Since there's number of YOUs struggling with the logic games when I compare answers and check the emails, I thought I'd try schooling you people about this particular department and walk you through the park to teach you how to handle them.
Personally consider you're all lucky, that I'm taking time out to actually do this for you! .....I know, I know I'm awesome.. Now I mentioned in my INTRODUCTION that I've done preps so to my understanding even for those spending money doing packages you don't have detailed guidelines like this but just solution explanations, correct me if I'm wrong. Here we go children.
The test makers know that if you could spend hours methodically trying out every choice in every question, you'd probably get everything right. But what does that prove? Nothing.
First Principle: To Go Faster, Slow Down
To gain time in Logic Games, you must spend a lot of time thinking through and analysing the setup and the rules. This is not only the most important principle for logic games success, it's also the one that's most often ignored, probably because it just doesn't seem right intuitively; people having timing difficulties tend to speed up, not slow down. But by spending a little extra time up front thinking through the stimulus, the "action" of the game, and the rules, you'll be able to recognise the game's key issues and make important deductions that will actually save you time in the long run.
Here are the last part answers to the LOGIC GAME TEST-RUN #2. Two more attempted the questions which was real good! Now let's look at chairs + who seats where.
PART 4 of the LOGIC GAME: The Nine Chair Circle
The Action
Arranging seven people and two empty chairs in a circle. The key issues on which the questions will be based are:
- Who can sit next to whom?
- Who must sit next to whom?
- How far away are some entities from other entities?
- Where are the entities with respect to the empty chairs?
The Initial Setup
Anytime you have an odd number of entities to place, you can’t imagine a standard circle sectioned off like pieces of a pie, because this will always come out even. So instead, try drawing nine dots spaced out in a circle, and number the seats #1 through #9, making #1 at the top and working clockwise for #2-9.
(Note: Assigning actual seat numbers is, in fact, a step beyond what you would normally do in this type of game-they’re included solely as convenient reference points for the following explanations.)
Since this game specifies how people will be seated in terms of being to the left or right of one another, we must also take into account which way is left and right. In circle sequence games, people always sit facing the centre of the circle; those sitting at the top of the circle, therefore, will have their left and right reversed from those on the bottom, who perceive left and right as you do. (Try to picture yourself sitting at the top of the circle, facing the centre, and again at the bottom; you’ll see how left and right reverse themselves.) Make a mental note that left always points clockwise and right always points counterclockwise.
Here are the 3rd part answers to the LOGIC GAME TEST-RUN #2. Above all I'd like to thank nisharg for actually attempting the questions. For the next upcoming test-runs I will email the answers to those who actually post a discussion to these questions in the comment section. Now, let's walk through the approach of attacking these questions!
Part 3 of LOGIC GAME: Four Pictures
This game centers around matching four pictures with the colour medium in which each picture will be created. The key issues here are fairly straight forward:
- What colour is used for each picture?
- What medium is used for each picture?
The Initial Setup
For matching games like this, a grid or a list that places the entities on one line and their properties underneath will generally be most helpful.
SURPRISE!! Another UMAT Section 1 Logic Games Test-Run! Remember, about 1.48 minutes per question. Remember, treat this like the real UMAT because you may struggle to finish on time. Set your timer to 18 minutes.
Rules are exactly the same with the 1st Logic Games Test-Run. Answers will be provided several days after this test to force you all to think. Once again, please discuss you're answers in the comment section of THIS POST! By discussing it you allow people to see how you think around a question.
Finished reading? Okay, get ready. Here we go! READ MORE to START THE TEST.
PART 2 OF LOGIC GAME: Chimp Testing
** Highly recommend reading the SOLUTIONS provided by 'Guest2' in the comment section of LOGIC GAMEST TEST-RUN. **
Scheduling six chimps for language testing into ten time slots during a five-day week. The key issues for this sequencing game are:
- Which chimps are tested on which days, and in which time slot (morning or afternoon)?
