Reading Comprehension MCQ Quiz - Objective Question with Answer for Reading Comprehension - Download Free PDF

Last updated on Jul 2, 2025

Latest Reading Comprehension MCQ Objective Questions

Reading Comprehension Question 1:

Comprehension:

Early childhood development (ECD) interventions, aimed at improving the cognitive and social growth of young children, have become a significant focus in the Global South. These programs, often backed by substantial international funding, operate on the premise that specific parenting practices can profoundly influence a child's brain architecture, laying the groundwork for future success. The underlying belief is that "nurturing" childcare is crucial for optimal brain development, and that without external guidance, children in low-income settings may not reach their full potential. However, a critical examination reveals that many of these interventions carry problematic assumptions, echoing historical narratives that have long shaped the relationship between the Global North and South.

Historically, during the colonial era, there was a pervasive belief that people in colonized regions were inherently less capable or "cognitively deficient," requiring intervention from external powers. This paternalistic view justified various forms of control and 'civilizing missions.' The article suggests a striking parallel with today's ECD interventions. While the language has changed, replacing overt racial terms with concepts like "poverty" or "brain development," the underlying narrative of deficiency persists. This modern "obsession with the brains of children," particularly those living in poverty, is often fueled by advancements in neuroscience and brain-scanning technology, which provide seemingly objective data to support the need for intervention.

The author raises serious questions about the fundamental assumptions underpinning these multibillion-dollar ECD interventions. A key concern is the implicit message conveyed: that there is something inherently wrong with how parents in the Global South are raising their children. This perspective tends to individualize systemic issues, framing poverty and its associated challenges not as complex socio-economic problems, but as a direct result of individual parental deficits or inadequate caregiving practices. Such an approach risks overlooking the broader structural inequalities and resource limitations that genuinely impact families, placing the burden of responsibility solely on the shoulders of caregivers.

Furthermore, the scientific evidence often cited to justify these interventions is brought into question. Studies claiming that a high percentage of toddlers in low- to middle-income countries do not receive "adequate care" are highlighted as particularly problematic. The article argues that these claims bear a resemblance to colonial narratives, where perceived deficits were attributed to inherent characteristics of the population. Today, the attribution shifts to poverty, but the outcome remains the same: a justification for external, often intrusive, interventions. The author emphasizes the need for greater scrutiny of the scientific rigor behind these claims, especially given the deeply personal and culturally sensitive nature of parenting practices.

Ultimately, the article advocates for a fundamental shift in the approach to ECD interventions. Instead of imposing external models based on deficit narratives, it calls for placing the expertise and needs of local caretakers at the center of program design. This means recognizing that there is no single, universal path to a thriving brain or optimal child development. A more respectful and effective approach would involve empowering local communities, understanding their unique cultural contexts, and collaborating with parents and caregivers to build solutions that genuinely support their children's well-being, rather than attempting to "fix" perceived deficiencies.

The author's advocacy for "placing the expertise and needs of local caretakers at the center of program design" (Paragraph 5) implies which of the following?

  1. Effective ECD interventions must move beyond a deficit-based approach, recognizing and building upon the existing strengths and cultural contexts of local parenting practices.
  2. External organizations should primarily act as funders, allowing local communities complete autonomy in designing and implementing all ECD programs.
  3. The concept of a "thriving brain" is entirely subjective and should be defined solely by the cultural values and aspirations of the local community.
  4. International aid for early childhood development should be redirected towards direct cash transfers to families, eliminating the need for structured interventions.

Answer (Detailed Solution Below)

Option 1 : Effective ECD interventions must move beyond a deficit-based approach, recognizing and building upon the existing strengths and cultural contexts of local parenting practices.

Reading Comprehension Question 1 Detailed Solution

The correct answer is: Effective ECD interventions must move beyond a deficit-based approach, recognizing and building upon the existing strengths and cultural contexts of local parenting practices.

Key Points       

  • Explanation: The final paragraph of the passage advocates for "placing the expertise and needs of local caretakers at the center of program design." It explicitly states that this means "recognizing that there is no single, universal path to a thriving brain or optimal child development" and that a "more respectful and effective approach would involve empowering local communities, understanding their unique cultural contexts, and collaborating with parents and caregivers to build solutions... rather than attempting to 'fix' perceived deficiencies." This directly implies a fundamental shift away from a deficit-based approach, emphasizing the importance of acknowledging and leveraging existing local strengths and cultural contexts in designing effective interventions.       
  • Why the other options are incorrect:                               
    • External organizations should primarily act as funders, allowing local communities complete autonomy in designing and implementing all ECD programs: While the passage emphasizes local expertise and empowerment, it uses terms like "collaborating" with parents and caregivers, which suggests a partnership and shared responsibility rather than a complete hands-off approach where external organizations solely provide funding with no involvement in design or implementation. It advocates for putting local expertise at the center, not for complete autonomy and exclusion of external input.               
    • The concept of a "thriving brain" is entirely subjective and should be defined solely by the cultural values and aspirations of the local community: The passage states "there is no single, universal path to a thriving brain," which highlights cultural diversity in development. However, saying it's entirely subjective or should be defined solely by local values is a stronger and more extreme claim than what the passage implies. The emphasis is on respecting local contexts and avoiding a universal imposition, not on absolute subjectivity that excludes any broader developmental considerations.               
    • International aid for early childhood development should be redirected towards direct cash transfers to families, eliminating the need for structured interventions: The passage calls for a "fundamental shift in the approach to ECD interventions" and for "building solutions" with local communities. This suggests a reform and reimagining of how interventions are done, focusing on collaboration and local empowerment, rather than a complete elimination of structured interventions in favor of only cash transfers. The focus is on how interventions are designed and implemented, not on their abolition.              
  • In summary, option 1 most accurately reflects the passage's call for a paradigm shift in ECD interventions, moving away from a top-down, deficit-based model to one that respects and builds upon the inherent strengths and cultural practices of local communities.

Reading Comprehension Question 2:

Comprehension:

Early childhood development (ECD) interventions, aimed at improving the cognitive and social growth of young children, have become a significant focus in the Global South. These programs, often backed by substantial international funding, operate on the premise that specific parenting practices can profoundly influence a child's brain architecture, laying the groundwork for future success. The underlying belief is that "nurturing" childcare is crucial for optimal brain development, and that without external guidance, children in low-income settings may not reach their full potential. However, a critical examination reveals that many of these interventions carry problematic assumptions, echoing historical narratives that have long shaped the relationship between the Global North and South.

