PrepTest 105, Section 4, Question 11

What we’re looking for

Working the answers

• A

  Straight lines aren't the skill the hypothesis puts after curves. An angle involves a bend where lines meet, and copying a straight line doesn't establish that a child can copy an angle. A tells us something about curve-copying children but supplies no comparison with the angle-copying skill we're investigating.

• B
  Correct

  Every child who can copy angles can also copy curves. That's the pattern we'd expect if curves have to come first: nobody in the angle-copying group is missing the proposed earlier skill.

  B supports the hypothesis without proving the developmental sequence. For example, a snapshot showing both abilities doesn't itself establish when each was learned. But the observed relationship fits the proposed prerequisite, which is enough for a question asking for support rather than a complete proof.

• C

  Here “discriminate” means tell apart or recognize a difference. Recognizing angles isn't the same as copying them. I might distinguish a skilled painting from a poor one without being able to paint either picture. C proposes another requirement for copying angles, but it doesn't tell us whether copying curves must come first.

• D

  These children can copy angles even though they cannot copy curves. That conflicts with the proposed order instead of supporting it. If curves must be learned first, we shouldn't find children already able to copy angles who lack that earlier skill. Don't swap the two groups: D specifically gives us angles without curves.

• E

  Having cognitive processes involved in a task doesn't tell us the order in which two copying skills develop. Even if young children have the relevant mental capacities for copying angles, we still need to know whether copying curves comes first. E says nothing about their curve-copying ability.