Most research on the subject has assumed that users of new technologies learn about and modify new technologies gradually. This...
GMAT Reading Comprehension : (RC) Questions
Most research on the subject has assumed that users of new technologies learn about and modify new technologies gradually. This assumption underlies the concept of the learning curve, a familiar model which presumes that learners gain knowledge in a continuous and highly regular progression over time.
However, when a new technology is introduced into a particular sector of a company, the process of learning about and modifying that technology may not, in fact, be continuous.
In general, the introduction of new technology into ongoing operations triggers an initial burst of learning or adaptive activity as users explore the technology and attempt to resolve unexpected problems. Such intense activity is often short-lived, however, with users' effort and attention declining dramatically after the first few months. This rapid decline tends to occur even when serious problems remain unresolved, a trend which suggests that the dramatic falloff in learning or adaptive activity shortly after new technology is introduced does not reflect users' having mastered the new technology.
The period of intense activity by users is typically followed by one in which users return their attention to their customary production tasks, though using the new technology to accomplish those tasks. Later on, particularly when challenges related to the new technology arise, users often turn their attention back to the new technology, initiating additional spurts of learning or adaptive activity. In many cases, this pattern continues over time, with brief periods of learning or adaptation followed by longer periods of relatively routine use.
Understanding that the pattern of user learning and adaptation is discontinuous can yield important benefits. Managers who anticipate and plan for intense user activity when a new technology is first introduced are better able to exploit the surge of energy and user motivation that usually occurs at the start of a project when improvements are easiest to implement, and major problems are most obvious. Moreover, by attempting to confine major modifications to start-up periods, such managers can better realize the benefits of periods of routine usage of the technology, during which productivity typically begins to increase and the effectiveness of previous modifications can be assessed.
The passage is primarily concerned with
1. Passage Analysis:
Progressive Passage Analysis
| Text from Passage | Analysis |
|---|---|
| Most research on the subject has assumed that users of new technologies learn about and modify new technologies gradually. | What it says: Researchers think people learn new technology slowly and steadily What it does: Sets up the conventional wisdom that will be challenged Source/Type: Author describing researchers' assumptions Connection to Previous Sentences: First sentence - establishes the baseline Visualization: Think of learning like climbing stairs - step 1, step 2, step 3, steady progress upward Reading Strategy Insight: This is classic RC setup - author presents the "common belief" that they're about to challenge |
| This assumption underlies the concept of the learning curve, a familiar model which presumes that learners gain knowledge in a continuous and highly regular progression over time. | What it says: The "learning curve" model assumes steady, regular progress What it does: Restates and explains the first sentence with more detail Source/Type: Author explaining the learning curve concept Connection to Previous Sentences: This RESTATES sentence 1! "Gradually" = "continuous and highly regular progression." The author is helping us understand by giving us the technical term (learning curve) for what they just described. Visualization: A smooth upward line on a graph - Week 1: 20% mastery, Week 2: 40%, Week 3: 60%, Week 4: 80% Reading Strategy Insight: Feel confident here - this is clarification, not new complexity! |
Why It's Right:
- The passage both explains the cyclical learning phenomenon (sentences 3-9) and dedicates significant space to its management implications (sentences 10-12)
- The transition sentence explicitly states "Understanding that the pattern...can yield important benefits" showing both explanation and significance are central purposes
- The final two sentences provide concrete advice for managers, demonstrating that practical significance is a major focus
Key Evidence: "Understanding that the pattern of user learning and adaptation is discontinuous can yield important benefits. Managers who anticipate and plan for intense user activity...are better able to exploit the surge of energy."
Why It's Wrong:
- This describes only the first part of the passage (sentences 1-2) where traditional assumptions are presented
- The author quickly moves beyond just summarizing assumptions to challenging them and proposing an alternative
- The majority of the passage focuses on the new explanation and its practical implications, not on traditional assumptions
Why It's Wrong:
- The passage doesn't describe ways managers "have taken advantage" - it prescribes what managers "should do" to take advantage
- The passage presents recommendations for future management practice, not examples of past successful management
- No specific cases or examples of managers actually using this knowledge are provided
Why It's Wrong:
- The passage never discusses introducing multiple technologies simultaneously
- The focus is on the learning pattern for any single new technology introduction
- No comparison is made between single vs. multiple technology implementations
Why It's Wrong:
- The passage doesn't present drawbacks of introducing new technology - it focuses on understanding the learning pattern better
- The tone is positive about technology introduction when managed properly
- The discussion centers on learning patterns, not on whether technology introduction is beneficial overall