Historically, during the colonial era, there was a pervasive belief that people in colonized regions were inherently less capable or "cognitively deficient," requiring intervention from external powers. This paternalistic view justified various forms of control and 'civilizing missions.' The article suggests a striking parallel with today's ECD interventions. While the language has changed, replacing overt racial terms with concepts like "poverty" or "brain development," the underlying narrative of deficiency persists. This modern "obsession with the brains of children," particularly those living in poverty, is often fueled by advancements in neuroscience and brain-scanning technology, which provide seemingly objective data to support the need for intervention.

The author raises serious questions about the fundamental assumptions underpinning these multibillion-dollar ECD interventions. A key concern is the implicit message conveyed: that there is something inherently wrong with how parents in the Global South are raising their children. This perspective tends to individualize systemic issues, framing poverty and its associated challenges not as complex socio-economic problems, but as a direct result of individual parental deficits or inadequate caregiving practices. Such an approach risks overlooking the broader structural inequalities and resource limitations that genuinely impact families, placing the burden of responsibility solely on the shoulders of caregivers.

Furthermore, the scientific evidence often cited to justify these interventions is brought into question. Studies claiming that a high percentage of toddlers in low- to middle-income countries do not receive "adequate care" are highlighted as particularly problematic. The article argues that these claims bear a resemblance to colonial narratives, where perceived deficits were attributed to inherent characteristics of the population. Today, the attribution shifts to poverty, but the outcome remains the same: a justification for external, often intrusive, interventions. The author emphasizes the need for greater scrutiny of the scientific rigor behind these claims, especially given the deeply personal and culturally sensitive nature of parenting practices.

Ultimately, the article advocates for a fundamental shift in the approach to ECD interventions. Instead of imposing external models based on deficit narratives, it calls for placing the expertise and needs of local caretakers at the center of program design. This means recognizing that there is no single, universal path to a thriving brain or optimal child development. A more respectful and effective approach would involve empowering local communities, understanding their unique cultural contexts, and collaborating with parents and caregivers to build solutions that genuinely support their children's well-being, rather than attempting to "fix" perceived deficiencies.

In questioning the scientific evidence cited to justify ECD interventions, the author draws a parallel between these claims and "colonial narratives" (Paragraph 4). This parallel primarily serves to:

  1. Argue that contemporary scientific research is often biased by the historical prejudices of researchers from the Global North.
  2. Highlight how perceived 'deficits' in populations are historically used to legitimize external, often intrusive, interventions, irrespective of the specific attributed cause.
  3. Suggest that the methodologies used in current ECD research are as unscientific and flawed as those employed during the colonial era.
  4. Emphasize that the concept of "adequate care" is a culturally relative construct that cannot be universally applied or measured scientifically.

Answer (Detailed Solution Below)

Option 2 : Highlight how perceived 'deficits' in populations are historically used to legitimize external, often intrusive, interventions, irrespective of the specific attributed cause.

Reading Comprehension Question 2 Detailed Solution

The correct answer is: Highlight how perceived 'deficits' in populations are historically used to legitimize external, often intrusive, interventions, irrespective of the specific attributed cause.

Key Points       

  • Explanation: The fourth paragraph explicitly draws this parallel: "The article argues that these claims bear a resemblance to colonial narratives, where perceived deficits were attributed to inherent characteristics of the population. Today, the attribution shifts to poverty, but the outcome remains the same: a justification for external, often intrusive, interventions." This clearly indicates that the parallel serves to show a consistent historical pattern: the identification of a 'deficit' (whether racial or poverty-related) has been used to justify outside intervention, regardless of the specific reason given for the deficit.       
  • Why the other options are incorrect:                               
    • Argue that contemporary scientific research is often biased by the historical prejudices of researchers from the Global North: While the passage implies a problematic continuity in narratives, the primary purpose of this specific parallel is not to argue bias in research methodology itself, but rather how the narrative of deficiency (regardless of its scientific rigor) leads to a justification for intervention. The focus is on the outcome of the narrative, not the source of bias.               
    • Suggest that the methodologies used in current ECD research are as unscientific and flawed as those employed during the colonial era: The passage questions the "rigor of the scientific evidence" for current claims, but it does not explicitly state that the methodologies are as unscientific and flawed as those of the colonial era. The parallel is drawn on the narrative of justification for intervention based on perceived deficits, not a direct comparison of scientific methods.               
    • Emphasize that the concept of "adequate care" is a culturally relative construct that cannot be universally applied or measured scientifically: While the passage does mention the "deeply personal and culturally sensitive nature of parenting practices" and later advocates for acknowledging "no single, universal path to a thriving brain," the parallel to colonial narratives in Paragraph 4 is specifically about the justification for intervention based on perceived deficits, not primarily about the cultural relativity or scientific measurability of "adequate care." That is a related but distinct point within the broader critique.              
  • In summary, option 2 most accurately reflects the passage's central critique regarding the historical use of perceived 'deficits' to legitimize external interventions, which is the primary function of drawing the parallel to colonial narratives.

Reading Comprehension Question 3:

Comprehension:

Early childhood development (ECD) interventions, aimed at improving the cognitive and social growth of young children, have become a significant focus in the Global South. These programs, often backed by substantial international funding, operate on the premise that specific parenting practices can profoundly influence a child's brain architecture, laying the groundwork for future success. The underlying belief is that "nurturing" childcare is crucial for optimal brain development, and that without external guidance, children in low-income settings may not reach their full potential. However, a critical examination reveals that many of these interventions carry problematic assumptions, echoing historical narratives that have long shaped the relationship between the Global North and South.

Historically, during the colonial era, there was a pervasive belief that people in colonized regions were inherently less capable or "cognitively deficient," requiring intervention from external powers. This paternalistic view justified various forms of control and 'civilizing missions.' The article suggests a striking parallel with today's ECD interventions. While the language has changed, replacing overt racial terms with concepts like "poverty" or "brain development," the underlying narrative of deficiency persists. This modern "obsession with the brains of children," particularly those living in poverty, is often fueled by advancements in neuroscience and brain-scanning technology, which provide seemingly objective data to support the need for intervention.

