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30 Critical Thinking Quiz Questions and Answers

Critical thinking is a cognitive process that involves analyzing, evaluating, and synthesizing information, ideas, and arguments to form well-reasoned judgments and make informed decisions. It is a fundamental skill that enables individuals to approach problems and challenges with clarity, objectivity, and logical reasoning. Critical thinking goes beyond simply accepting information at face value; it involves questioning, reasoning, and examining evidence to arrive at sound conclusions.

Overview of Critical Thinking:

Analyzing Information: Critical thinking begins with the ability to analyze and break down complex information into its component parts. It involves identifying key elements, patterns, and relationships within the data or arguments.

Evaluation: Critical thinkers assess the credibility and relevance of information or sources. They look for evidence to support claims and consider potential biases or logical fallacies that might influence the accuracy of the information.

Problem-Solving: Critical thinking is essential for effective problem-solving. It helps individuals identify the root causes of problems, generate potential solutions, and evaluate the best course of action based on available evidence.

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Decision Making: Critical thinking plays a vital role in decision-making processes. It helps individuals weigh the pros and cons of various options, anticipate potential consequences, and make informed choices.

Objectivity: Critical thinkers strive to be objective and impartial in their analysis. They try to minimize personal biases and emotions that might cloud judgment and hinder rational decision-making.

Article outline

Part 1: 30 critical thinking quiz questions & answers.

1. Critical thinking involves: a) Accepting information without question. b) Analyzing, evaluating, and synthesizing information. c) Ignoring evidence that contradicts personal beliefs. d) Avoiding curiosity and inquiry. Answer: b) Analyzing, evaluating, and synthesizing information.

2. What is the role of objectivity in critical thinking? a) Embracing personal biases and emotions. b) Seeking out multiple perspectives. c) Ignoring evidence that supports personal beliefs. d) Minimizing logical reasoning. Answer: b) Seeking out multiple perspectives.

3. Which of the following is not a component of critical thinking? a) Logical reasoning b) Open-mindedness c) Emotional bias d) Analyzing information Answer: c) Emotional bias

4. Critical thinking is essential for: a) Avoiding decision-making altogether. b) Making decisions based on emotions alone. c) Making informed and rational decisions. d) Accepting information without questioning. Answer: c) Making informed and rational decisions.

5. What does skepticism mean in the context of critical thinking? a) Accepting information without questioning. b) Seeking out evidence to support claims. c) Ignoring different perspectives. d) Being closed-minded and resistant to new ideas. Answer: b) Seeking out evidence to support claims.

6. Critical thinkers are encouraged to be: a) Curious and open-minded. b) Rigid and inflexible in their thinking. c) Emotionally biased. d) Overly trusting of sources without verification. Answer: a) Curious and open-minded.

7. In critical thinking, information literacy refers to: a) Avoiding information altogether. b) Being easily influenced by misinformation. c) The ability to evaluate and use information effectively. d) Accepting information without question. Answer: c) The ability to evaluate and use information effectively.

8. Why is reflection important in critical thinking? a) To ignore personal biases and assumptions. b) To avoid questioning one’s beliefs. c) To self-reflect on thinking processes and assumptions. d) To accept information without question. Answer: c) To self-reflect on thinking processes and assumptions.

9. Critical thinkers approach problems by: a) Defining problems inaccurately. b) Rushing into solutions without understanding the problem. c) Asking probing questions and understanding the root causes. d) Ignoring different perspectives. Answer: c) Asking probing questions and understanding the root causes.

10. What is the connection between critical thinking and decision-making? a) Critical thinking hinders effective decision-making. b) Critical thinking leads to irrational decision-making. c) Critical thinking enables informed and rational decision-making. d) Critical thinking avoids making decisions altogether. Answer: c) Critical thinking enables informed and rational decision-making.

11. Which of the following is an example of metacognition in critical thinking? a) Ignoring different perspectives. b) Avoiding questioning one’s beliefs. c) Thinking about one’s thinking processes and strategies. d) Making decisions based on emotions alone. Answer: c) Thinking about one’s thinking processes and strategies.

