Question: In 1981, for the first time in over two decades, the average scores of high school students on standardized math and English tests did not decline. During the same year, millions of American students enjoyed their first exposure to the new world of the microcomputer, whether in schools, video arcades, or other settings. The conclusion is clear: far from stultifying the intellectual capacities of students, exposure to computers can actually enhance them.

The most serious weakness of the argument above is its failure to

(A) discuss the underlying causes of the twenty-year decline in students' test scores
(B) cite specific figures documenting the increases in test scores
(C) distinguish among the various types of computer being used by high school students
(D) define the intellectual capacities tested by the standardized math and English tests referred to
(E) explain exactly how high school students' abilities on math and English tests could have been enhanced by exposure to computers

Correct Answer: E
Explanation:

In the critical reasoning part of the GMAT, you will be tested on your ability to analyze and think critically. To answer clearly, a person needs to have a lot of brain power.

To make a choice, each option needs to be carefully examined. Only one of the five choices given will be right. To make the best choice, the candidate must think about many things.

Given that, The average performance of high school pupils on standardised tests in English and mathematics remained stable in 1981, marking the first time in more than two decades that this had occurred. In the same year, millions of youngsters across the United States had their very first experience with the exciting new world of the microcomputer, be it in a school setting, a video arcade setting, or some other environment. The conclusion is crystal clear: pupils' exposure to computers does not have the effect of stifling their intellectual capacities; rather, it can substantially increase those capacities.

Let’s check the given choices -

A: Incorrect

It is an incorrect choice. While discussing the unexpected increase in scores this year, the prior 21 years of scores are not a topic of concern because the conclusion solely considers the current growth. Hence this choice is eliminated.

B: Incorrect

It is the wrong choice. B asserts that the scores have improved, and the argument should support this claim with data: Does it support our claim that computers help with learning if the scores increased by 80%? No!. Hence this choice is also wrong.

C: Incorrect

It is an incorrect answer. This choice is an irrelevant statement.

D: Incorrect

It is an incorrect answer. Identify the intellectual abilities examined by the aforementioned standardized English and math assessments.

Before they are specified, how can we know what the intellectual abilities measured by standardized exams are? The argument is weak if all that is done is to draw the same conclusions as the Cause-Effect relationship specified in the question.

E: Correct

It is the correct choice. Explain how exposure to computers could have improved high school pupils' scores on math and English assessments.
Looks excellent. It's unclear how using computers has improved the students' skills. a good candidate for the response.

If you read the argument attentively, it tries to convince you that the average score stayed the same throughout these two decades. It also mentions that a computer was developed during this time and that at least one of these computers contributed to the improvement of intellectual talents.
We must make this relationship weaker.
This can be accomplished by raising uncertainty about the connection, as Option E does.
It doesn't matter how intellectual abilities are defined.

“In 1981, for the first time in over two decades, the average scores of” – is a  GMAT Critical question. To answer the question, a candidate can either find a piece of evidence that would weaken the argument or have logical flaws in the argument. GMAT critical reasoning tests the logical and analytical skills of the candidates. This topic requires candidates to find the argument's strengths and weaknesses or the logical flaw in the argument. The GMAT CR section contains 10 -13 GMAT critical reasoning questions out of 36 GMAT verbal questions.

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