Ravens display many sophisticated behaviors in the wild. Experiments suggest that these behaviors result partly from logical reasoning, not merely...
GMAT Reading Comprehension : (RC) Questions
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Ravens display many sophisticated behaviors in the wild. Experiments suggest that these behaviors result partly from logical reasoning, not merely from instinct or rote learning. In one experiment, ravens were presented with food hanging on a string. To get the treat, a raven had to repeatedly reach down from its perch and pull up the string with its beak, stepping on the string after each pull to prevent slippage. Some ravens examined the situation for several minutes and then quickly performed this multistep procedure on their first try, without any preliminary trial and error. Since the ravens would not have previously encountered this situation in the wild, they could not have learned it through past experience. Hence, they apparently imagined possibilities and reasoned out what steps to take.
In operant behavioral conditioning of laboratory animals, each step in a desired behavioral sequence is typically rewarded with food. Thus, the animal can learn each step without understanding how it contributes to the overall outcome of the behavioral sequence. But no one step in the pull-up sequence—except the last—was rewarded with food; the raven had to accomplish the whole lengthy sequence in order to eat. Skeptics might object, however, that each step was mentally rewarded simply because the food came nearer, not because the raven already understood which actions would have this effect. But that explanation seems implausible. If each step were acquired by trial-and-error learning, presumably numerous trials would be required, and the entire sequence would probably take months of training.
Researchers modified the experiment to find out if ravens could have solved the puzzle by random movements that happened to be rewarding but were unsupported by logic. This time different ravens had to pull downward on the string to move the food upward. In this situation, the ravens often yanked on the string, occasionally bringing the food slightly closer. But no raven executed the full necessary sequence of motions, even though it was no more complex than in the first experiment. This suggests that the ravens found pulling downward to move food upward illogical and thus, unlike in the first experiment, could not deduce what actions were needed.
Ques. 1/4
The main purpose of the passage is to
Solution
1. Passage Analysis:
Progressive Passage Analysis
| Text from Passage | Analysis |
|---|---|
| Ravens display many sophisticated behaviors in the wild. | What it says: Ravens are smart birds that do complex things in nature. What it does: Sets up the main topic - raven intelligence Source/Type: General fact/observation Connection to Previous Sentences: Opening statement - no previous context Visualization: Think of a raven using tools, solving puzzles, or working together with other ravens in nature Reading Strategy Insight: This is a classic topic sentence - tells us the passage will be about raven intelligence |
| Experiments suggest that these behaviors result partly from logical reasoning, not merely from instinct or rote learning. | What it says: Scientists think ravens use actual thinking/logic, not just automatic responses or memorization. What it does: Introduces the main argument - ravens can reason logically Source/Type: Research claim/hypothesis Connection to Previous Sentences: This builds on sentence 1 by explaining WHY ravens are sophisticated - it's because they can think logically Visualization: Raven Intelligence Sources: ❌ Pure instinct (like migration patterns) ❌ Rote learning (like memorizing "pull string = food") ✅ Logical reasoning (like "if I do A, then B, then C will happen") Reading Strategy Insight: The phrase "not merely" signals this will be proven with evidence - expect examples coming |
| In one experiment, ravens were presented with food hanging on a string. | What it says: Scientists set up a test where food was dangling from a string. What it does: Begins the first piece of evidence for logical reasoning Source/Type: Experimental setup description Connection to Previous Sentences: This provides the promised evidence for sentence 2's claim about logical reasoning Visualization: Picture a raven on a perch with food hanging below on a string, just out of direct reach Reading Strategy Insight: Feel confident here - we're getting the concrete example that proves the abstract claim |
| To get the treat, a raven had to repeatedly reach down from its perch and pull up the string with its beak, stepping on the string after each pull to prevent slippage. | What it says: The ravens had to do a complex multi-step process: pull string up, step on it, pull again, step again, etc. What it does: Describes the complexity of the required solution Source/Type: Experimental procedure description Connection to Previous Sentences: This elaborates on sentence 3 by showing HOW difficult the string-pulling task was Visualization: Multi-Step Sequence: 1. Raven reaches down from perch 2. Grabs string with beak 3. Pulls string up 4. Steps on string with foot 5. Repeat steps 1-4 until food is within reach Reading Strategy Insight: The complexity being described here will make the ravens' success more impressive |