12. Ethical considerations in critical thinking involve: a) Ignoring the impact of decisions on others and society. b) Making decisions without regard to personal values. c) Considering the potential impact on others and society. d) Avoiding evidence that contradicts personal beliefs. Answer: c) Considering the potential impact on others and society.

13. The critical thinking process includes: a) Accepting information without question. b) Avoiding logical reasoning. c) Analyzing, evaluating, and synthesizing information. d) Being closed-minded and resistant to new ideas. Answer: c) Analyzing, evaluating, and synthesizing information.

14. Why is intellectual humility important in critical thinking? a) To ignore different perspectives. b) To be rigid and inflexible in thinking. c) To be overly confident in one’s knowledge. d) To acknowledge the limits of one’s knowledge and be open to learning from others. Answer: d) To acknowledge the limits of one’s knowledge and be open to learning from others.

15. How can critical thinking be beneficial in problem-solving? a) By avoiding any form of decision-making. b) By accepting information without question. c) By questioning assumptions and seeking evidence-based solutions. d) By making decisions based on emotions alone. Answer: c) By questioning assumptions and seeking evidence-based solutions.

Part 2: Download critical thinking questions & answers for free

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16. The term “skepticism” in critical thinking means: a) Seeking out evidence to support claims. b) Ignoring different perspectives. c) Being closed-minded and resistant to new ideas. d) Accepting information without questioning. Answer: a) Seeking out evidence to support claims.

17. What is the significance of logical reasoning in critical thinking? a) To minimize the influence of evidence and data. b) To avoid questioning one’s beliefs. c) To draw sound conclusions based on evidence and reasoning. d) To be overly trusting of sources without verification. Answer: c) To draw sound conclusions based on evidence and reasoning.

18. Critical thinkers strive to be objective. What does this mean? a) To embrace personal biases and emotions. b) To consider different perspectives and minimize personal biases. c) To ignore evidence that supports personal beliefs. d) To be rigid and inflexible in thinking. Answer: b) To consider different perspectives and minimize personal biases.

19. In critical thinking, what is the role of curiosity and inquiry? a) To accept information without question. b) To be closed-minded and resistant to new ideas. c) To seek out multiple perspectives and ask probing questions. d) To avoid questioning one’s beliefs. Answer: c) To seek out multiple perspectives and ask probing questions.

20. What is the connection between critical thinking and creativity? a) Critical thinking hinders creativity. b) Critical thinking involves accepting information without question. c) Critical thinking supports the generation of innovative solutions and ideas. d) Critical thinking ignores different perspectives. Answer: c) Critical thinking supports the generation of innovative solutions and ideas.

21. The process of analyzing and breaking down complex information into its component parts is known as: a) Evaluation b) Synthesizing c) Objectivity d) Analysis Answer: d) Analysis

22. What is the purpose of asking probing questions in critical thinking? a) To minimize personal biases. b) To consider different perspectives. c) To seek out evidence to support claims. d) To explore and understand the root causes of a problem. Answer: d) To explore and understand the root causes of a problem.

23. Critical thinkers strive for precision in their language and arguments to ensure: a) Clarity in communication. b) Avoidance of different perspectives. c) Minimization of evidence and data. d) Rigid and inflexible thinking. Answer: a) Clarity in communication.

24. What is the connection between open-mindedness and critical thinking? a) Open-mindedness hinders critical thinking. b) Open-mindedness allows for different perspectives and questioning of assumptions. c) Open-mindedness ignores evidence that supports personal beliefs. d) Open-mindedness involves accepting information without question. Answer: b) Open-mindedness allows for different perspectives and questioning of assumptions.