- Which chimps are tested before and after which other chimps?
- Which chimps are tested on the same day?
- Which time slots are free?
The Initial Setup
In a sequence game with a calendar aspect, a days-of-the-week visualisation may come in handy, as it does in everyday life when we need to keep track of a week’s events:
1) Put an “A” in the Thursday morning slot.
PART 1 OF LOGIC GAME: Basketball Teams
Choosing six out of eight people to play basketball, and breaking up the six players into two teams of three players each. The unusual twist on this ‘`grouping game of distribution” (meaning that it’s a game in which you’re putting the entities into subgroups), is that each player on a team plays opposite a specific player on the other team. Here are the key issues that you should anticipate the questions will be based on:
- Which players are chosen and which ones sit on the bench?
- Which players can or must play together?
- Which players cannot play together?
- Which players can and cannot play opposite each other?
The Initial Setup
If you were the coach for this situation in real life, how might you use pencil and paper to keep track of it all? Here’s a simple, intuitive way:
The ACER UMAT Information Booklet specifies the 44 questions in Section 1 is given 65 minutes to finish. Doing the math that's about 1.48 minutes per question. Here I present you 12 challenging questions. Stop the casual reading about right now, for this I bring you a mini-UMAT test for Section 1. That's right, treat this like the real UMAT because you may struggle to finish on time. Set your timer to 18 minutes.
Okay, take a cup of water, an empty A4 paper for scribbling. Sit down and make sure your comfortable. Time yourself and let me know how you went in the comment section below. As per usual, answers will be provided there but this time, why not discuss you're answers rather than just giving me the answers. By discussing it you allow people to see how you think around a question.
Finished reading? Okay, get ready. Here we go! READ MORE to START THE TEST.
HERE IS HOW TO APPROACH LOGICAL THINKING:
1) Preview the question stem.
2) Read the stimulus.
3) Try to pre-phrase an answer.
4) Choose an answer.
1. Preview the Question Stem
Previewing the stem is a great way to focus your reading of the stimulus, so that you know exactly what you're looking for.
2. Read the Stimulus
With the question stem in mind, read the stimulus, paraphrasing as you go. Remember to read actively and critically, pinpointing evidence and conclusion.
3. Try to Pre-phrase an Answer
Sometimes, if you've read the stimulus critically enough, you'll know the answer without even looking at the choices.
4. Choose an Answer
If you were able to pre-phrase an answer, skim the choices looking for something that sounds like what you have in mind. If you couldn't think of anything, read and evaluate each choice, throwing out the ones that are outside the scope of the argument. After settling on an answer, you may wish to briefly double-check the question stem to make sure that you're indeed answering the question that was asked. Now let’s try this approach on a genuine Logical Reasoning item:
A study of twenty overweight men reveled that each man experienced significant with loss after adding SlimDown, an artificial food supplement, to his daily diet. For three months, each man consumed one Slim Down portion every morning after exercising, and then followed his normal diet for the rest of the day. Clearly, anyone who consumes one portion of SlimDown every day for at least three months will lose weight and will look and feel his or her best.
Formal Logic Questions
Tom will go to the movies only when his wife is out of town. He'll go to a matinee alone, but will see a movie at night only if accompanied, by Cruise and Katie.
This simple stimulus is made up of a couple of formal logic statements, each fraught with its own implications. Be on the lookout for Logical Reasoning stimuli that contain sentences that can be boiled down to such hard and fast rules. When you come across examples of these, you can apply the following principles of formal logic to help you arrive at the correct answer.
The Contrapositive
For any if/then statement - or a statement that can be translated into if/then form - the contrapositive of the statement will result in an equally valid second statement.
The contrapositive can be formed by reversing and negating the terms of any if/then statement. The general model goes like this:
If X, then Y.
The contrapositive of this statement is;
If not Y, then not X.