| Some ravens examined the situation for several minutes and then quickly performed this multistep procedure on their first try, without any preliminary trial and error. | What it says: Ravens looked at the problem, thought about it, then solved it perfectly on the first attempt. What it does: Reveals the impressive experimental results Source/Type: Experimental findings Connection to Previous Sentences: This shows the ravens successfully completed the complex task described in sentence 4 Visualization: Timeline: • Minutes 1-3: Raven stares at string and food, thinking • Minute 4: Raven executes perfect sequence on first try • Result: Success without any failed attempts Reading Strategy Insight: This is the "wow factor" - if ravens needed trial and error, it wouldn't prove reasoning |
| Since the ravens would not have previously encountered this situation in the wild, they could not have learned it through past experience. | What it says: Ravens had never seen this exact puzzle before in nature, so they couldn't be using memory. What it does: Rules out "learned behavior" as an explanation Source/Type: Logical deduction by researchers Connection to Previous Sentences: This explains WHY the first-try success from sentence 5 is so significant Visualization: What's NOT happening: ❌ "I remember doing this before" ❌ "My parents taught me this" ❌ "I've seen other ravens do this" Reading Strategy Insight: Authors are systematically eliminating alternative explanations to strengthen their reasoning argument |
| Hence, they apparently imagined possibilities and reasoned out what steps to take. | What it says: Therefore, the ravens must have thought through different options and figured out the solution logically. What it does: States the main conclusion from the experiment Source/Type: Author's interpretation of evidence Connection to Previous Sentences: This restates and reinforces the main argument from sentence 2 - ravens use logical reasoning Visualization: Raven's Mental Process: "If I pull the string... the food comes closer... but if I let go, it falls back... so I need to hold it somehow... I could step on it..." Reading Strategy Insight: Feel relieved here - this is NOT new complexity! It's the simple conclusion we've been building toward |
| In operant behavioral conditioning of laboratory animals, each step in a desired behavioral sequence is typically rewarded with food. | What it says: In normal lab training, scientists give animals food rewards after each small step they learn. What it does: Introduces a comparison to standard animal training methods Source/Type: Background information about standard scientific procedures Connection to Previous Sentences: This introduces a contrast to help explain why the raven experiment was special What We Don't Know Yet: How this relates to the raven experiment Visualization: Typical Lab Training: Step 1: Animal does action → Gets food reward Step 2: Animal does next action → Gets food reward Step 3: Animal does final action → Gets food reward Reading Strategy Insight: When passages introduce comparisons like this, they're setting up to show how their main example is different |
| Thus, the animal can learn each step without understanding how it contributes to the overall outcome of the behavioral sequence. | What it says: With step-by-step rewards, animals can learn without understanding the big picture or goal. What it does: Explains why normal training doesn't prove reasoning ability Source/Type: Analysis of standard training limitations Connection to Previous Sentences: This builds on sentence 8 by explaining the limitation of typical training methods Visualization: Animal thinks: "I don't know why I'm doing this sequence, but each step gives me food, so I'll keep doing it" Reading Strategy Insight: This is setting up the contrast - normal training ≠ reasoning, so the raven experiment must be different |
| But no one step in the pull-up sequence—except the last—was rewarded with food; the raven had to accomplish the whole lengthy sequence in order to eat. | What it says: In the raven experiment, only the very final step gave them food - they got nothing for the individual string-pulls. What it does: Shows how the raven experiment differed from typical training Source/Type: Experimental design detail Connection to Previous Sentences: This contrasts directly with sentences 8-9 about step-by-step rewards Visualization: Raven Experiment vs. Normal Training: Normal: Step 1→Food, Step 2→Food, Step 3→Food Raven: Step 1→Nothing, Step 2→Nothing, Step 3→Nothing... Final Step→Food Reading Strategy Insight: This reinforces why the ravens must have used reasoning - they couldn't learn through step-by-step rewards |
| Skeptics might object, however, that each step was mentally rewarded simply because the food came nearer, not because the raven already understood which actions would have this effect. | What it says: Critics might argue that ravens felt rewarded just by seeing food get closer, not because they understood the logic. What it does: Introduces a potential counterargument to the reasoning conclusion Source/Type: Hypothetical objection from critics Connection to Previous Sentences: This challenges the reasoning explanation developed in sentences 1-10 Visualization: Skeptic's alternative: "The raven just felt good seeing food come closer and kept doing whatever made that happen - no real understanding needed" Reading Strategy Insight: Don't worry - when authors introduce objections like this, they usually refute them. Expect the defense coming next |