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Critical Thinking: Basic Questions & Answers

In this interview for Think magazine (April ’’92), Richard Paul provides a quick overview of critical thinking and the issues surrounding it: defining it, common mistakes in assessing it, its relation to communication skills, self-esteem, collaborative learning, motivation, curiosity, job skills for the future, national standards, and assessment strategies. Critical thinking is essential to effective learning and productive living. Would you share your definition of critical thinking? First, since critical thinking can be defined in a number of different ways consistent with each other, we should not put a lot of weight on any one definition. Definitions are at best scaffolding for the mind. With this qualification in mind, here is a bit of scaffolding: critical thinking is thinking about your thinking while you’re thinking in order to make your thinking better. Two things are crucial: critical thinking is not just thinking, but thinking which entails self-improvement this improvement comes from skill in using standards by which one appropriately assesses thinking. To put it briefly, it is self-improvement (in thinking) through standards (that assess thinking).


Could you give me an example? Certainly, one of the most important distinctions that teachers need to routinely make, and which takes disciplined thinking to make, is that between reasoning and subjective reaction. ") ), systematically misleading the 150,000 or so teachers who read the publication. Could this possibly be a rare mistake, not representative of teacher knowledge? I don't think so. Let me suggest a way in which you could begin to test my contention. If you are familiar with any thinking skills programs, ask someone knowledgeable about it the "Where's the beef?" question. Namely, "What intellectual standards does the program articulate and teach?" I think you will first find that the person is puzzled about what you mean. And then when you explain what you mean, I think you will find that the person is not able to articulate any such standards. Thinking skills programs without intellectual standards are tailor-made for mis-instruction. For example, one of the major programs asks teachers to encourage students to make inferences and use analogies, but is silent about how to teach students to assess the inferences they make and the strengths and weaknesses of the analogies they use. This misses the point. The idea is not to help students to make more inferences but to make sound ones, not to help students to come up with more analogies but with more useful and insightful ones. What is the solution to this problem? How, as a practical matter, can we solve it? Well, not with more gimmicks or quick fixes. Not with more fluff for teachers. Only with quality long-term staff development that helps the teachers, over an extended period of time, over years not months, to work on their own thinking and come to terms with what intellectual standards are, why they are essential, and how to teach for them. The State Department in Hawaii has just such a long-term, quality, critical thinking program (see " "). So that's one model your readers might look at. In addition, the National Council for Excellence in Critical Thinking Instruction is focused precisely on the articulation of standards for thinking. I am hopeful that eventually, through efforts such as these, we can move from the superficial to the substantial in fostering quality student thinking. The present level of instruction for thinking is very low indeed. But there are many areas of concern in instruction, not just one, not just critical thinking, but communication skills, problem solving, creative thinking, collaborative learning, self-esteem, and so forth. How are districts to deal with the full array of needs? How are they to do all of these rather than simply one, no matter how important that one may be? This is the key. Everything essential to education supports everything else essential to education. It is only when good things in education are viewed superficially and wrongly that they seem disconnected, a bunch of separate goals, a conglomeration of separate problems, like so many bee-bees in a bag. In fact, any well-conceived program in critical thinking requires the integration of all of the skills and abilities you mentioned above. Hence, critical thinking is not a set of skills separable from excellence in communication, problem solving, creative thinking, or collaborative learning, nor is it indifferent to one's sense of self-worth. Could you explain briefly why this is so? Consider critical thinking first. We think critically when we have at least one problem to solve. One is not doing good critical thinking, therefore, if one is not solving any problems. If there is no problem there is no point in thinking critically. The "opposite" is also true. Uncritical problem solving is unintelligible. There is no way to solve problems effectively unless one thinks critically about the nature of the problems and of how to go about solving them. Thinking our way through a problem to a solution, then, is critical thinking, not something else. Furthermore, critical thinking, because it involves our working out afresh our own thinking on a subject, and because our own thinking is always a unique product of our self-structured experience, ideas, and reasoning, is intrinsically a new "creation", a new "making", a new set of cognitive and affective structures of some kind. All thinking, in short, is a creation of the mind's work, and when it is disciplined so as to be well-integrated into our experience, it is a new creation precisely because of the inevitable novelty of that integration. And when it helps us to solve problems that we could not solve before, it is surely properly called "creative". How do communication skills fit in? Some communication is surface communication, trivial communication--surface and trivial communication don't really require education. All of us can engage in small