CAT Entrance Exam Model Paper

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CAT Exam Model Paper

Section 1 Verbal

Reading Comprehension

Language is not a cultural artifact that we learn the way we learnto tell time or how the federal
government works. Instead, it is a distinct piece of the biological makeup of our brains. Language is a
complex, specialized skill, which develops in the child spontaneously, without conscious effort or
formal instruction, is deployed without awareness of its underlying logic, is qualitatively the same in
every individual, and is distinct from more general abilities to process information or behave
intelligently. For these reasons some cognitive researchers have described language as a
psychological faculty, a mental organ, a neural system, and a computational module. But I prefer the
adŵittedlLJ ƋuaiŶt teƌŵ ͞iŶstiŶĐt͟. It ĐoŶǀeLJs the idea that people kŶoǁ hoǁ to talk iŶ ŵoƌe oƌ less
the sense that spiders know how to spin webs. Web-spinning was not invented by some unsung
spider genius and does not depend on having had the right education or on having an aptitude for
architecture or the construction trades. Rather, spiders spinspider webs because they have spider
brains, which give them the urge to spin and the competence to succeed. Although there are
differences between webs and words, I will encourage you to see language in this way, for it helps to
make sense of the phenomena we will explore.
Thinking of language as an instinct inverts the popular wisdom, especially as it has been passed
down in the canon of the humanities and social sciences. Language is no more a cultural invention
than is upright posture. It is not a manifestation of a general capacity to use symbols: a three-yearold, we shall see, is a grammatical genius, but is quite incompetent at the visual arts, religious
iconography, traffic signs, and the other staples of the semiotics curriculum. Though language is a
magnificent ability unique to Homo sapiens among living species, it does not call for sequestering
the study of humans from the domain of biology, for a magnificent ability unique to a particular
living species is far from unique in the animal kingdom. Some kinds of bats home in on flying insects
using Doppler sonar. Some kinds of migratory birds navigate thousands of miles by calibrating the
positioŶs of the ĐoŶstellatioŶs agaiŶst the tiŵe of daLJ aŶd LJeaƌ. IŶ Ŷatuƌe͛s taleŶt shoǁ, ǁe aƌe
simply a species of primate with our own act, a knack for communicating information about who did
what to whom by modulating the sounds we make when we exhale.
Once you begin to look at language not as the ineffable essence of human uniqueness hut as a
biological adaptation to communicate information, it is no longer as tempting to see language as an
insidious shaper of thought, aŶd, ǁe shall see, it is Ŷot. Moƌeoǀeƌ, seeiŶg laŶguage as oŶe of Ŷatuƌe͛s
engineering marvels — aŶ oƌgaŶ ǁith ͞that peƌfeĐtioŶ of stƌuĐtuƌe aŶd Đo-adaptation which justly
edžĐites ouƌ adŵiƌatioŶ,͟ iŶ DaƌǁiŶ͛s ǁoƌds - gives us a new respect for your ordinary Joe and the
much-maligned English language (or any language). The complexity of language, from the
ƌeseaƌĐheƌ͛s poiŶt of ǀieǁ, is paƌt of ouƌ ďiologiĐal ďiƌthƌight; it is Ŷot soŵethiŶg that paƌeŶts teaĐh
their children or something that must be elaborated in school — as OsĐaƌ Wilde said, ͞EduĐatioŶ is
an admirable thing, but it is well to remember from time to time that nothing that is worth knowing
ĐaŶ ďe taught.͟ A pƌesĐhooleƌ͛s taĐit kŶoǁledge of gƌaŵŵaƌ is ŵoƌe sophistiĐated thaŶ the thiĐkest
style manual or the most state-of-the-art computer language system, and the same applies to all
healthy human beings, even the notorious syntax fracturing professional athlete and the, you know,
like, inarticulate teenage skateboarder. Finally, since language is the product of a well engineered
biological instinct, we shall see that it is not the nutty barrel of monkeys that entertainer columnists
make it out to be.

1. According to the passage, all of the following stem from popular wisdom on language Except?
(1) Language is a cultural artifact.

(2) Language is a cultural invention.
(3) Language is learnt as we grow.
(4) Language is a psychological faculty.

2. WhiĐh of the folloǁiŶg ĐaŶ ďe used as paƌallel ƌeasoŶiŶgfoƌ the ͞spideƌs kŶoǁ hoǁ to spiŶ ǁeďs͟
analogy as used by the author?
(1) A kitten learning to jump over a wall
(2) Bees collecting nectar
(3) A donkey carrying a load
(4) A horse running a Derby

3. According to the passage, which of the following is unique to human beings?
(1) Ability to use symbols while communicating with one another.
(2) Ability to communicate with each other through voice modulation.
(3) Ability to communicate information to other members of the species.
(4) Ability to use sound as means of communication.

4. According to the passage, complexity of language cannot be taught by parents or at school to
children because
(1) children instinctively know language.
(2) children learn the language on their own.
(3) language is not amenable to teaching.
(4) children know language better than their teachers orparents.

5. Which of the following best summarizes the passage?
(1) Language is unique to Homo sapiens.
(2) Language is neither learnt nor taught.
(3) Language is not a cultural invention or artifact as it is made out.
(4) Language is instinctive ability of human beings.

