1. Although sales have continued to increase since last www.test99.com
April, unfortunately the rate of increase has ----.www.test99.com
(A) resurged www.test99.com
(B) capitulated www.test99.com
(C) retaliated www.test99.com
(D) persevered www.test99.com
(E) decelerated www.test99.com

2. Although the mental process that creates a fresh and www.test99.com
original poem or drama is doubtless ---- that which www.test99.com
originates and elaborates scientific discoveries, there www.test99.com
is clearly a discernible difference between the crea-www.test99.com
tors www.test99.com
(A) peripheral to www.test99.com
(B) contiguous with www.test99.com
(C) opposed to www.test99.com
(D) analogous to www.test99.com
(E) inconsistent with www.test99.com

3. It is disappointing to note that the latest edition of www.test99.com
the bibliography belies its long-standing reputation www.test99.com
for ---- by ---- some significant references to www.test99.com
recent publications. www.test99.com
(A) imprecision.. appropriating www.test99.com
(B) relevance.. adding www.test99.com
(C) timeliness.. updating www.test99.com
(D) meticulousness.. revising www.test99.com
(E) exhaustiveness.. omitting www.test99.com

4. Although Simpson was ingenious at ---- to appear www.test99.com
innovative and spontaneous, beneath the ruse he www.test99.com
remained uninspired and rigid in his approach to www.test99.com
problem-solving. www.test99.com
(A) intending www.test99.com
(B) contriving www.test99.com
(C) forbearing www.test99.com
(D) declining www.test99.com
(E) deserving www.test99.com

5. She was criticized by her fellow lawyers not because www.test99.com
she was not ----, but because she so ---- pre-www.test99.com
pared her cases that she failed to bring the expected www.test99.com
number to trial. www.test99.com
(A) well versed.. knowledgeably www.test99.com
(B) well trained.. enthusiastically www.test99.com
(C) congenial.. rapidly www.test99.com
(D) hardworking.. minutely www.test99.com
(E) astute.. efficiently www.test99.com

6. Schlesinger has recently assumed a conciliatory atti-www.test99.com
tude that is not ---- by his colleagues, who con-www.test99.com
tinue to ---- compromise. www.test99.com
(A) eschewed.. dread www.test99.com
(B) shared.. defend www.test99.com
(C) questioned.. reject www.test99.com
(D) understood.. advocate www.test99.com
(E) commended.. disparage www.test99.com

7. The National Archives contain information so ---- www.test99.com
that researchers have been known never to publish www.test99.com
because they cannot bear to bring their studies to an www.test99.com
end. www.test99.com
(A) divisive www.test99.com
(B) seductive www.test99.com
(C) selective www.test99.com
(D) repetitive www.test99.com
(E) resourceful www.test99.com

8. HILL: MOUNTAIN::www.test99.com
(A) grass: rocks www.test99.com
(B) autumn: winter www.test99.com
(C) creek: river www.test99.com
(D) star: sun www.test99.com
(E) cliff: slope www.test99.com

9. AERATE: OXYGEN::www.test99.com
(A) eclipse: light www.test99.com
(B) desiccate: moisture www.test99.com
(C) precipitate: additive www.test99.com
(D) hydrate: water www.test99.com
(E) striate: texture www.test99.com

10. ORCHESTRA: MUSICIAN: www.test99.com
(A) cube: side www.test99.com
(B) kilometer: meterwww.test99.com
(C) sonnet: poemwww.test99.com
(D) biped: footwww.test99.com
(E) pack: wolf www.test99.com
11. EQUIVOCATION: MISLEADING::www.test99.com
(A) mitigation: severe www.test99.com
(B) advice: peremptory www.test99.com
(C) bromide: hackneyed www.test99.com
(D) precept: obedient www.test99.com
(E) explanation: unintelligible www.test99.com

12. CENSORSHIP: COMMUNICATION::www.test99.com
(A) propaganda: ideology www.test99.com
(B) preservative: decay www.test99.com
(C) revision: accuracywww.test99.com
(D) rest: atrophywww.test99.com
(E) exercise: fitness www.test99.com

13. BUS: PASSENGERS: www.test99.com
(A) flock: birds www.test99.com
(B) tanker: liquid www.test99.com
(C) envelope: letter www.test99.com
(D) bin: coal www.test99.com
(E) automobile: gasoline www.test99.com