The author raises serious questions about the fundamental assumptions underpinning these multibillion-dollar ECD interventions. A key concern is the implicit message conveyed: that there is something inherently wrong with how parents in the Global South are raising their children. This perspective tends to individualize systemic issues, framing poverty and its associated challenges not as complex socio-economic problems, but as a direct result of individual parental deficits or inadequate caregiving practices. Such an approach risks overlooking the broader structural inequalities and resource limitations that genuinely impact families, placing the burden of responsibility solely on the shoulders of caregivers.

Furthermore, the scientific evidence often cited to justify these interventions is brought into question. Studies claiming that a high percentage of toddlers in low- to middle-income countries do not receive "adequate care" are highlighted as particularly problematic. The article argues that these claims bear a resemblance to colonial narratives, where perceived deficits were attributed to inherent characteristics of the population. Today, the attribution shifts to poverty, but the outcome remains the same: a justification for external, often intrusive, interventions. The author emphasizes the need for greater scrutiny of the scientific rigor behind these claims, especially given the deeply personal and culturally sensitive nature of parenting practices.

Ultimately, the article advocates for a fundamental shift in the approach to ECD interventions. Instead of imposing external models based on deficit narratives, it calls for placing the expertise and needs of local caretakers at the center of program design. This means recognizing that there is no single, universal path to a thriving brain or optimal child development. A more respectful and effective approach would involve empowering local communities, understanding their unique cultural contexts, and collaborating with parents and caregivers to build solutions that genuinely support their children's well-being, rather than attempting to "fix" perceived deficiencies.

The passage suggests that the "modern 'obsession with the brains of children,' particularly those living in poverty" (Paragraph 2) is problematic primarily because it:

  1. Diverts crucial financial resources away from more pressing public health and sanitation initiatives in the Global South.
  2. Fails to acknowledge the significant biological variations in brain development across different human populations.
  3. Leads to an overemphasis on cognitive metrics, thereby neglecting other equally important aspects of a child's holistic development.
  4. Provides a seemingly objective, scientific justification for interventions that implicitly attribute systemic socio-economic challenges to individual parental shortcomings.

Answer (Detailed Solution Below)

Option 4 : Provides a seemingly objective, scientific justification for interventions that implicitly attribute systemic socio-economic challenges to individual parental shortcomings.

Reading Comprehension Question 3 Detailed Solution

The correct answer is: Provides a seemingly objective, scientific justification for interventions that implicitly attribute systemic socio-economic challenges to individual parental shortcomings.

Key Points       

  • Explanation: The passage explicitly states in Paragraph 2 that the "modern 'obsession with the brains of children,' particularly those living in poverty, is often fueled by advancements in neuroscience and brain-scanning technology, which provide seemingly objective data to support the need for intervention." Paragraph 3 then elaborates on the core problem with these interventions, stating that they "imply there is something fundamentally wrong with how parents in the Global South are raising their children. This perspective tends to individualize systemic issues, framing poverty and its associated challenges not as complex socio-economic problems, but as a direct result of individual parental deficits or inadequate caregiving practices." Thus, the problematic nature of this obsession lies in its use to scientifically legitimize interventions that shift blame for systemic issues onto individual parents.       
  • Why the other options are incorrect:                               
    • Diverts crucial financial resources away from more pressing public health and sanitation initiatives in the Global South: While the passage notes that ECD interventions are a "multibillion-dollar industry," it does not primarily critique the "obsession with brains" for diverting funds from other sectors. The central concern is about the narrative and assumptions perpetuated by these interventions, rather than their financial opportunity cost.               
    • Fails to acknowledge the significant biological variations in brain development across different human populations: The passage does not discuss biological variations in brain development across populations. Its critique focuses on the misinterpretation or problematic application of neuroscience to justify interventions based on perceived deficits in parenting practices, not on biological differences.               
    • Leads to an overemphasis on cognitive metrics, thereby neglecting other equally important aspects of a child's holistic development: While ECD interventions might indeed prioritize cognitive development, the passage's primary criticism of the "obsession with brains" is not about neglecting other developmental aspects (e.g., social or emotional). Instead, the core issue raised is the implicit blame placed on parents for systemic problems, framed through a scientific lens.              
  • In summary, option 4 most accurately reflects the passage's central critique regarding the "obsession with brains," highlighting how it provides a scientific veneer for interventions that misattribute systemic issues to individual parental shortcomings.

Reading Comprehension Question 4:

Comprehension:

Early childhood development (ECD) interventions, aimed at improving the cognitive and social growth of young children, have become a significant focus in the Global South. These programs, often backed by substantial international funding, operate on the premise that specific parenting practices can profoundly influence a child's brain architecture, laying the groundwork for future success. The underlying belief is that "nurturing" childcare is crucial for optimal brain development, and that without external guidance, children in low-income settings may not reach their full potential. However, a critical examination reveals that many of these interventions carry problematic assumptions, echoing historical narratives that have long shaped the relationship between the Global North and South.

Historically, during the colonial era, there was a pervasive belief that people in colonized regions were inherently less capable or "cognitively deficient," requiring intervention from external powers. This paternalistic view justified various forms of control and 'civilizing missions.' The article suggests a striking parallel with today's ECD interventions. While the language has changed, replacing overt racial terms with concepts like "poverty" or "brain development," the underlying narrative of deficiency persists. This modern "obsession with the brains of children," particularly those living in poverty, is often fueled by advancements in neuroscience and brain-scanning technology, which provide seemingly objective data to support the need for intervention.

The author raises serious questions about the fundamental assumptions underpinning these multibillion-dollar ECD interventions. A key concern is the implicit message conveyed: that there is something inherently wrong with how parents in the Global South are raising their children. This perspective tends to individualize systemic issues, framing poverty and its associated challenges not as complex socio-economic problems, but as a direct result of individual parental deficits or inadequate caregiving practices. Such an approach risks overlooking the broader structural inequalities and resource limitations that genuinely impact families, placing the burden of responsibility solely on the shoulders of caregivers.