Here are some questions for UMAT Section 1. They portray important reading skills necessary to do well in UMAT. The answers are available right underneath the answer selections, SO SCROLL DOWN SLOWLY if you feel you'd like to assess your Section 1 qualities. And if you appreciate this post, please share it to friends who are sitting the UMAT.
1) Determine the Main Idea
You should recognize key words in a sentence, main ideas in a paragraph or passage. Key words are important or essential words that determine meaning of a sentence. These are often nouns or verbs. The main ideas sometimes occur in the paragraph's topic sentence; it is often implicit. The other ideas provide support or evidence for this main idea.
Example -
Teachers and librarians need to be aware of the emotional, intellectual, and physical changes that young adults experience, and they need to give serious thought to how they can best accommodate such changes. Growing bodies need movement and exercise, but not just in ways that emphasize competition. Because they are adjusting to their new bodies and whole host of new intellectual and emotional challenges, teenagers are especially self-conscious and need the reassurance that comes from achieving success and knowing that their accomplishments are admired by others. However the typical teenage lifestyle is already filled with so much competition that it would be wise to plan activities in which there are more winners than losers, such as publishing newsletters with many student-written book reviews, displaying student artwork, and sponsoring science fiction, fantasy, or other special interest book discussion clubs. A variety of small clubs can provide multiple opportunities for leadership as well as practice in successful group dynamics. Making friends is extremely important to teenagers, and many shy students need the security of some kind of organization, with a supportive adult barely visible in the background.
Method of Argument Questions
Unlike flaw questions, method-of-argument questions don't always involve faulty logic. You’re simply asked to pick the choice that best describes how the author presents the case. The key skill involves being able to analyse the structure of an argument. If you can't identify the evidence and conclusion, there will be difficulty describing how an argument works. Similar to flaw questions, there are two distinct types of method-of-argument questions: one general, one specific. The first deals with classic arguments. These are the classic argumentative structures, such as "inferring a causal relationship from a correlation." The other type of method-of-argument question gives you a description of the argument in much more specific terms. An example of this might read, "The author presents the case of his mother in order to show that not all astronauts are men."
Parallel-Reasoning Questions
Parallel-reasoning questions require students to identify the answer choice that contains the argument most similar, or parallel, to that in the stimulus in terms of the reasoning employed. To do this kind of question, you need to grasp the distinction between an argument's form and its content. "A causal relationship concluded from a correlation" is a form-a type-of reasoning. Any argument withthis form can contain virtually any content. Your task is to abstract the stimulus argument's form, with as little content as possible, and then locate the answer choice that has the form most similar to that of the stimulus.
Inference Questions
The process of inferring is considering one or more statements within a text stimulus as evidence, and drawing a solid conclusion from them.
It some situations the inference may be very similar to the author's overall main point. A valid inference is something that must be true if the statements in the passage are true - being an extension of the argument RATHER than a necessary part of it.
Take this for example, let's take on a more expanded version of the basketball team argument:
April plays basketball for Saint Marry High School, despite the rule against participation by non-students. Therefore, April must be over 6 feet tall.
Hey guys, hopefully last weekend has been productive and relaxing for all. I had a break but turned out to be a heavy weekend. I've updated the answers to UMAT Section 2 questions that I left at the end of last week in the same post - you can check your answers for UMAT SECTION 2: EMOTIONAL INTELLIGENCE. Aside from that, let's start exploring UMAT together!.
Assumption Questions
An assumption question connects the gap between an argument's evidence and conclusion. It helps support and connects the argument/main key point of the text. It is also known as "The Missing Link" in questions where some arguments lack an important bridge between their evidence and their conclusion. This bridge is the necessary assumption. It is a piece of support that isn't explicitly stated, but required for the conclusion to remain valid.
