that emerged shortly after the turn of the century. Many objects in daily use have clearly been influenced by science, but their form and function, their dimensions and appearance, were determined by technologists artisans, designers, inventors, and engineers—using non-
(5) scientific modes of thought. Many features and qualities
of the objects that a technologist thinks about cannot be reduced to unambiguous verbal descriptions; they are dealt with in the mind by a visual, nonverbal process. In the development of Western technology, it has been non-
(10)verbal thinking, by and large, that has fixed the outlines and filled in the details of our material surroundings. Pyramids, cathedrals, and rockets exist not because of geometry or thermodynamics, but because they were first a picture in the minds of those who built them.
(15) The creative shaping process of a technologist’s mind can be seen in nearly every artifact that exists. For example, in designing a diesel engine, a technologist might impress individual ways of nonverbal thinking on the machine by continually using an intuitive sense of right-
(20)ness and fitness. What would be the shape of the combustion chamber? Where should the valves be placed? Should it have a long or short piston? Such questions have a range of answers that are supplied by experience, by physical requirements, by limitations of available
(25)space, and not least by a sense of form. Some decisions, such as wall thickness and pin diameter, may depend on scientific calculations, but the nonscientific component of design remains primary. Design courses, then, should be an essential element
(30)in engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, the stock-in-trade of the artist, not the scientist. Because perceptive processes are not assumed to entail “hard thinking,” nonverbal thought is sometimes seen as a prim-
(35)itive stage in the development of cognitive processes and inferior to verbal or mathematical thought. But it is paradoxical that when the staff of the Historic American Engineering Record wished to have drawings made of machines and isometric views of industrial processes for
(40)its historical record of American engineering, the only college students with the requisite abilities were not engineering students, but rather students attending architectural schools. It courses in design, which in a strongly analytical
(45)engineering curriculum provide the background required for practical problem- solving, are not provided, we can expect to encounter silly but costly errors occurring in advanced engineering systems. For example, early models of high-speed railroad cars loaded with sophisticated
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