14. BALLAD: STANZA::www.test99.com
(A) novel: chapter www.test99.com
(B) poem: meter www.test99.com
(C) play: dialogue www.test99.com
(D) movie: script www.test99.com
(E) photograph: caption www.test99.com

15. DISABUSE: FALLACY::www.test99.com
(A) cure: disease www.test99.com
(B) persevere: dereliction www.test99.com
(C) belittle: imperfection www.test99.com
(D) discredit: reputation www.test99.com
(E) discern: discrimination www.test99.com

16. BLANDISHMENT: CAJOLE::www.test99.com
(A) prediction: convince www.test99.com
(B) obstacle: impede www.test99.com
(C) embellishment: praise www.test99.com
(D) deficiency: compensate www.test99.com
(E) compliment: exaggerate www.test99.com

Although the hormone adrenaline is known to regulate www.test99.com
memory storage, it does not pass from the blood into brain www.test99.com
cells. We are faced with an apparent paradox: how can a www.test99.com
hormone that does not act directly on the brain have such a www.test99.com
(5)large effect on brain function?www.test99.com
Recently, we tested the possibility that one of the www.test99.com
hormone’s actions outside the brain might be responsible. www.test99.com
Since one consequence of adrenaline release in an animal www.test99.com
is an increase in blood glucose levels, we examined the www.test99.com
(10)effects of glucose on memory in rats. We found that glu-www.test99.com
cose injected immediately after training enhances memory www.test99.com
tested the next day. Additional evidence was provided by www.test99.com
negative findings: drugs called adrenergic antagonists, www.test99.com
which block peripheral adrenaline receptors, disrupted www.test99.com
(15)adrenaline’s ability to regulate memory but did not affect www.test99.com
memory enhancements produced by glucose that was not www.test99.com
stimulated by adrenaline. These results are as they should www.test99.com
be if adrenaline affects memory modulation by increasing www.test99.com
blood glucose levels.www.test99.com

17.The primary purpose of the passage is towww.test99.com
(A) reconcile two opposing theories www.test99.com
(B) compare two different explanations for a phe-www.test99.com
nomenon www.test99.com
(C) describe experimental research that appears to www.test99.com
support an unpopular theory www.test99.com
(D) present evidence that may help to resolve an www.test99.com
apparent contradictionwww.test99.com
(E) describe a hypothesis that has cause a con-www.test99.com
troversywww.test99.com

18.It can be inferred from the passage that the author www.test99.com
would most likely describe the additional evidence www.test99.com
(line 12) provided by experiments with adrenergic www.test99.com
antagonists as www.test99.com
(A) revolutionary www.test99.com
(B) disappointing www.test99.com
(C) incomplete www.test99.com
(D) unexpected www.test99.com
(E) corroborative www.test99.com

19.The passage provides information about which of the www.test99.com
following topics?www.test99.com
(A) The mechanism by which glucose affects memory www.test99.com
storage www.test99.com
(B) The evidence that prompted scientist to test the www.test99.com
effects of adrenaline on memory regulation www.test99.com
(C) The reason that the effects of glucose on memory www.test99.com
were tested www.test99.com
(D) The ways that memory storage modifies the struc-www.test99.com
ture of the brain www.test99.com
(E) The kinds of training used to test memory enhance-www.test99.com
ment in rats www.test99.com