Furthermore, the scientific evidence often cited to justify these interventions is brought into question. Studies claiming that a high percentage of toddlers in low- to middle-income countries do not receive "adequate care" are highlighted as particularly problematic. The article argues that these claims bear a resemblance to colonial narratives, where perceived deficits were attributed to inherent characteristics of the population. Today, the attribution shifts to poverty, but the outcome remains the same: a justification for external, often intrusive, interventions. The author emphasizes the need for greater scrutiny of the scientific rigor behind these claims, especially given the deeply personal and culturally sensitive nature of parenting practices.

Ultimately, the article advocates for a fundamental shift in the approach to ECD interventions. Instead of imposing external models based on deficit narratives, it calls for placing the expertise and needs of local caretakers at the center of program design. This means recognizing that there is no single, universal path to a thriving brain or optimal child development. A more respectful and effective approach would involve empowering local communities, understanding their unique cultural contexts, and collaborating with parents and caregivers to build solutions that genuinely support their children's well-being, rather than attempting to "fix" perceived deficiencies.

Which of the following best captures the central argument of the passage?

  1. Early childhood development interventions in the Global South are inherently flawed due to their reliance on outdated scientific methodologies and insufficient funding.
  2. The primary issue with current ECD interventions is their failure to adequately utilize advancements in neuroscience and brain-scanning technology for effective program design.
  3. Modern ECD interventions in the Global South, despite their stated goals, implicitly perpetuate a colonial-era narrative of deficiency by individualizing systemic problems and imposing external solutions.
  4.  International organizations should cease all ECD interventions in low-income countries until a universal, culturally neutral model for optimal child development can be established.

Answer (Detailed Solution Below)

Option 3 : Modern ECD interventions in the Global South, despite their stated goals, implicitly perpetuate a colonial-era narrative of deficiency by individualizing systemic problems and imposing external solutions.

Reading Comprehension Question 4 Detailed Solution

The correct answer is: Modern ECD interventions in the Global South, despite their stated goals, implicitly perpetuate a colonial-era narrative of deficiency by individualizing systemic problems and imposing external solutions.

Key Points       

  • Explanation: The passage's central argument is developed throughout. It begins by introducing ECD interventions and their premise, then immediately draws a parallel to "historical views, such as those from the colonial era," which considered people from the Global South as "cognitively deficient." The author explicitly states that this "obsession with the brains of children... continues today," fueled by neuroscience. The core critique is that these interventions "imply there is something fundamentally wrong with how parents in the Global South raise their children and that issues like poverty are due to individual deficits." The passage also highlights the "intrusive nature of these interventions" and advocates for a shift away from imposing external models. This comprehensive critique, linking current practices to colonial narratives and their problematic assumptions, forms the central argument.    
  • Why the other options are incorrect:                              
    • Early childhood development interventions in the Global South are inherently flawed due to their reliance on outdated scientific methodologies and insufficient funding: While the passage questions the "rigor of the scientific evidence" and the "underlying assumptions," it doesn't primarily attribute flaws to "outdated scientific methodologies" or "insufficient funding." Its main critique is conceptual and historical, focusing on the narrative of deficiency and imposition.              
    • The primary issue with current ECD interventions is their failure to adequately utilize advancements in neuroscience and brain-scanning technology for effective program design: The passage mentions that the "obsession with the brains of children... is often fueled by neuroscience and brain-scanning technology," but it frames this as part of the problem (providing "seemingly objective data to support the need for intervention" based on problematic assumptions), not as a solution or a failure to utilize technology effectively. The author is critical of the misapplication or interpretation of such advancements, not their underutilization.               
    • International organizations should cease all ECD interventions in low-income countries until a universal, culturally neutral model for optimal child development can be established: The passage advocates for a "shift towards placing local caretakers' expertise and needs at the center" and acknowledges "that there is no single path to a thriving brain." This implies a reform of interventions, not a complete cessation until a "universal, culturally neutral model" (which the passage suggests might not exist or be desirable) is established. The call is for a more respectful and locally-driven approach, not a halt.              
  • In summary, option 3 best captures the multifaceted critique presented in the passage, which argues that despite good intentions, current ECD interventions inadvertently perpetuate harmful historical narratives by individualizing systemic issues and imposing external solutions, rather than empowering local expertise.

Reading Comprehension Question 5:

Comprehension:

The history of studying evolution is full of lively arguments, and one of the longest-running and clearest examples of different ways of thinking is the debate about "beanbag genetics." This name, often used negatively, refers to a way of studying populations in genetics that uses simple math models to show how often different genes appear in a group of organisms. At its peak, this method faced strong criticism, especially from the famous evolutionary biologist Ernst Mayr. He called it a too-simple approach that failed to capture the deep complexities of how living things develop and function together. Mayr's argument was that these abstract math frameworks, by breaking down life into separate, independently changeable parts (like beans in a bag), always missed the complete, complicated way genes interact within a whole set of genes and how an organism looks and functions. This, he believed, led to a poor understanding of how evolution happens.

Mayr's criticism came from his worry that the 'beanbag' method, because of how it worked, separated the study of evolution from the real biological details of how organisms develop. It didn't account for pleiotropy (where one gene affects many traits) and epistasis (where one gene's effect is changed by another gene). He argued that real organisms are not just collections of genetic parts that change on their own. Instead, they are connected systems where genes work together in complex ways that aren't simply added up to create an organism's traits. This complicated genetic setup, he insisted, couldn't be properly shown by models that mainly focused on tracking how individual gene versions (alleles) changed in number by themselves. For Mayr, a full theory of evolution needed to look more closely at the organism as a whole, rather than just treating it as a statistical breakdown of inherited parts.

However, the article we are looking at carefully brings back and supports a more balanced view of 'beanbag genetics,' largely thanks to the sharp ideas of J.B.S. Haldane, one of its main creators. Haldane's answer to these criticisms was not to deny the biological complexity that Mayr pointed out. Instead, he wanted to make clear the exact goals of the 'beanbag' method. He suggested that the main reason for these math models was not to fully describe all the fine details of how living things develop or how genes are controlled. Rather, their purpose was to simplify and explain the basic processes that cause evolutionary change over generations. These fundamental mechanisms include, but are not limited to, natural selection (where individuals with traits better suited to their environment are more likely to survive and reproduce), genetic drift (random changes in how often genes appear, especially noticeable in smaller groups), mutation (the original source of new genetic differences), and gene flow (the movement of genes between different groups).