In order to test whether a statement is necessarily assumed by an author, we can employ the "Denial Test". Simply deny and negate the statement and see whether the argument falls. If the argument falls, then the choice is the correct assumption [Why? It's because the assumption holds the argument's evidence and conclusion!!] Likewise, if the argument is unaffected by the Denial Test, the choice is incorrect. Let's consider this simple example:
April plays basketball for Saint Marry High School. Therefore, April must be more than 6 feet tall.
What really hurts is when you understand completely the argument but answered the question incorrectly because it wasn't the answer Mr. Question was after. When a question normally asks you to make an ASSUMPTION based on the stimulus given, try NOT TO select the option that looks vaguely to one of the author's evidence from the text.
The most common reason for mistakes in tests/exams is that students say, "But that answer is true!" followed by "...then why would it be written right here?" identifying that similar answer to the passage. Guess what folks? That's not good enough. This isn't preschool where you're called to identify the best answer to the passage, but to pay attention for specific information. Would the test maker honestly make UMAT that simple? After all, it's a nation-wide screening test to become a health professional in this land of milk & honey.
In addition, some basic words like except, doubt and not can possibly reverse the tone of question of the stimulus - changing entirely the statements you're searching among the choices of answers.
THE ANSWER
Simply put, try and prephrase the answer - have an understanding of what you're looking out. By doing so when you come up with a hint of idea for the answer, scanning the choices and choosing the right one will be faster with an natural increase in confidence. Let's say for the Sydney State Library argument went as follows:
The author's argument depends on which of the following assumptions about the new construction service regulations?
READ FIRST: PARTS OF THE UMAT + UMAT SECTION 1
The Sydney State Library will require extensive physical rehabilitation to meet new building safety hazard conducts deem necessary meeting current construction service regulations. For one thing, the electrical wiring system has proven inadequate; flickering of lights occur sporadically. In addition, the emergency exits are lacking in numbers, and even those poorly marked and locked.
Now let's try this scenario knowing the conclusion of our article:
The electrical wiring at Sydney State Library was installed over the past three decades, and appears to have circuit issues around different locations [evidence]. A linesman upon inspection found few frayed wires and blown circuit fuses [evidence]. It is apparent that, the electrical system at Sydney State Library is inadequate [conclusion].
Success in logical reasoning comes with the ability to discern precisely each sentence of the stimulus. Identify certain keyword elements or the motif and suggestion behind each sentence to isolate evidence and conclusion. I must say don't think there's unimportant parts - rather learn HOW TO recognize the important ones. This eliminates 'reading ignorance'. Words such as because, evidently, clearly, hence, thus, consequently, it can be seen usually signal a conclusion.
The ACER UMAT Test is made up of 3 parts:
- UMAT SECTION 1: Logical reasoning
- UMAT SECTION 2: Interpersonal communication & Emotional intelligence
- UMAT SECTION 3: Visual Spatial IQ Test [mathematical, logically or rationally]
First of all I'd like to say that I can't help much on UMAT SECTION 3 on this blog. I could scan my IQ visual book but that would infringe copyright material. My suggestion is to purchase a Visual Spatial IQ test book from your local bookstore! Doesn't cost that much and it should come with answers and explanations. Otherwise if you rather, sign up for a online prep course that supplies real good Section 3 material.
Success in Logical Reasoning depends on knowing the structure of arguments that you may break an argument down into its components. First of all, let’s clarify what’s meant by the word argument. We don’t mean a conversation in which two or more people are shouting at one another. No, the word argument in Logical Reasoning means any piece of text where an author puts forth a set of ideas and/or a point of view, and attempts to support it. Generally all logical reasoning stimulus – that is, every argument – is made up of two basic parts:
• The conclusion (the point that the author is trying to make)
• The evidence (the support that the author offers for the conclusion)
The ability to identify parts in the argument will determine your success on UMAT Section 1. There is no general rule about where conclusion and evidence appear in the argument – the conclusion could be the first sentence, followed by the evidence, or else it could be the last sentence, with the evidence preceding it, or any sentence in between. Consider the following short stimulus:









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