| But that explanation seems implausible. | What it says: The authors think that skeptical explanation doesn't make sense. What it does: Directly dismisses the counterargument Source/Type: Author's rebuttal Connection to Previous Sentences: This rejects the skeptical objection from sentence 11 Visualization: Authors' response: "That doesn't hold up" Reading Strategy Insight: Feel confident - the authors are defending their main argument |
| If each step were acquired by trial-and-error learning, presumably numerous trials would be required, and the entire sequence would probably take months of training. | What it says: If ravens were just randomly trying things, they would need many attempts and months of practice. What it does: Provides logical reasoning for why the skeptics are wrong Source/Type: Author's logical argument Connection to Previous Sentences: This supports sentence 12's dismissal by explaining why trial-and-error doesn't fit the evidence Visualization: Trial-and-Error Timeline: Week 1: Raven tries random actions Week 4: Finally gets one step right Week 8: Learns second step Month 6: Masters full sequence vs. Reality: Perfect execution in minutes Reading Strategy Insight: This connects back to sentence 5 (first-try success) - the speed proves it wasn't trial-and-error |
| Researchers modified the experiment to find out if ravens could have solved the puzzle by random movements that happened to be rewarding but were unsupported by logic. | What it says: Scientists created a new version of the test to check if ravens were just getting lucky with random actions. What it does: Introduces a second experiment designed to test the reasoning hypothesis Source/Type: Description of follow-up experimental design Connection to Previous Sentences: This provides additional evidence to address the skeptical concerns from sentences 11-13 What We Don't Know Yet: What this modified experiment involved or what happened Reading Strategy Insight: Second experiments usually provide even stronger evidence - expect this to confirm the reasoning argument |
| This time different ravens had to pull downward on the string to move the food upward. | What it says: In the new experiment, ravens had to pull down on the string to make the food go up. What it does: Describes the key change in the second experiment Source/Type: Experimental procedure detail Connection to Previous Sentences: This specifies how researchers modified the original string-pulling experiment Visualization: Counterintuitive Setup: Raven pulls string DOWN ↓ Food moves UP ↑ (Opposite of what seems logical) Reading Strategy Insight: This reversal makes the task illogical - perfect for testing whether ravens use reasoning vs. random trial |
| In this situation, the ravens often yanked on the string, occasionally bringing the food slightly closer. | What it says: Ravens tried pulling the string and sometimes got the food a bit closer by accident. What it does: Shows that ravens did attempt the task and had some random success Source/Type: Experimental results Connection to Previous Sentences: This shows the ravens' behavior in the modified illogical experiment from sentence 15 Visualization: Ravens making random attempts, occasionally getting lucky, but mostly confused Reading Strategy Insight: The word "occasionally" suggests inconsistent success - very different from the first experiment |
| But no raven executed the full necessary sequence of motions, even though it was no more complex than in the first experiment. | What it says: None of the ravens could complete the full solution, even though the task was just as complicated as the first one they solved perfectly. What it does: Reveals the key difference in results between logical and illogical tasks Source/Type: Experimental findings Connection to Previous Sentences: This contrasts sharply with sentence 5 (perfect first-try success in logical experiment) Visualization: Results Comparison: Logical task (pull up to move up): ✅ Perfect execution Illogical task (pull down to move up): ❌ No complete solutions Same complexity level for both Reading Strategy Insight: This is the smoking gun evidence - capability didn't change, only logic did |
| This suggests that the ravens found pulling downward to move food upward illogical and thus, unlike in the first experiment, could not deduce what actions were needed. | What it says: This shows ravens couldn't figure out the counterintuitive task because it didn't make logical sense to them. What it does: States the final conclusion proving ravens use logical reasoning Source/Type: Author's interpretation and final argument Connection to Previous Sentences: This brings us full circle back to sentence 2's main claim - ravens use logical reasoning, now proven by showing they fail when logic is removed Visualization: Ravens' Logic Test Results: When task follows logic → Success When task defies logic → Failure Conclusion: Ravens depend on logical reasoning Reading Strategy Insight: Feel accomplished - we've completed the full argument cycle! The passage proved its main point through systematic evidence and eliminated alternative explanations. |
2. Passage Summary:
Author's Purpose:
To prove that ravens use logical reasoning to solve problems, not just instinct or trial-and-error learning.
Summary of Passage Structure:
The author builds their argument through carefully designed experiments and systematic elimination of alternative explanations:
- First, the author introduces the main claim that ravens display sophisticated behaviors that come from logical reasoning rather than just instinct or memorized responses.
- Next, the author presents the first experiment where ravens had to pull strings to get food, showing how ravens solved this complex puzzle perfectly on their first try without any practice.