talk, can share gossip. And we don't require any intricate skills to do that fairly well. Where communication becomes part of our educational goal is in reading, writing, speaking and listening. These are the four modalities of communication which are essential to education and each of them is a mode of reasoning. Each of them involves problems. Each of them is shot through with critical thinking needs. Take the apparently simple matter of reading a book worth reading. The author has developed her thinking in the book, has taken some ideas and in some way represented those ideas in extended form. Our job as a reader is to translate the meaning of the author into meanings that we can understand. And self esteem? How does it fit in? Healthy self-esteem emerges from a justified sense of self-worth, just as self-worth emerges from competence, ability, and genuine success. If one simply feels good about oneself for no good reason, then one is either arrogant (which is surely not desirable) or, alternatively, has a dangerous sense of misplaced confidence. Teenagers, for example, sometimes think so well of themselves that they operate under the illusion that they can safely drive while drunk or safely take drugs. They often feel much too highly of their own competence and powers and are much too unaware of their limitations. To accurately sort out genuine self-worth from a false sense of self-esteem requires, yes you guessed it, critical thinking. And finally, what about collaborative learning? How does it fit in? Collaborative learning is desirable only if grounded in disciplined critical thinking. Without critical thinking, collaborative learning is likely to become collaborative mis-learning. It is collective bad thinking in which the bad thinking being shared becomes validated. Remember, gossip is a form of collaborative learning; peer group indoctrination is a form of collaborative learning; mass hysteria is a form of speed collaborative learning (mass learning of a most undesirable kind). We learn prejudices collaboratively, social hates and fears collaboratively, stereotypes and narrowness of mind, collaboratively. If we don’t put disciplined critical thinking into the heart and soul of the collaboration, we get the mode of collaboration which is antithetical to education, knowledge, and insight. One important aim of schooling should be to create a climate that evokes children’s sense of wonder and inspires their imagination to soar. What can teachers do to "kindle" this spark and keep it alive in education? First of all, we kill the child's curiosity, her desire to question deeply, by superficial didactic instruction. Young children continually ask why. Why this and why that? And why this other thing? But we soon shut that curiosity down with glib answers, answers to fend off rather than to respond to the logic of the question. In every field of knowledge, every answer generates more questions, so that the more we know the more we recognize we don't know. It is only people who have little knowledge who take their knowledge to be complete and entire. If we thought deeply about almost any of the answers which we glibly give to children, we would recognize that we don't really have a satisfactory answer to most of their questions. Many of our answers are no more than a repetition of what we as children heard from adults. We pass on the misconceptions of our parents and those of their parents. We say what we heard, not what we know. We rarely join the quest with our children. We rarely admit our ignorance, even to ourselves. Why does rain fall from the sky? Why is snow cold? What is electricity and how does it go through the wire? Why are people bad? Why does evil exist? Why is there war? Why did my dog have to die? Why do flowers bloom? Do we really have good answers to these questions? How does curiosity fit in with critical thinking? To flourish, curiosity must evolve into disciplined inquiry and reflection. Left to itself it will soar like a kite without a tail, that is, right into the ground! Intellectual curiosity is an important trait of mind, but it requires a family of other traits to fulfill it. It requires intellectual humility, intellectual courage, intellectual integrity, intellectual perseverance, and faith in reason. After all, intellectual curiosity is not a thing in itself — valuable in itself and for itself. It is valuable because it can lead to knowledge, understanding, and insight; because it can help broaden, deepen, sharpen our minds, making us better, more humane, more richly endowed persons. It is important for our students to be productive members of the work-force. How can schools better prepare students to meet these challenges? The fundamental characteristic of the world students now enter is ever-accelerating change; a world in which information is multiplying even as it is swiftly becoming obsolete and out of date; a world in which ideas are continually restructured, retested, and rethought; where one cannot survive with simply one way of thinking; where one must continually adapt one's thinking to the thinking of others; where one must respect the need for accuracy and precision and meticulousness; a world in which job skills must continually be upgraded and perfected — even transformed. We have never had to face such a world before. Education has never before had to prepare students for such dynamic flux, unpredictability, and complexity for such ferment, tumult, and disarray. National standards will result in national accountability. What is your vision for the future? Most of the national assessment we have done thus far is based on lower-order learning and thinking. It has focused on what might be called surface knowledge. It has rewarded the kind of thinking that lends itself to multiple choice machine-graded assessment. We now recognize that the assessment of the future must focus on higher – not lower – order thinking; that it must assess more reasoning than recall; that it must assess authentic performances, students engaged in bona fide intellectual work. by Richard Paul.}

