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Verbal reasoning is understanding and reasoning using concepts framed in words. It aims at evaluating ability to think constructively, rather than at simple fluency or vocabulary recognition.
Verbal reasoning tests of intelligence provide an assessment of an individual's ability to think, reason and solve problems in different ways. For this reason, verbal reasoning tests are often used as entrance examinations by schools, colleges and universities to select the most able applicants. Additionally, such tests are also used by a growing number of employers as part of the selection/recruitment process.
The Wechsler Adult Intelligence Scale III (WAIS-III) divides Verbal IQ (VIQ) into two categories:
The Law School Admission Test (LSAT) is a classic measure that evaluates the verbal reasoning ability of participants who are applying to a graduate law school. The multiple choice sections are broken up into three parts:
Large graduate training schemes are increasingly using verbal reasoning tests (verbals) to distinguish between applicants. The types of verbals candidates face in these assessments are typically looking to assess understanding and comprehension skills. Verbal reasoning tests are often used during recruitment for positions in many industries, such as banking, finance, management consulting, mining and accounting. The tests are used as an efficient way to short list candidates for later stages of the recruitment process, such as interview. When used in recruitment, the tests normally include a series of text passages regarding a random topic. Then there will be a series of statements regarding the passages. The candidate must then determine if the statement is true, false or they can not tell (it is ambiguous). The candidate is not expected to know anything about the topics, and the answer is to be based purely on the information in the passage. [4]
This section of the article briefly elucidates the general elements relating to verbal reasoning in order of increasing complexity.
Vocabulary (the knowledge of words' meanings in a language) and grammar (knowledge of words' proper relation to one another in a language) can function both as prerequisites as well as topics of focus of verbal reasoning. In the former capacity, they are used to form propositions and arguments (see below), while in the latter capacity they are the subject of analysis and evaluation, where verbal reasoning synthesizes linguistic information and analyzes relationships among component parts of sentences, words, and concepts. [5] [6]
The basic element of reasoning (verbal, or otherwise) is the proposition. A proposition is simply the meaning behind a declarative sentence that can be either true or false (note: special care is taken here to mention that the proposition is specifically what is meant by such a sentence, and is not the actual sentence itself). In other words, a proposition is something that one can know, believe, think, assume, or so on. [7] Worth explicitly mentioning here is that only some (and not necessarily all) statements count as propositions. This is because the defining feature of a proposition is that it is necessarily making some assertion which can intelligibly be assigned a truth value. In other words: statements are only propositions if they are Truth-apt. To illustrate this principled distinction, let us consider the following two statements:
The first sentence is a proposition because it purports a fact which is either true or untrue. The second sentence, however, is not a proposition, because it does not appear to make any true/false assertion (that is, there is nothing meant by the sentence that one could say were or weren't "true").
A premise is a proposition in an argument which will justify or induce a conclusion. That is, premises are propositions which, if true, allow for the logical inference of an associated proposition which is known as the "conclusion". To give an example: the statement "John is a bachelor" is a premise in the one-sentence argument "John is a bachelor, therefore John is unmarried", and the conclusion is that "John is unmarried". Premises may be treated somewhat differently according to the specific type of argument in which they occur. In a deductive argument, premises are often assumed to be true — regardless of whether or not they really are. This is juxtaposed against inductive arguments, in which there is merely a chance of some premise(s) (and/or conclusion(s)) being true.
An argument is a series of premises together with one or more conclusion(s). Arguments can serve a variety of purposes, ranging from determining the degree of truth of a conclusion, to persuading individuals to accept or reject some belief(s) (as in the case of rhetoric). An additional note on arguments is that they may take a number of different forms, including that of a syllogism, essay, or dialogue (among others). To the extent which argument overlaps with and is reliant upon language, it may be considered one of the central concerns of verbal reasoning (or for that matter any reasoning, at large).
At this point a sort of maximal scope has been reached, wherein it is appropriate to point out and address the issue of circularity. Insofar as verbal reasoning is used to create and analyze arguments of language, while at the same time arguments (using language as their vehicle) are used to exercise and analyze reasoning, there will be some inevitable degree of circularity between the two. This point offers a fitting conclusion to the current section, and serves to reiterate the importance of verbal reasoning.
In classical rhetoric and logic, begging the question or assuming the conclusion is an informal fallacy that occurs when an argument's premises assume the truth of the conclusion. Historically, begging the question refers to a fault in a dialectical argument in which the speaker assumes some premise that has not been demonstrated to be true. In modern usage, it has come to refer to an argument in which the premises assume the conclusion without supporting it. This makes it more or less synonymous with circular reasoning.
A syllogism is a kind of logical argument that applies deductive reasoning to arrive at a conclusion based on two propositions that are asserted or assumed to be true.
Deductive reasoning is the mental process of drawing deductive inferences. An inference is deductively valid if its conclusion follows logically from its premises, i.e. it is impossible for the premises to be true and the conclusion to be false.
The Graduate Management Admission Test is a computer adaptive test (CAT) intended to assess certain analytical, writing, quantitative, verbal, and reading skills in written English for use in admission to a graduate management program, such as a Master of Business Administration (MBA) program. Answering the test questions requires knowledge of English grammatical rules, reading comprehension, and mathematical skills such as arithmetic, algebra, and geometry. The Graduate Management Admission Council (GMAC) owns and operates the test, and states that the GMAT assesses analytical writing and problem-solving abilities while also addressing data sufficiency, logic, and critical reasoning skills that it believes to be vital to real-world business and management success. It can be taken up to five times a year but no more than eight times total. Attempts must be at least 16 days apart.