- Then, the author addresses potential criticisms by comparing this experiment to normal animal training methods and explaining why the ravens' success couldn't be explained by simple trial-and-error learning.
- Finally, the author describes a second experiment where the string-pulling logic was reversed, showing that ravens failed when the task became illogical, which proves they depend on reasoning rather than random actions.
Main Point:
Ravens can think logically and reason through problems, as proven by their ability to solve logical puzzles on the first try but their failure to solve similar puzzles when the logic is removed.
Question Analysis:
This is a main purpose question asking us to identify the primary goal or central focus of the entire passage. We need to find the choice that best captures what the author is trying to accomplish overall, not just what topics are mentioned.
Connecting to Our Passage Analysis:
From our passage analysis, we can see a clear argumentative structure:
- The passage opens with the claim that ravens use logical reasoning (sentence 2)
- It provides experimental evidence supporting this claim (sentences 3-7)
- It addresses potential counterarguments (sentences 8-13)
- It provides additional experimental evidence that clinches the argument (sentences 14-18)
The passage analysis shows this is fundamentally about proving a specific point about raven cognition, not just describing experiments or behaviors generally. The author systematically builds evidence and eliminates alternative explanations to support one central argument.
Prethinking:
Based on the passage structure and content, the main purpose is clearly to argue for and prove that ravens are capable of logical reasoning. The experiments aren't described just for their own sake - they're carefully chosen pieces of evidence that support this specific cognitive claim. The author uses multiple experiments and addresses counterarguments specifically to build a convincing case for raven reasoning ability.
Answer Choices Explained
A
present evidence that ravens are capable of logical reasoning
Why It's Right:
- Directly matches the central argument established in sentence 2: "these behaviors result partly from logical reasoning"
- Aligns with the passage's argumentative structure - every experiment and analysis serves to prove this specific point
- Captures how both experiments work together: the first shows ravens can reason, the second proves they depend on logic by showing failure when logic is removed
Key Evidence: "Experiments suggest that these behaviors result partly from logical reasoning" and "This suggests that the ravens found pulling downward to move food upward illogical and thus, unlike in the first experiment, could not deduce what actions were needed."
B
describe various experiments designed to measure ravens' mental ability
Why It's Wrong:
- Too broad and descriptive - the passage doesn't just describe experiments, it uses them strategically to prove a specific point
- Misses the argumentative nature of the passage - this isn't a neutral description but a focused argument for reasoning ability
- Doesn't capture the systematic way the author builds evidence and addresses counterarguments
Common Student Mistakes:
- Thinking that mentioning experiments makes this the main purpose?
→ Focus on WHY the experiments are described, not just that they are described - Confusing supporting evidence with main purpose?
→ Ask what the experiments are trying to prove, not just what they involve
C
explain how ravens learn by trial and error
Why It's Wrong:
- Completely contradicts the passage's argument - ravens succeeded WITHOUT trial and error in the first experiment
- The passage explicitly argues against trial-and-error learning as an explanation
- Sentence 13 specifically states trial-and-error would take "months of training" unlike the immediate success observed
Common Student Mistakes:
- Seeing "learning" mentioned and assuming that's the focus?
→ Pay attention to what TYPE of learning the author argues for - reasoning vs. trial-and-error - Missing that the passage argues AGAINST trial-and-error?
→ Notice the author systematically eliminates this explanation
D
discuss the many sophisticated behaviors displayed by ravens
Why It's Wrong:
- Too general - sophisticated behaviors are mentioned only as the starting point, not the main focus
- The passage quickly moves beyond just describing behaviors to analyzing their cognitive basis
- Doesn't capture the specific argument about logical reasoning that dominates the passage
Common Student Mistakes:
- Focusing on the opening sentence rather than the full passage development?
→ Use opening sentences to identify topics, but look at the full passage to determine main purpose - Confusing topic introduction with main purpose?
→ Ask what the author DOES with the topic, not just what topic is mentioned
E
analyze the behavioral conditioning of ravens in a laboratory setting
Why It's Wrong:
- Too narrow - behavioral conditioning is only discussed as a contrast to explain why the raven experiment was special
- The conditioning discussion (sentences 8-10) serves to highlight how the raven experiment was different, not as the main focus
- Misses the broader argument about reasoning ability that the conditioning comparison supports
Common Student Mistakes:
- Thinking detailed discussion means main purpose?
→ Distinguish between supporting explanations and central arguments - Missing that conditioning is used as a contrast, not the main topic?
→ Look for phrases like "but" that signal the real focus after contrasting information
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