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Critical Thinking Strategies For Better Decisions

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Explore the concept of critical thinking, its value, and how it works.

Discover what goes into critical thinking to create effective critical thinking.

Determine what stands in the way of critical thinking and how to tear down these barriers.

Master critical thinking by applying its components and processes.

Develop your personal critical thinking action plan.

If you work for a company or operate your own business or startup, then you know your daily work environment will involve making critical decisions about anything and everything. It’s no easy task, and you don’t want your decisions based on the popular response, colleague pressure, emotion, or your gut. Instead, you want to know how to apply critical thinking to each and every decision you make to ensure better results.

This course provides a deep dive into the concept of critical thinking, its benefits, and the challenges involved in being good at critical thinking. I’ll walk you through the critical thinking process of today’s successful leaders and share my own experiences. In this course, you will:

Master critical thinking by understanding its components and processes.

Practice what you learn through some fun, hands-on activities, including workshops and an online escape room game.

Here is a little bit about me and my life that most people don’t know. I’m just your average guy that grew up in Salt Lake City, Utah, and I have been an entrepreneur my whole life. My current companies include Calendar and Due. I am involved in numerous other ventures as an investor and advisor. I have spoken all over the world and coached countless entrepreneurs on how to grow their small ideas to billion-dollar businesses. Many of these same entrepreneurs have gone on to sell their companies to Google, eBay, Microsoft, and Adobe. As an online influencer, Entrepreneur Magazine recognized me as one of the top 50 most influential marketers in the World. I was number 2 on the list.

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Define critical thinking.

List the building blocks of critical thinking.

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Identify and understand the potential barriers (both that we create and from other sources) to critical thinking.

Recognize and describe the approaches to critical thinking.

Define external and internal processes you can use to leverage critical thinking.

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Critical Thinking Test: Sample Questions with Explanations (2024)

Employers value and seek candidates who demonstrate advanced critical thinking skills. They often administer critical thinking tests as part of their hiring process. Critical thinking tests can be very difficult for those who don’t prepare. A great way to start practicing is by taking our critical thinking free practice test.

What Does The Critical Thinking Test Include?

The Critical Thinking Test assesses your capacity to think critically and form logical conclusions when given written information. Critical thinking tests are generally used in job recruitment processes, in the legal sector. These tests measure the analytical critical thinking abilities of a candidate.

Why Is Critical Thinking Useful?

Critical thinking is put into action in various stages of decision-making and problem-solving tasks:

Identify the problem
Choose suitable information to find the solution
Identify the assumptions that are implied and written in the text
Form hypotheses and choose the most suitable and credible answers
Form well-founded conclusions and determine the soundness of inferences

What is Watson Glaser Test and what Critical Thinking Skills it Measures?

The most common type of critical thinking test is the Watson-Glaser Critical Thinking Appraisal (W-GCTA). Typically used by legal and financial organizations, as well as management businesses, a Watson Glaser test is created to assess candidates’ critical thinking skills.

The test consists of 10 questions to be answered in 10 minutes approx (although there is no timer on the test itself). Our test is slightly harder than the real thing, to make it sufficiently challenging practice.

You need to get 70% correct to pass the test. Don’t forget to first check out the test techniques section further down this page beforehand.

Questions 25

Pass percentage 70%.

The test is broken down into five central areas:

Assumptions
Interpretation

Critical Thinking Course

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The Five Critical Thinking Skills Explained

1. recognition of assumption.