20.The author refers to the results of the experiment using www.test99.com
adrenergic antagonists as negative findings (line 13) www.test99.com
most likely because the adrenergic antagonistswww.test99.com
(A) failed to disrupt adrenaline’s effect on memory www.test99.com
(B) did not affect glucose’s ability to enhance memory.www.test99.com
(C) did not block adrenaline’s ability to increase blood www.test99.com
glucose levels www.test99.com
(D) only partially affected adrenaline’s ability to www.test99.com
enhance memory www.test99.com
(E) disrupted both adrenaline’s and glucose’s effect www.test99.com
on memory www.test99.com
www.test99.com
The age at which young children begin to make moral www.test99.com
discriminations about harmful actions committed against www.test99.com
themselves or others has been the focus of recent research www.test99.com
into the moral development of children. Until recently, www.test99.com
(5)child psychologists supported pioneer developmentalist Jean. www.test99.com
Piaget in his hypothesis that because of their immaturity, www.test99.com
children under age seven do not take into account the inten-www.test99.com
tions of a person committing accidental or deliberate harm, www.test99.com
but rather simply assign punishment for transgressions on www.test99.com
(10)the basis of the magnitude of the negative consequences www.test99.com
caused. According to Piaget, children under age seven www.test99.com
occupy the first stage of moral development, which is char-www.test99.com
acterized by moral absolutism (rules made by authorities www.test99.com
must be obeyed) and imminent justice (if rules are broken, www.test99.com
(15)punishment will be meted out). Until young children mature, www.test99.com
their moral judgments are based entirely on the effect www.test99.com
rather than the cause of a transgression. However, in recent www.test99.com
research, Keasey found that six- year-old children not only www.test99.com
distinguish between accidental and intentional harm, but www.test99.com
(20)also judge intentional harm as naughtier, regardless of the www.test99.com
amount of damage produced. Both of these findings seem www.test99.com
to indicate that children, at an earlier age than Piaget www.test99.com
claimed, advance into the second stage of moral develop-www.test99.com
ment, moral autonomy, in which they accept social rules www.test99.com
(25)but view them as more arbitrary than do children in the www.test99.com
first stage. www.test99.com
Keasey’s research raises two key questions for develop-www.test99.com
mental psychologists about children under age seven: dowww.test99.com
they recognize justifications for harmful actions, and dowww.test99.com
(30)they make distinctions between harmful acts that are pre-www.test99.com
ventable and those acts that have unforeseen harmful con-www.test99.com
sequences? Studies indicate that justifications excusing www.test99.com
harmful actions might include public duty,self-defense, and www.test99.com
provocation. For example, Nesdale and Rule concluded that www.test99.com
(35)children were capable of considering whether or not an www.test99.com
aggressor’s action was justified by public duty: five year www.test99.com
olds reacted very differently to Bonnie wrecks Ann’s www.test99.com
pretend house depending on whether Bonnie did it so www.test99.com
somebody won’t fall over it or because Bonnie wanted to www.test99.com
(40)make Ann feel bad.Thus, a child of five begins to under-www.test99.com
stand that certain harmful actions, though intentional, can www.test99.com
be justified; the constraints of moral absolutism no longer www.test99.com
solely guide their judgments.www.test99.com
Psychologists have determined that during kindergarten www.test99.com
(45)children learn to make subtle distinctions involving harm. www.test99.com
Darley observed that among acts involving unintentional www.test99.com
harm, six-year-old children just entering kindergarten could www.test99.com
not differentiate between foreseeable, and thus preventable, www.test99.com
harm and unforeseeable harm for which the perpetrator www.test99.com
(50)cannot be blamed. Seven months later, however, Darley www.test99.com
found that these same children could make both distinc-www.test99.com
tions, thus demonstrating that they had become morally www.test99.com
autonomous.www.test99.com

21.Which of the following best describes the passage as www.test99.com
a whole?www.test99.com
(A) An outline for future research www.test99.com
(B) An expanded definition of commonly misunder-www.test99.com
stood terms www.test99.com
(C) An analysis of a dispute between two theorists www.test99.com
(D) A discussion of research findings in an ongoing www.test99.com
inquiry www.test99.com
(E) A confirmation of an established authority’s theory www.test99.com

22.According to the passage, Darley found that after seven www.test99.com
months of kindergarten six year olds acquired which of www.test99.com
the following abilities?www.test99.com
(A) Differentiating between foreseeable and unforesee-www.test99.com
able harmwww.test99.com
(B) Identifying with the perpetrator of a harmful action www.test99.com
(C) Justifying harmful actions that result from provo-www.test99.com
cationwww.test99.com
(D) Evaluating the magnitude of negative consequences www.test99.com
resulting from the breaking of rules www.test99.com
(E) Recognizing the difference between moral absolu-www.test99.com
tism and moral autonomy www.test99.com

23.According to the passage, Piaget and Keasey would not www.test99.com
have agreed on which of the following points?www.test99.com
(A) The kinds of excuses children give for harmful www.test99.com
acts they commit www.test99.com
(B) The age at which children begin to discriminate www.test99.com
between intentional and unintentional harm www.test99.com
(C) The intentions children have in perpetrating harmwww.test99.com
(D) The circumstances under which children punish www.test99.com
harmful acts www.test99.com
(E) The justifications children recognize for mitigating www.test99.com
punishment for harmful acts www.test99.com

24.It can be inferred that the term public duty (line 33) www.test99.com
in the context of the passage, means which of the fol-www.test99.com
lowing?www.test99.com
(A) The necessity to apprehend perpetrators. www.test99.com
(B) The responsibility to punish transgressors www.test99.com
(C) An obligation to prevent harm to another www.test99.com
(D) The assignment of punishment for harmful action www.test99.com
(E) A justification for punishing transgressions www.test99.com