The usefulness and strong explanatory power of 'beanbag genetics' come from its ability to make these core evolutionary forces manageable for number-based analysis. By building models that include factors like how strongly selection acts, rates of mutation, population sizes, and rates of migration, geneticists could come up with ideas that could be tested and make predictions about how populations would evolve under specific conditions. The article gives Haldane's important work on the peppered moth (Biston betularia) as a perfect example of how effective this method is. His math models accurately predicted the quick increase in the number of dark-colored moths in industrial areas because pollution led to natural selection against the lighter moths. They also predicted the later decrease in dark moths after the environment was cleaned up. This example clearly showed how abstract mathematical thinking could accurately capture and predict real-world evolutionary events, thereby proving the value of the 'beanbag genetics' approach, even though it simplifies things, it still provides deep insights.

In current discussions about evolution, there's been a noticeable return to calls for a more "inclusive" view of evolution. This view suggests bringing in ideas like niche construction and epigenetics. Niche construction proposes that organisms actively change their environments, which then affects the pressures of natural selection on them. Epigenetics, on the other hand, involves changes in how genes are expressed that can be passed down, but without changing the actual DNA sequence. While acknowledging how important these phenomena are as key sources of variation and influences on evolutionary outcomes, the article carefully argues that they don't, in their essence, create new evolutionary processes that replace the main mechanisms explained by 'beanbag genetics.' Instead, these newer fields mainly add to our understanding of the factors and situations in which the fundamental forces of natural selection, genetic drift, mutation, and gene flow operate.

In conclusion, the article strongly confirms how relevant and vital the contributions of 'beanbag genetics' are to our current understanding of evolution. Far from being an outdated concept, its strict mathematical framework continues to provide the foundation for analyzing the basic drivers of genetic change in populations. While recognizing the constantly expanding areas of molecular and cellular biology, the piece supports combining these new discoveries smoothly into the existing theories instead of completely abandoning its core principles. The 'beanbag' approach, with its focus on measurable genetic changes, remains an essential way to understand the complex variety of life as it evolves, reminding us that even simplified models can reveal profound truths about complicated natural systems.

Based on the passage's concluding remarks, what is the most accurate characterization of the contemporary view on the role and value of 'beanbag genetics'?

  1. It is now seen as largely antiquated, serving historical interest more than practical use.
  2. Disagreements on its reductionism still divide the field, hindering a unified theory.
  3. Its usefulness is mainly confined to simple gene traits, lacking wider applicability. 
  4. It provides a vital evolutionary foundation, enhanced by, not discarded for, new discoveries.

Answer (Detailed Solution Below)

Option 4 : It provides a vital evolutionary foundation, enhanced by, not discarded for, new discoveries.

Reading Comprehension Question 5 Detailed Solution

The correct answer is: It provides a vital evolutionary foundation, enhanced by, not discarded for, new discoveries.

Key Points

  • Explanation: The concluding paragraph strongly affirms the contemporary view of 'beanbag genetics'. It states, "the article strongly confirms how relevant and vital the contributions of 'beanbag genetics' are to our current understanding of evolution. Far from being an outdated concept, its strict mathematical framework continues to provide the foundation for analyzing the basic drivers of genetic change in populations. While recognizing the constantly expanding areas of molecular and cellular biology, the piece supports combining these new discoveries smoothly into the existing theories instead of completely abandoning its core principles." This directly supports option 4, highlighting its foundational role and the integration of new knowledge.
  • Why the other options are incorrect:
    • It is now seen as largely antiquated, serving historical interest more than practical use: This contradicts the passage's explicit statement, "Far from being an outdated concept," and its emphasis on current relevance and utility.
    • Disagreements on its reductionism still divide the field, hindering a unified theory: While the passage acknowledges historical "lively arguments" and Mayr's critique of "reductionism," the conclusion emphasizes its "vital" contribution and the support for "combining these new discoveries smoothly," suggesting a move towards integration rather than persistent, hindering division. The concluding tone is one of continued strength and synthesis.
    • Its usefulness is mainly confined to simple gene traits, lacking wider applicability: The passage describes its role in understanding "the complex variety of life as it evolves" and provides the peppered moth example as proof of its effectiveness in real-world scenarios, which implies broad applicability beyond simple traits.
  • In summary, option 4 accurately encapsulates the passage's final assessment, portraying 'beanbag genetics' as a living, foundational theory that is strengthened and expanded upon by modern biological insights.

Top Reading Comprehension MCQ Objective Questions

Comprehension:

Read the passage and answer the questions that follow.

The Ramayana is much shorter than the Mahabharata despite later additions. The scene is set in the middle Ganges Plain and the Vindhyan forests. The original version is attributed to the poet Valmiki, who probably brought together oral fragments and crafted them into poetry that was to become a hallmark of early Sanskrit literature. It is frequently described as the first literary composition, the adi-kavya, a description not used for the other epic, Mahabharata. The original version of the Ramayana is generally dated to the mid-first millennium B.C. The conflict between Rama and Ravana probably reflects a detailed version of local conflicts, occurring between the expanding kingdoms of the Gangetic Plain and the tribes of the Vindhyan region. The kingdom of Kosala represents the newly emerging monarchies and is a contrast to the society of the rakshasas, or the forest tribes who were demonized because their pattern of life was so different from that of the monarchies. The transference of events to a more southerly location may have been the work of a later period, reflecting an expanded geography, as was possibly also the case in the depiction of Lanka itself as a city of immense wealth.

What, according to the text, was not originally written by Valmiki, and was added later?

  1. The duties of an ideal king.
  2. The conflict between advancing monarchies and tribal societies.
  3. The admirable qualities of the forest tribes.
  4. The fabulous wealth of the king of Lanka.

Answer (Detailed Solution Below)

Option 4 : The fabulous wealth of the king of Lanka.

Reading Comprehension Question 6 Detailed Solution

Download Solution PDF

The correct answer is 'The fabulous wealth of the king of Lanka.'

Key Points

  • Let's refer to the last line of the passage.
    • The transference of events to a more southerly location may have been the work of a later period, reflecting an expanded geography, as was possibly also the case in the depiction of Lanka itself as a city of immense wealth.
  • From the above, we can refer that, the depiction of Lanka was not written by Valmiki but was added later.
  • Therefore, the correct answer is option 4.