You’ll be presented with a statement. The statement is then followed by several proposed assumptions. When answering, you must work out if an assumption was made or if an assumption was not made in the statement. An assumption is a proclamation that an individual takes for granted. This section of the tests measures your ability to withhold from forming assumptions about things that are not necessarily correct.

1: Assumption Made
2: Assumption Not Made

Although the passage does state that Charlie’s fundraising team is doing its best so that the charity event can meet its goal, nowhere did it state that their team is leading the event.

2. Evaluation of Arguments

You will be presented with an argument. You will then be asked to decide whether the argument is strong or weak. An argument is considered strong if it directly connects to the statement provided, and is believed to be significant.

No, participation awards should not be given in every competition because studies have shown that this would cause the participants to put in less effort because they will get a prize no matter what the outcome is.

1: Strong Argument
2: Weak Argument

This is a strong argument as it provides evidence as to why participation awards should not be given in every competition

3. Deductions

In deduction questions, you will need to form conclusions based solely on the information provided in the question and not based on your knowledge. You will be given a small passage of information and you will need to evaluate a list of deductions made based on that passage. If the conclusion cannot be formed for the information provided, then the conclusion does not follow. The answer must be entirely founded on the statements made and not on conclusions drawn from your knowledge.

In a surprise party for Donna, Edna arrived after Felix and Gary did. Kelly arrived before Felix and Gary did.

1: Conclusion Follows
2: Conclusion Does not Follow

For questions like this, jot down the clues to help you out. Use initials as a quick reference.

K | F&G | E

Looking at the simple diagram, “K”, which stands for “Kelly,” arrived before Edna “E” did. The answer is A.

4. Interpretation

In these questions, you are given a passage of information followed by a list of possible conclusions. You will need to interpret the information in the paragraph and determine whether or not each conclusion follows, based solely on the information given.

A number of students were given the following advice:

“The use of powerful words is a technique, which makes you a better writer. Your choice of words is very important in molding the way people interaction with the article. You should use powerful words to spice up your article. Power words should be used liberally to enhance the flavor of what you write! ”

In the fourth sentence, it is stated, “Power words should be used liberally to enhance the flavor of what you write!”

Thus, if you were to write an essay, using powerful words can give more flavor to it.

5. Inferences

An inference is a conclusion made from observed or supposed facts and details. It is information that is not apparent in the information provided but rather is extracted from it. In this section, you will be provided with a passage of information about a specific scene or event. A list of possible inferences will then be given, and you will need to decide if they are ‘true’, ‘false’, ‘possibly true’, ‘possibly false’, or whether it is not possible to say based on the information provided.

With the advancement of technology, the need for more infrastructure has never been higher. According to the plan of the current U.S. Administration, it aims to put a $1 trillion investment on improving infrastructure, a portion of which will include priority projects and technologies that can strengthen its economic competitiveness such as transportation, 5G wireless communication technology, rural broadband technologies, advanced manufacturing technologies, and even artificial intelligence.

It stated that it expects to work with Congress to develop a comprehensive infrastructure package, which is expected to have a budget of $200 billion for certain priorities.

2: Probably True
3: Not Enough Information
4: Probably False

Although it was mentioned in the passage that the U.S. government is to allocate $200 billion on certain priorities, it did not specify if these certain priorities were for ‘transportation, 5G wireless communication technology, rural broadband technologies, advanced manufacturing technologies, and artificial intelligence’ or if the aforementioned priorities will have a different allocation.

What we can be sure of, however, is that at least a portion of the $1 trillion infrastructure budget will be used on the mentioned priorities regardless, meaning that there is a chance that $200 billion will be used on those aforementioned areas.

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Critical Thinking test

By 123test team . Updated May 12, 2023

Critical Thinking test reviews

This Critical Thinking test measures your ability to think critically and draw logical conclusions based on written information. Critical Thinking tests are often used in job assessments in the legal sector to assess a candidate's analytical critical thinking skills. A well known example of a critical thinking test is the Watson-Glaser Critical Thinking Appraisal .