25.According to the passage, Keasey’s findings support www.test99.com
which of the following conclusions about six-year-old www.test99.com
children?www.test99.com
(A)They have the ability to make autonomous moral www.test99.com
judgments. www.test99.com
(B)They regard moral absolutism as a threat to their www.test99.com
moral autonomy. www.test99.com
(C)They do not understand the concept of public duty. www.test99.com
(D)They accept moral judgment made by their peers www.test99.com
more easily than do older children. www.test99.com
(E)They make arbitrary moral judgments. www.test99.com

26.It can be inferred form the passage that Piaget would www.test99.com
be likely to agree with which of the following state-www.test99.com
ments about the punishment that children under seven www.test99.com
assign to wrongdoing? www.test99.com
(A) The severity of the assigned punishment is deter-www.test99.com
mined by the perceived magnitude of negative www.test99.com
consequences more than by any other factor. www.test99.com
(B) The punishment is to be administered immediately www.test99.com
following the transgression. www.test99.com
(C) The children assign punishment less arbitrarily www.test99.com
than they do when they reach the age of moralwww.test99.com
autonomy. www.test99.com
(D) The punishment for acts of unintentional harm is www.test99.com
less severe than it is for acts involving accidental www.test99.com
harm. www.test99.com
(E) The more developmentally immature a child, the www.test99.com
more severe the punishment that the child will www.test99.com
assign. www.test99.com

27.According to the passage, the research of Nesdale and www.test99.com
Rule suggests which of the following about five-year-www.test99.com
old children?www.test99.com
(A) Their reactions to intentional and accidental harm www.test99.com
determine the severity of the punishments they assign. www.test99.com
(B) They, as perpetrators of harmful acts, disregard www.test99.com
the feelings of the children they harm. www.test99.com
(C) They take into account the motivations of actions www.test99.com
when judging the behavior of other children. www.test99.com
(D) They view public duty as a justification for acci-www.test99.com
dental, but not intentional, harm.www.test99.com
(E) They justify any action that protects them from www.test99.com
harm. www.test99.com

28. DEBUT:www.test99.com
(A) collaboration www.test99.com
(B) monologue www.test99.com
(C) farewell performance www.test99.com
(D) repertoire standard www.test99.com
(E) starring role www.test99.com

29. WITHER:www.test99.com
(A) disagree www.test99.com
(B) shine www.test99.com
(C) plant www.test99.com
(D) adhere www.test99.com
(E) revive www.test99.com

30. BUCK: www.test99.com
(A) cover over www.test99.com
(B) assent to www.test99.com
(C) brag about www.test99.com
(D) improve www.test99.com
(E) repair www.test99.com

31. MEAN: www.test99.com
(A) trusting www.test99.com
(B) ardent www.test99.com
(C) clever www.test99.com
(D) incautious www.test99.com
(E) noble www.test99.com

32. ADJUNCT: www.test99.com
(A) expert appraisal www.test99.com
(B) generous donation www.test99.com
(C) essential element www.test99.com
(D) mild reproof www.test99.com
(E) impartial judgment www.test99.com

33. CANONICAL: www.test99.com
(A) imprecise www.test99.com
(B) ubiquitous www.test99.com
(C) superfluous www.test99.com
(D) nontraditional www.test99.com
(E) divisive www.test99.com

34. TICKLISH: www.test99.com
(A) heavy-handed www.test99.com
(B) significant www.test99.com
(C) tolerant www.test99.com
(D) impartial www.test99.com
(E) imperturbable www.test99.com

35. PREVALENT: www.test99.com
(A) invasive www.test99.com
(B) inconsistent www.test99.com
(C) indistinct www.test99.com
(D) unpalatable www.test99.com
(E) unusual www.test99.com

36. PENURY: www.test99.com
(A) approbation www.test99.com
(B) affluence www.test99.com
(C) objectivity www.test99.com
(D) compensation www.test99.com
(E) grandiosity www.test99.com

37. MINATORY: www.test99.com
(A) convenient www.test99.com
(B) nonthreatening www.test99.com
(C) straightforward www.test99.com
(D) fastidious www.test99.com
(E) rational www.test99.com

38. CALUMNIOUS: www.test99.com
(A) adept www.test99.com
(B) aloof www.test99.com
(C) quaint www.test99.com
(D) decorous www.test99.com
(E) flattering www.test99.com