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 students’ 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 students’ abilities on math and English tests could have been enhanced by exposure to computers
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In 1981, for the first time in over two decades, the average
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BTGmoderatorDC
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Here, we have to pay maximum attention to the details in the argument so as to pick the best of the options.
In Option A - INCORRECT
In as much as the statement is morally advisory it is definitely a mere hearsay because from the statement above nothing can be said categorically as to the decline of academic capacities.
In Option B - INCORRECT.
If something has been reported not to have declined it doesn't translate it to increment. For instance it'd be a stagnant data specifically meaning no net increase or decrease. Citing figures here would not sway much.
In Option C - INCORRECT
How does the types of computers been used affect academic performances except in computer classes or tutorials? This is in fact a post of strength for us to see that computers are of necessities.
In Option D - INCORRECT.
''intellectual capacities'' cuts across all board and should not be at any point in time limited to segments. It also can be likened for the development of intelligence quotient.
In Option E - CORRECT.
We have a case of identifying with how exactly the non decline in scores gotten from Math and English influences students abilities and how computer education exposes them. This is the detail needed.
In Option A - INCORRECT
In as much as the statement is morally advisory it is definitely a mere hearsay because from the statement above nothing can be said categorically as to the decline of academic capacities.
In Option B - INCORRECT.
If something has been reported not to have declined it doesn't translate it to increment. For instance it'd be a stagnant data specifically meaning no net increase or decrease. Citing figures here would not sway much.
In Option C - INCORRECT
How does the types of computers been used affect academic performances except in computer classes or tutorials? This is in fact a post of strength for us to see that computers are of necessities.
In Option D - INCORRECT.
''intellectual capacities'' cuts across all board and should not be at any point in time limited to segments. It also can be likened for the development of intelligence quotient.
In Option E - CORRECT.
We have a case of identifying with how exactly the non decline in scores gotten from Math and English influences students abilities and how computer education exposes them. This is the detail needed.
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C
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a. Statement 'a' is a contradiction to the passage as the scores of students have not declined.So, there are no causes for the decline.
b. It is also not mentioned that the scores have increased over the period. Hence, b could also not be a weakness.
c. Irrelevant to the argument.
d. Failure to define intellectual capacities tested doesn't hold any relevance to the argument made in the passage.
e. This is the major weakness of the argument as the author has mentioned that the exposure to computers has enhanced students ability and have not provided any link between the exposure to computers and the performance.
Hence, e is the answer.
b. It is also not mentioned that the scores have increased over the period. Hence, b could also not be a weakness.
c. Irrelevant to the argument.
d. Failure to define intellectual capacities tested doesn't hold any relevance to the argument made in the passage.
e. This is the major weakness of the argument as the author has mentioned that the exposure to computers has enhanced students ability and have not provided any link between the exposure to computers and the performance.
Hence, e is the answer.