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The test comprises of the following five sections with a total of 10 questions:

Analysing Arguments
Assumptions
Interpreting Information

Instructions Critical Thinking test

Each question presents one or more paragraphs of text and a question about the information in the text. It's your job to figure out which of the options is the correct answer.

Below is a statement that is followed by an argument. You should consider this argument to be true. It is then up to you to determine whether the argument is strong or weak. Do not let your personal opinion about the statement play a role in your evaluation of the argument.

Statement: It would be good if people would eat vegetarian more often. Argument: No, because dairy also requires animals to be kept that will have to be eaten again later.

Is this a strong or weak argument?

Strong argument Weak argument

Statement: Germany should no longer use the euro as its currency Argument: No, because that means that the 10 billion Deutschmark that the introduction of the euro has cost is money thrown away.

Overfishing is the phenomenon that too much fish is caught in a certain area, which leads to the disappearance of the fish species in that area. This trend can only be reversed by means of catch reduction measures. These must therefore be introduced and enforced.

Assumption: The disappearance of fish species in areas of the oceans is undesirable.

Is the assumption made from the text?

Assumption is made Assumption is not made

As a company, we strive for satisfied customers. That's why from now on we're going to keep track of how quickly our help desk employees pick up the phone. Our goal is for that phone to ring for a maximum of 20 seconds.

Assumption: The company has tools or ways to measure how quickly help desk employees pick up the phone.

All reptiles lay eggs
All reptiles are vertebrates
All snakes are reptiles
All vertebrates have brains
Some reptiles hatch their eggs themselves
Most reptiles have two lungs
Many snakes only have one lung
Cobras are poisonous snakes
All reptiles are animals

Conclusion: Some snakes hatch their eggs themselves.

Does the conclusion follow the statements?

Conclusion follows Conclusion does not follow

(Continue with the statements from question 5.)

Conclusion: Some animals that lay eggs only have one lung.

In the famous 1971 Stanford experiment, 24 normal, healthy male students were randomly assigned as 'guards' (12) or 'prisoners' (12). The guards were given a uniform and instructed to keep order, but not to use force. The prisoners were given prison uniforms. Soon after the start of the experiment, the guards made up all kinds of sentences for the prisoners. Insurgents were shot down with a fire extinguisher and public undressing or solitary confinement was also a punishment. The aggression of the guards became stronger as the experiment progressed. At one point, the abuses took place at night, because the guards thought that the researchers were not watching. It turned out that some guards also had fun treating the prisoners very cruelly. For example, prisoners got a bag over their heads and were chained to their ankles. Originally, the experiment would last 14 days. However, after six days the experiment was stopped.

The students who took part in the research did not expect to react the way they did in such a situation.

To what extent is this conclusion true, based on the given text?

True Probably true More information required Probably false False

(Continue with the text from 'Stanford experiment' in question 7.)

The results of the experiment support the claim that every young man (or at least some young men) is capable of turning into a sadist fairly quickly.

A flag is a tribute to the nation and should therefore not be hung outside at night. Hoisting the flag therefore happens at sunrise, bringing it down at sunset. Only when a country flag is illuminated by spotlights on both sides, it may remain hanging after sunset. There is a simple rule of thumb for the time of bringing down the flag. This is the moment when there is no longer any visible difference between the individual colors of the flag.
A flag may not touch the ground.
On the Dutch flag, unless entitled to do so, no decorations or other additions should be made. Also the use of a flag purely for decoration should be avoided. However, flag cloth may be used for decoration - for example in the form of drapes.
The orange pennant is only used on birthdays of members of the Royal House and on King's Day. The orange pennant should be as long or slightly longer than the diagonal of the flag.

Conclusion: One can assume that no Dutch flag will fly at government buildings at night, unless it is illuminated by spotlights on both sides.

Does the conclusion follow, based on the given text?

(Continue with the text from 'Dutch flag protocol' in question 9.)

Conclusion: If the protocol is followed, the orange pennant will always be longer than the horizontal bands/stripes of the flag.

Please answer the questions below. Not all questions are required but it will help us improve this test.

My educational level is

-- please select -- primary school high school college university PhD other

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