Inferences are steps in reasoning, moving from premises to logical consequences; etymologically, the word infer means to "carry forward". Inference is theoretically traditionally divided into deduction and induction, a distinction that in Europe dates at least to Aristotle. Deduction is inference deriving logical conclusions from premises known or assumed to be true, with the laws of valid inference being studied in logic. Induction is inference from particular evidence to a universal conclusion. A third type of inference is sometimes distinguished, notably by Charles Sanders Peirce, contradistinguishing abduction from induction.
The Graduate Record Examinations (GRE) is a standardized test that is part of the admissions process for many graduate schools in the United States and Canada and a few other countries. The GRE is owned and administered by Educational Testing Service (ETS). The test was established in 1936 by the Carnegie Foundation for the Advancement of Teaching.
The Law School Admission Test is a standardized test administered by the Law School Admission Council (LSAC) for prospective law school candidates. It is designed to assess reading comprehension, analytical reasoning, and logical reasoning. The test is an integral part of the law school admission process in the United States, Canada, the University of Melbourne, Australia, and a growing number of other countries.
The Wechsler Adult Intelligence Scale (WAIS) is an IQ test designed to measure intelligence and cognitive ability in adults and older adolescents.
Cognitive tests are assessments of the cognitive capabilities of humans and other animals. Tests administered to humans include various forms of IQ tests; those administered to animals include the mirror test and the T maze test. Such testing is used in psychology and psychometrics, as well as other fields studying human and animal intelligence.
The Wechsler Intelligence Scale for Children (WISC) is an individually administered intelligence test for children between the ages of 6 and 16. The Fifth Edition is the most recent version.
The Secondary School Admission Test (SSAT) is an admission test administered by The Enrollment Management Association in the United States to students in grades 3–11 to provide a standardized measure that will help professionals in independent or private elementary, middle, and high schools to make decisions regarding student test taking.
The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) is an intelligence test designed for children ages 2 years 6 months to 7 years 7 months developed by David Wechsler in 1967. It is a descendant of the earlier Wechsler Adult Intelligence Scale and the Wechsler Intelligence Scale for Children tests. Since its original publication the WPPSI has been revised three times in 1989, 2002, and 2012. The latest version, WPPSI–IV, published by Pearson Education, is a revision of the WPPSI-R and the WPPSI-III. It provides subtest and composite scores that represent intellectual functioning in verbal and performance cognitive domains, as well as providing a composite score that represents a child’s general intellectual ability.
The Kaufman Assessment Battery for Children (KABC) is a clinical instrument for assessing cognitive development. Its construction incorporates several recent developments in both psychological theory and statistical methodology. The test was developed by Alan S. Kaufman and Nadeen L. Kaufman in 1983 and revised in 2004. The test has been translated and adopted for many countries, such as the Japanese version of the K-ABC by the Japanese psychologists Tatsuya Matsubara, Kazuhiro Fujita, Hisao Maekawa, and Toshinori Ishikuma.
A premise or premiss is a proposition—a true or false declarative statement— an argument to prove the truth of another proposition called the conclusion. Arguments consist of a set of premises and a conclusion.
An argument is a series of sentences, statements, or propositions some of which are called premises and one is the conclusion. The purpose of an argument is to give reasons for one's conclusion via justification, explanation, and/or persuasion.
The Psychometric Entrance Test (PET) – commonly known in Hebrew as "ha-Psikhometri" – is a standardized test that serves as an entrance exam for institutions of higher education in Israel. The PET covers three areas: quantitative reasoning, verbal reasoning and English language. It is administered by the National Institute for Testing and Evaluation (NITE) and plays a considerable role in the admissions process. A score combining students' performance on the PET with the average score of their high school matriculation tests has been found to be a highly predictive indicator of students' academic performance in their first year of higher education.
The Wechsler Individual Achievement Test Second Edition assesses the academic achievement of children, adolescents, college students and adults, aged 4 through 85. The test enables the assessment of a broad range of academics skills or only a particular area of need. The WIAT-II is a revision of the original WIAT, and additional measures. There are four basic scales: Reading, Math, Writing and Oral Language. Within these scales there is a total of 9 sub-test scores.
In logic, specifically in deductive reasoning, an argument is valid if and only if it takes a form that makes it impossible for the premises to be true and the conclusion nevertheless to be false. It is not required for a valid argument to have premises that are actually true, but to have premises that, if they were true, would guarantee the truth of the argument's conclusion. Valid arguments must be clearly expressed by means of sentences called well-formed formulas.
Verbal intelligence is the ability to understand and reason using concepts framed in words. More broadly, it is linked to problem solving, abstract reasoning, and working memory. Verbal intelligence is one of the most g-loaded abilities.
Logic is the study of correct reasoning. It includes both formal and informal logic. Formal logic is the science of deductively valid inferences or logical truths. It studies how conclusions follow from premises due to the structure of arguments alone, independent of their topic and content. Informal logic is associated with informal fallacies, critical thinking, and argumentation theory. It examines arguments expressed in natural language while formal logic uses formal language. When used as a countable noun, the term "a logic" refers to a logical formal system that articulates a proof system. Logic plays a central role in many fields, such as philosophy, mathematics, computer science, and linguistics.