Comprehension:

Directions: Read the passage given below and answer the questions that follow by choosing the correct/most appropriate options.

"Most of my time is spent in my room, French-plaiting other girls hair", said Rachel Bufford of the England women's rugby team. Burford and her braided friends then go out in the rugby pitch where, if you have watched any of the recent world cup matches, you have noticed that the women are just as fearless as their male counterparts.

"It has got to the point now when I feel a bit weird if I don't do someone's hair before a game", said Burford. "Some of the girls look really tough with their hair plaited, so it is also a psychological thing-a victorious thing." Sadly victory wasn't tied up in those braids, the team lost to New Zealand in the September 5 final, but many of the players looked fierce like warrior women going into battle.

Plaits are the earliest of hairstyles because before haircutting and hairdressing, people obviously had longhair and plaits were the simplest way of keeping it out of the way, "says a fashion historian." "For that reason", she says, "we associate plaits with both women and men, and particularly these who were involved in athletic pursuits, such as war. Think of Legolas in 'The Lord of the Rings' or the super strong Obelix in the 'Asterix cartoons. For women, Boudicca or Valkyne plaits seem to enhance their ferocity", says cox.

It was a practical hairstyle until we get to the 19th century when it began to be associated with female children. Even now, plaits on the whole have the meaning of the youthful schoolgirl. Not an image you will associate with England's victorious rugby team.

'We associate plaits ............'

The underlined word in the above expression means the same as : 

  1. Assemble
  2. Relegate
  3. Assert
  4. Connect

Answer (Detailed Solution Below)

Option 4 : Connect

Reading Comprehension Question 7 Detailed Solution

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The correct answer is connect.

Key Points

  •  the word Associate means to connect with something or someone.


Hence, Option 4 is the correct answer.

Additional Information

  • The word Assemble means to gathers at some place for common motive.
  •  The word Relegate means to transfer to a lower position.
  • The word Assert means saying something confidently and forcefully.

Comprehension:

Read the passage given below and answer the questions that follow by choosing the correct / most appropriate options.

Studies serve for delight, for ornament, and for ability. Their chief use for delight is in privateness and retiring; for ornament, is in discourse; and for ability, is in judgment, and disposition of business. For expert men can execute, and perhaps judge of particulars, one by one; but the general counsels, and the plots and marshalling of affairs, come best, from those that re learned. To spend too much time in studies is sloth; to use them too much for ornament, is affection; to make judgement wholly by their rules, is the humor of a scholar. They prefer nature, and are perfected by experience; for natural abilities are like natural plants, that need pruning, by study; and studies themselves, do give forth directions too much at large, except they be bounded in by experience. Crafty men condemn studies, simple men admire them, and wise men use them, won by observation. Read not to contradict and consider. Some books are to be tasted, other to be swallowed, and some few to be chewed and digested; that is some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention. Some books also may be read by deputy, and extracts made of them by others; but that would be only in the less important arguments, and the meaner sort of books, else distilled books are like common distilled waters, flashy things.

People who use studies as an ornament are

  1. honoured everywhere
  2. pretentious
  3. not liked by people
  4. occupy high official position

Answer (Detailed Solution Below)

Option 2 : pretentious

Reading Comprehension Question 8 Detailed Solution

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The correct answer is 'pretentious'.

Key Points

  • Refer to the line from the passage:
    • To spend too much time in studies is sloth; to use them too much for ornament, is affection.
  • According to the author, as ornament are used to show ones good to others. Some of the people study to show their nice image in eyes of others. Some people study just to showoff.
    • Therefore, according to the author people who use studies as an ornament are 'pretentious'. 
  • Upon the perusal of the above line, it can be concluded that option (2) is correct.

 

Hence, option (2) is supported by the evidence in the passage.

Additional Information

  •  Pretentious - attempting to impress by affecting greater importance
    • ​Example - The novel deals with grand themes, but is never heavy or pretentious.

Comprehension:

Read the following passage and answer the questions that follow:

A recent application filed as a second appeal under the Right to Information (RTI) Act by an activist has revealed that the Central Railway’s catering department purchased certain food items to stock their ware house at several times the maximum retail price.

After railway authorities failed to share information on purchase of food items sought in his RTI application, activist Ajay Bose filed a first appeal. The response to this revealed that each kg of Amul curd was purchased at an eye – watering Rs. 9,720. Mr. Bose filed his query after learning that the catering department was running at a huge loss.

“I filed the application in July 2016, but didn’t get a reply from Central Railway. It appeared they wanted to cover something up. I filed an appeal and the appellate authority show caused the railways asking them to provide details sought by me within 15 days. Despite this, there was no reply even after several months,” Mr. Bose told The Hindu.

The phrase, 'cover up' means:

  1. To conceal
  2. To discover
  3. To dissolve
  4. To disclose

Answer (Detailed Solution Below)

Option 1 : To conceal

Reading Comprehension Question 9 Detailed Solution

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The correct answer is 'To conceal'.

Key Points

  • The phrase 'cover up' means an attempt to prevent people's discovering the truth about a serious mistake or crime.
    • Example: He is alleging a cover-up and calling for an investigation.
  • Therefore, the correct answer is option 1.

Comprehension:

Read the passage and answer the questions that follow.

The Ramayana is much shorter than the Mahabharata despite later additions. The scene is set in the middle Ganges Plain and the Vindhyan forests. The original version is attributed to the poet Valmiki, who probably brought together oral fragments and crafted them into poetry that was to become a hallmark of early Sanskrit literature. It is frequently described as the first literary composition, the adi-kavya, a description not used for the other epic, Mahabharata. The original version of the Ramayana is generally dated to the mid-first millennium B.C. The conflict between Rama and Ravana probably reflects a detailed version of local conflicts, occurring between the expanding kingdoms of the Gangetic Plain and the tribes of the Vindhyan region. The kingdom of Kosala represents the newly emerging monarchies and is a contrast to the society of the rakshasas, or the forest tribes who were demonized because their pattern of life was so different from that of the monarchies. The transference of events to a more southerly location may have been the work of a later period, reflecting an expanded geography, as was possibly also the case in the depiction of Lanka itself as a city of immense wealth.