6. WhLJ authoƌ has ƌefeƌƌed to ͚pƌesĐhooleƌ͛s taĐit kŶoǁledge of gƌaŵŵaƌ͛
(1) To prove that Language is unique to Homo sapiens.
(2) Used as an analogy for healthy human beings
(3) To prove his point that language is not a cultural invention or artifact as it is made out.

(4) To compare children instinctively know language.
If American policy towards Europe in the postwar years had been a conspicuous success, and
towards Asia a disappointing balance between success and failure, it could be said that the most
conspicuous thing about relations with Latin America was the absence of any policy. Franklin
‘ooseǀelt, to ďe suƌe, had lauŶĐhed a ͞Good Neighďouƌ͟ poliĐLJ, ďut ďeiŶg a good Ŷeighďouƌ ǁas, it
seemed, a negative rather than a positive affair, a matter of keeping hands off, of making the
Monroe Doctrine, in form at least, multilateral. All through the postwar years, the states of Latin
America - - Mexico and Chile were partial exceptions - - were in the throes of major economic and
social crises. Population was growing faster than in any other part of the globe, without a
comparable increase in wealth or productivity; the gap between the poor and the rich was widening;
and as the rich and powerful turned to the military for the preservation of order and privilege, the
poor turned to revolution.

Deeply involved in other quarters of the globe, the United States paid little attention to the fortunes
or misfortunes of her neighbours to the south, and when she did intervene, it appeared to be on the
side of order and the status quo rather than on the side of reform. So frightened was the United
“tates of ͞CoŵŵuŶisŵ͟ iŶ LatiŶ AŵeƌiĐa that it pƌefeƌƌed ŵilitaƌLJ diĐtatoƌship to ƌefoƌŵeƌs ǁho
might drift too far to the ͞left͟, aŶd sustaiŶed a Batista iŶ Cuďa, a Tƌujillo iŶ the DoŵiŶiĐaŶ ‘epuďliĐ,
a Peron in Argentina, and a Jimenez in Venezuela.
In his last two years, President Eisenhower had tried to mend his Latin American fences. Though
rejecting a Brazilian proposal of a Marshall Plan for Latin America, he did take the initiative in setting
up an Inter-American development Bank with a capital of one billion dollars, almost half of it
supplied by the United States. Other government investments in Latin America ran to some four
million dollars, while private investments exceeded nine billion. Yet though to most Americans, all
this seemed a form of economic aid, many Latin Americans regarded it as economic imperialism. In
September 1960, came a co-operative plan that could not be regarded as other than enlightened:
the Act of Bogota, which authorized a grant of half a billion dollars to subsidize not only economic
ďut soĐial aŶd eduĐatioŶal pƌogƌess iŶ LatiŶ AŵeƌiĐa. ͞We aƌeŶot saiŶts͟, said PƌesideŶt EiseŶhoǁeƌ
ǁheŶ he ǀisited “aŶtiago de Chile, ͞We kŶoǁ ǁe ŵake ŵistakes, ďut ouƌ heaƌt is iŶ the ƌight plaĐe͟.
But was it? President Kennedy was confronted by the same dilemma that had perplexed his
predecessors. Clearly it was essential to provide a large-scale aid to the countries south of Rio
Grande, but should this aid go to bolster up established regimes and thus help maintain status quo,
or should it be used to speed up social reforms, even at the risk of revolt? As early as 1958, the then
Senator Kennedy had asseƌted that ͞the oďjeĐtiǀe of ouƌ aid pƌogƌaŵ iŶ LatiŶ AŵeƌiĐa should Ŷot ďe
to purchase allies, but to consolidate a free and democratic Western Hemisphere, alleviating those
conditions which might foster opportunities for communistic infiltration and uniting our peoples on
the ďasis of ĐoŶstaŶtlLJ iŶĐƌeasiŶg liǀiŶg staŶdaƌds͟.
This conviction that raising the standards of living was the best method of checking Communism
now inspired President Kennedy's bold proposal for the creation of the alliance for progress - - a ten
year plan designed to do for Latin America what Marshall Plan had done for Western Europe. It was
to ďe ͞a peaĐeful ƌeǀolutioŶ oŶ a heŵispheƌiĐ sĐale, a ǀast Đoopeƌatiǀe effoƌt, uŶpaƌalleled iŶ
magnitude and nobility of purpose, to satisfy the basic needs of the American people for homes,
ǁoƌk, laŶd, health aŶd sĐhools. ͞To aĐhieǀe this, the UŶited “tates pleaded aŶ iŶitial gƌaŶt of oŶe
billion dollars, with the promise of additional billions for the future.

7. Following World War II, which problem was the United States most concerned with regarding
Latin America?
(a) Economic stability.
(b) Political ideology.
(c) Religious persecution.
(d) Military dictatorship.

8. A key reason why Latin American rejected the Inter-American development Bank was that
(a) it primarily provided money for social reform subsidies.
(b) the moneys provided were only for specific performance projects.
(c) it constituted an extension of the Marshall Plan into Latin America
(d) it was being used as a means to control the economic destiny of Latin America.

9. Which of the following is most closely associated with the concept of a Marshall Plan for Latin
America?

(a) The Good Neighbour Policy.
(b) The Alliance for Progress.
(c) The Act of Bogota.
(d) The Monroe Doctrine.

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