Verbal and numerical reasoning

Interactive Tests & Preparatory Material for Open Competitions

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 1. Role and weight

 role: to check logical reasoning ability

 mathematic – statistic - ratio relationships:
“numerical reasoning”
 language knowledge – language
comprehension: “verbal reasoning”
 no need to “reason”: multiple choice
 weight:
 must pass individually each test!
 most candidates fail here: “screening test”

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 2. Timing

 deliberate time pressure: almost always lack of time

 app. one and a half minutes for a question
 verbal questions usually somewhat faster to solve
 priorities, order!
 last minute: tips for unsolved questions (25%
chance)

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 3. Verbal reasoning (1) - example

„The EU protects by legislation certain product names that are linked to a

territory or to a production method. Protected names are indicated by a quality
label. This system has various advantages: the protected names provide
substantial guarantees for consumers, who know they are buying the product of
guaranteed authenticity, origin and quality, and geographical indications and
other quality labels send an excellent marketing message about high value-
added products. Some products are exceptional and deserve some explanation
of where they come from and how they are produced. Consumers and the food
trade are increasingly interested in the geographical origin and other
characteristics of food products.”

Which statement about the labels affixed to protected product names is correct?
a) They indicate the exceptional nature of the product.
b) They may indicate that the product comes from a particular geographical area
c) They do not necessarily imply that the product is protected by EU legislation.
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d) They apply to specific product names, sales of which are declining.
 3. Verbal reasoning (2)

 always a paragraph long text

 usually more (2-3) questions to a given text
 identify relevant parts of the text
 all words count!
 solution: often the substitution of some words by
their synonyms
 incorrect answers often have flawed logical links or
incorrect/superfluous information
 solve ONLY on the basis of the text, disregard
background knowledge
 what can be excluded? 5
 3. Verbal reasoning (1) - example

„The EU protects by legislation certain product names that are linked to a

territory or to a production method. Protected names are indicated by a quality
label
label.. This
This system has various advantages: the protected names provide
substantial guarantees for consumers, who know they are buying the product of
guaranteed authenticity, origin and quality, and geographical indications and
other quality labels send an excellent marketing message about high value-
added products. Some products are are exceptional and deserve some explanation
of where they come from and how they are produced. Consumers and the food
trade are increasingly interested in the geographical origin and other
characteristics of food products.”

Which statement about the labels affixed to protected product names is correct?
a) They indicate the exceptional nature of the product. NO
b) They may indicate that the product comes from a particular geographical area
c) They do not necessarily imply that the product is protected by EU legislation.
NO
d) They apply to specific product names, sales of which are declining
declining.. NO
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 4. Numerical reasoning (1) - example

% of female teachers (2000)

Primary Secondary Higher education
education education
Germany 82% 60% 31%
Greece 55% 54% 35%
Ireland 80% 56% 30%
Italy 95% 65% 26%
EU-15 77% 56% 36%
In 2000, there were 40 000 teachers in Greece, one fifth of whom in higher
education. How many more males than females were there amongst the
teaching staff in higher education in Greece in 2000?

a) 640
b) 2 400
c) 5200 7
d) 12 000
 4. Numerical reasoning (2)
 always on the basis of a multiple-factor table
 usually more (2-3) questions to one table, some
hold additional information
 1) identify relevant parts in table, 2) set up the
formula, 3) calculate
 calculator is not allowed!
 answers often only differ in the place of the
decimal (point or comma):
a) 1125
b) 112.5
c) 11.25
d) 1.125
= counting the first few digits may not be enough
= approximate order of magnitude may be enough8
 4. Numerical reasoning (1) - example

% of female teachers (2000)

Primary Secondary Higher education
education education
Germany 82% 60% 31%
Greece 55% 54% 35%
Ireland 80% 56% 30%
Italy 95% 65% 26%
EU-15 77% 56% 36%
In 2000, there were 40 000 teachers in Greece, one fifth of whom in higher
education. How many more males than females were there amongst the
teaching staff in higher education in Greece in 2000?

a) 640 1. 40 000 / 5 = 8 000

b) 2 400 2. 65% - 35% = 30%
c) 5200 3. 8 000 x 0.30 = 2 400 9
d) 12 000
 5. How to prepare

 practice, practice, practice: sample tests

 measure your time
 establish priorities: which is easier for you?

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