The forest tribes are described as rakshasas because of their_______.

  1. Language which was not understood by their enemies
  2. Totally different way of life
  3. Their strange eating habits
  4. Lack of manners and education

Answer (Detailed Solution Below)

Option 2 : Totally different way of life

Reading Comprehension Question 10 Detailed Solution

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The correct answer is 'totally different way of life.'

Key Points

  • Let's refer to the fifth line of the passage.
    • The kingdom of Kosala represents the newly emerging monarchies and is a contrast to the society of the rakshasas, or the forest tribes who were demonized because their pattern of life was so different from that of the monarchies. 
  • From the above, we can refer that forest tribes are described as rakshas because of their totally different lifestyles.
  • Therefore, the correct answer is option 2.

Comprehension:

Read the passage given below and then answer the questions given below the passage. Some words may be highlighted for your attention. Read carefully.

The Industrial Revolution, which took place from the 18th to 19th centuries, was a period during which predominantly agrarian, rural societies in Europe and America became industrial and urban. Prior to the Industrial Revolution, which began in Britain in the late 1700s, manufacturing was often done in people’s homes, using hand tools or basic machines. Industrialization marks a shift to powered, special-purpose machinery, factories and mass production. The iron and textile industries, along with the development of the steam engine, played central roles in the Industrial Revolution, which also saw improved systems of transportation, communication and banking. While industrialization brought about an increased volume and variety of manufactured goods and an improved standard of living for some, it also resulted in often grim employment and living conditions for the poor and working class. Before the advent of the Industrial Revolution , most people resided in small, rural communities, where their daily existences revolved around farming.

Which of the following is the opposite of “PREDOMINANT”?

  1. Minor
  2. Principal
  3. Central
  4. Prime

Answer (Detailed Solution Below)

Option 1 : Minor

Reading Comprehension Question 11 Detailed Solution

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The correct answer is- 'Minor'
Key Points 

  • Predominant means something that is present as the strongest or main element. (कुछ ऐसा जो सबसे मजबूत या मुख्य तत्व के रूप में मौजूद हो।)
  • Only Minor is the opposite of predominant as it means something that is lesser in importance, seriousness, or significance. (कुछ ऐसा जो महत्व, गंभीरता या महत्व में कम है)
  • The rest of the words are irrelevant as they mean:       
    • Principal: first in order of importance or main. (पहले महत्व या मुख्य के क्रम में।)
    • Central: something that is of the greatest importance, principal, or essential. (कुछ ऐसा जो सबसे बड़ा महत्व, प्रमुख या आवश्यक हो।)
    • Prime: to be of importance or main. (महत्व या मुख्य होना।)

Hence, the correct answer is option 1.

Comprehension:

Directions: Read the short passage below and answer the questions that follow.

Martin Luther King Jr was a civil rights activist. He made the famous "I Have a Dream" speech. But he did so much more than that. Let's take a closer look at his life and what he accomplished. He was born in 1929 in Atlanta. His father was a preacher and his mother was a teacher. He had an older sister and a younger brother. When he was in high school, he was so smart that he skipped two grades. He went to Morehouse College when he was only 15 years old, and got a degree in sociology. He wanted to make the world a better place. So, he fought for equal rights for African Americans. This is what the civil rights movement was all about. He was an activist during the 1950s and 1960s. He wanted people to fathom what was going on and that it was not fair. One such was the Montgomery Bus Boycott. (You might remember that during this time Rosa Parks had refused to give up her seat to a white man when she was on a bus. She was arrested on the spot.) King fought against the public transportation system in Montgomery. The protest lasted 382 days. He was arrested and his house was bombed. But in the end, King was happy to see that segregation on Montgomery buses ended. African Americans could sit wherever they wanted.

In 1963, he helped organise the "March on Washington to end segregation in public schools, discrimination in jobs, and protect the African Americans from police abuse. Over 250,000 people joined the march. That's when King gave his powerful speech "I Have a Dream" speech. A year later, the Civil Rights Act was passed and African Americans were given their rights. King was killed in 1968. But his legacy and speeches will live on forever. His speeches still inspire us today, and he is still seen as one of the best public speakers. He was the youngest person to ever win the Nobel Peace Prize. Martin Luther King Jr. Day was even created in his honour.

How did the nation honour Martin?

  1. he got Nobel prize
  2. declared him a great speaker
  3. made a day in his name
  4. he was appointed president

Answer (Detailed Solution Below)

Option 3 : made a day in his name

Reading Comprehension Question 12 Detailed Solution

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The correct answer is 'made a day in his name'.

Key Points

  • The given passage is about the life of Martin Luther King and his accomplishments.
  • Refer to line 4 of para 2 :  "Martin Luther King Jr. Day was even created in his honour."
  • Thus, it can be concluded that The nation made a day in his name in his honour.
  • Hence, the correct answer is option 3.

Comprehension:

Directions: Read the short passage below and answer the questions that follow.

Martin Luther King Jr was a civil rights activist. He made the famous "I Have a Dream" speech. But he did so much more than that. Let's take a closer look at his life and what he accomplished. He was born in 1929 in Atlanta. His father was a preacher and his mother was a teacher. He had an older sister and a younger brother. When he was in high school, he was so smart that he skipped two grades. He went to Morehouse College when he was only 15 years old, and got a degree in sociology. He wanted to make the world a better place. So, he fought for equal rights for African Americans. This is what the civil rights movement was all about. He was an activist during the 1950s and 1960s. He wanted people to fathom what was going on and that it was not fair. One such was the Montgomery Bus Boycott. (You might remember that during this time Rosa Parks had refused to give up her seat to a white man when she was on a bus. She was arrested on the spot.) King fought against the public transportation system in Montgomery. The protest lasted 382 days. He was arrested and his house was bombed. But in the end, King was happy to see that segregation on Montgomery buses ended. African Americans could sit wherever they wanted.

In 1963, he helped organise the "March on Washington to end segregation in public schools, discrimination in jobs, and protect the African Americans from police abuse. Over 250,000 people joined the march. That's when King gave his powerful speech "I Have a Dream" speech. A year later, the Civil Rights Act was passed and African Americans were given their rights. King was killed in 1968. But his legacy and speeches will live on forever. His speeches still inspire us today, and he is still seen as one of the best public speakers. He was the youngest person to ever win the Nobel Peace Prize. Martin Luther King Jr. Day was even created in his honour.

Choose the correct meaning for the highlighted word ' fathom'

  1. fight
  2. understand
  3. accept 
  4. reject

Answer (Detailed Solution Below)

Option 2 : understand

Reading Comprehension Question 13 Detailed Solution

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The correct answer is 'understand'.

Key Points

  • The given passage is about the life of Martin Luther King and his accomplishments.
  • 'fathom' means 'to understand something thoroughly'.
    • Example: I can't fathom why she doesn't want to come along with us.
  • Thus, understand is the correct meaning of fathom.
  • Hence, the correct answer is option 2.

Comprehension:

Read the given passage and answer the following questions.

India should deploy a dedicated satellite system for tracing and managing its fisheries sector. It should expand its patrolling in the high seas and put in place a 30 year ‘holistic’ shipbuilding plan under the Atmanirbhar initiative to give a boost to shipping and shipbuilding sector, recommends a draft policy prepared by multiple committees led by the Prime Minister’s economic Advisory Council.

The draft is part of India’s ‘Blue Economy’ Framework. This refers to tapping the economic potential from India’s oceans and also includes allied activities such as coastal tourism, mariculture, fisheries and deep-sea mining. Currently a ’conservative’ estimate of the size of the Blue Economy is about 4% of the Gross Domestic Policy, the report notes.

India’s 7,517 km long coastline is home to nine coastal States and 1,382 islands. With 12 major ports and 187 non-major ports, handling about 1,400 million tonnes of cargo, 95% of India’s trade by volume transits by sea. India’s Exclusive Economic Zone of over two million square kilometres is rich in living and non-living resources and holds significant recoverable resources of crude oil and of recoverable natural gas. The coastal economy also sustains over 4 million fishermen and other coastal communities. “With these vast maritime interests, the Blue Economy in India has a vital relationship with the nation’s economic growth,” said the report.

The Ministry of Earth Sciences had drafted a similar policy in 2015 but was not finalised. The present report was prepared by seven committees that had government representatives as well as private organisations such as the Resource Information System for Developing Countries , the National Maritime Foundation , the Energy and Resource Institute, the Federation of Indian Chamber of Commerce & Industry and the Indian Ocean Rim Association.

The Group noted that while there is significant potential for tourism, it was necessary to curb uncontrolled and unplanned tourist activities that cause stress on the carrying capacity of coastal ecosystems, especially those on fragile island territories.

On the basis of your reading of the passage answer the following questions by choosing the best option.

The term ‘a conservative budget’ implies:

  1. a balanced budget
  2. a supplementary budget 
  3. an inflexible budget
  4. an interim budget

Answer (Detailed Solution Below)

Option 1 : a balanced budget

Reading Comprehension Question 14 Detailed Solution

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The correct answer is 'a balanced budget'.

Key Points

  • Let's refer to the passage:
    • Currently a ’conservative’ estimate of the size of the Blue Economy is about 4% of the Gross Domestic Policy, the report notes.
  • From the above mentioned statement, it is evident that the term ‘a conservative budget’ means a balanced budget or estimate.
  • Hence, option 1 is the correct answer.

Additional Information

  • Conservative: an estimate that is purposely low for the sake of caution.
    • For eg.- Police placed the value of the haul at a conservative £500,000.

Comprehension:

Read the given passage and answer the following questions.

India should deploy a dedicated satellite system for tracing and managing its fisheries sector. It should expand its patrolling in the high seas and put in place a 30 year ‘holistic’ shipbuilding plan under the Atmanirbhar initiative to give a boost to shipping and shipbuilding sector, recommends a draft policy prepared by multiple committees led by the Prime Minister’s economic Advisory Council.

The draft is part of India’s ‘Blue Economy’ Framework. This refers to tapping the economic potential from India’s oceans and also includes allied activities such as coastal tourism, mariculture, fisheries and deep-sea mining. Currently a ’conservative’ estimate of the size of the Blue Economy is about 4% of the Gross Domestic Policy, the report notes.

India’s 7,517 km long coastline is home to nine coastal States and 1,382 islands. With 12 major ports and 187 non-major ports, handling about 1,400 million tonnes of cargo, 95% of India’s trade by volume transits by sea. India’s Exclusive Economic Zone of over two million square kilometres is rich in living and non-living resources and holds significant recoverable resources of crude oil and of recoverable natural gas. The coastal economy also sustains over 4 million fishermen and other coastal communities. “With these vast maritime interests, the Blue Economy in India has a vital relationship with the nation’s economic growth,” said the report.

The Ministry of Earth Sciences had drafted a similar policy in 2015 but was not finalised. The present report was prepared by seven committees that had government representatives as well as private organisations such as the Resource Information System for Developing Countries , the National Maritime Foundation , the Energy and Resource Institute, the Federation of Indian Chamber of Commerce & Industry and the Indian Ocean Rim Association.

The Group noted that while there is significant potential for tourism, it was necessary to curb uncontrolled and unplanned tourist activities that cause stress on the carrying capacity of coastal ecosystems, especially those on fragile island territories.

On the basis of your reading of the passage answer the following questions by choosing the best option.

Which of the following was NOT one of the private organisations involved in creating the draft policy?

  1. The Energy and Resource Foundation
  2. National Maritime Foundation
  3. Resource Information System for Developing Countries
  4. Indian Ocean Rim Association 

Answer (Detailed Solution Below)

Option 1 : The Energy and Resource Foundation

Reading Comprehension Question 15 Detailed Solution

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The correct answer is 'The Energy and Resource Foundation'.

Key Points

  • Let's refer to the passage:
    • The present report was prepared by seven committees that had government representatives as well as private organisations such as the Resource Information System for Developing Countries , the National Maritime Foundation , the Energy and Resources Institute, the Federation of Indian Chamber of Commerce & Industry and the Indian Ocean Rim Association.
  • From the above mentioned statement, it is evident that 'The Energy and Resource Foundation' was not one of the private organisations involved in creating the draft policy.
  • Hence, option 1 is the correct answer.

Additional Information

  •  Draft: a preliminary version of a piece of writing.
    • ​For eg.- The first draft of the party's manifesto was quite appealing.
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