CAT 2014 Question Paper VARC Slot 1 (Available):Download Solutions with Answer Key PDF

Step 1: Relation constraints
Engineer = son of accountant.
Accountant is not blood relative of doctor → Accountant must be wife or son (since mother and Raj are blood relatives).

Step 2: Lawyer–doctor relationship
Lawyer is blood relative of doctor. Therefore, if doctor is Raj, lawyer must be mother or son. But if doctor = Raj, accountant would have to be wife, engineer = son → possible conflict with given constraints.

Step 3: Check each person as doctor
- If doctor = Mr. Raj’s son → doctor is blood relative, accountant would be mother or wife. But engineer = son of accountant contradicts son = doctor.
- If doctor = Mr. Raj → contradictions arise with lawyer and accountant positions.

Thus Mr. Raj and his son can never be doctor.
\[ \boxed{Both A and C} \] Quick Tip: In logic puzzles with professions, map relational constraints first, then test each possibility for contradictions.

Step 1: From statements
Roy heavier than Abhishek; both taller and heavier than Das → Das is shorter and lighter than both Roy and Abhishek.

Step 2: Height/weight ordering
Vivek lighter than Abhishek. Ranjan heavier than Das but shorter than Das.

Given Roy heavier than Das → triggers Abhishek taller than Roy; Vivek heavier than Ranjan.

Step 3: Lightest
Das is lighter than Roy and Abhishek, and Ranjan is heavier than Das. Vivek lighter than Abhishek but no lighter than Das (since Das is lightest overall).
\[ \boxed{Das} \] Quick Tip: In comparative reasoning, first fix absolute extremes (lightest, tallest) from direct statements, then deduce middle order.

Step 1: Seating and restrictions
Positions around table: A–B–C–D–E–A.
No one votes for self or neighbour.

Step 2: First ballot tie
Since in second ballot C changes vote to E causing B to win, C must have originally voted for B (giving B some votes in first round).

Step 3: Conclusion
Given the tie in first round, the only scenario fitting the restrictions is C voting for B initially.
\[ \boxed{C} \] Quick Tip: For voting puzzles, track who gains or loses votes across rounds; changes reveal original choices.

Step 1: Meaning of "apart"
The word “apart” can mean:

- separated in space or time (e.g., “3000 kms apart”)

- into pieces (e.g., “came apart”)

- except for something (e.g., “apart from the last question”)


Step 2: Check each sentence
(A) “came apart” — correct (into pieces).

(B) “differentiate between them apart” — incorrect. The correct usage would be “differentiate between them” without “apart” in this context.

(C) “apart from” — correct (except for).

(D) “3000 kms apart” — correct (separated by distance).


Step 3: Conclusion
Only (B) is an incorrect usage.
\[ \boxed{B} \] Quick Tip: Check idiomatic usage — some words like “apart” have specific fixed phrases in which they work correctly.

Step 1: Meaning of “ground” in idioms
- “thin on the ground” (British) means rare, scarce — correct form is “thin on the ground” not “thin on ground”.

- “hold one’s ground” — stand firm, correct.

- “cover new ground” — deal with new topics, correct.

- “from the ground up” — from the beginning, correct.


Step 2: Check each sentence
(A) “thin on ground” — incorrect, missing “the”. Should be “thin on the ground”.

(B) correct idiom.

(C) correct idiom.

(D) correct idiom.


Step 3: Conclusion
Only (A) is incorrect usage.
\[ \boxed{A} \] Quick Tip: Idioms often require fixed articles or prepositions — omitting them makes the usage incorrect.

Step 1: Identify the theme
Statements (A), (C), and (D) all describe Impressionist painting styles and philosophy, focusing on colour use, subject choice, and technique.

Step 2: Identify the odd one out
Statement (B) introduces a specific author and his book — it shifts focus from describing the movement itself to discussing a secondary source. This interrupts the flow of the descriptive narrative.

Step 3: Logical sequence of remaining statements
(A) → (C) → (D) forms a coherent descriptive paragraph about Impressionist art. Quick Tip: When finding the odd sentence in a paragraph completion task, remove the one that changes focus or introduces unrelated context.

Step 1: Identify the theme
Statements (A), (B), and (D) all describe hair restoration methods, moving from traditional surgery to modern cloning techniques.

Step 2: Identify the odd one out
Statement (C) talks about cloning for other tissues and therapeutic uses — this shifts the topic from hair restoration specifically to general medical cloning, breaking the coherence.

Step 3: Logical sequence of remaining statements
(B) → (A) → (D) forms a clear narrative: the problem with old methods, the new method, and its application. Quick Tip: The odd sentence is often the one that changes the scope from specific to general or introduces unrelated information.

Step 1: Identify the core message
The passage contrasts the author’s direct war experiences abroad with the indifference of people in the US and Europe, even when their nations were at war.


Step 2: Eliminate distractors
(A) “War is an existential issue” — too vague.

(B) “War as enduring condition” — partially true but not the main thrust.

(D) “Wartime as partner of peacetime” — metaphorical, not central.


Step 3: Match best fit
The focus is on the disconnect between citizens and wars fought on their behalf → matches (C).
\[ \boxed{C} \] Quick Tip: In main idea questions, prefer the choice that captures the author’s overall stance, not just a supporting detail.

Step 1: Context of phrase
The author uses “unsentimental education” to describe learning from observing people unaffected by wars despite physical proximity.

Step 2: Match meaning
It’s about discovering the indifference and detachment of those not directly touched by conflict → aligns with (B).


Step 3: Why others are wrong
(A) focuses on inevitability of war — not implied.

(C) about historical context — irrelevant.

(D) about war’s end — not discussed.

\[ \boxed{B} \] Quick Tip: Look at the sentence and nearby context to determine what an unusual phrase refers to in author’s tone and perspective.

Step 1: Meaning in context
The author uses the phrase when noting that Bosnians were at war while nearby Europeans continued unaffected, enjoying comforts.

Step 2: Matching choice
This shows that geographical closeness doesn’t force people to be affected — they may ignore the conflict → aligns with (C).

Step 3: Eliminate others
(A) irrelevant, (B) unrelated to proximity, (D) misinterprets the metaphor.
\[ \boxed{C} \] Quick Tip: When an author uses a metaphorical phrase, match it to the surrounding example for the intended implication.

Step 1: First blank analysis
The first blank describes the Constitution in a way that makes it adaptable to extraordinary needs. Words like “practical” or “flexible” fit best.

- “Rational” refers to logic, but may not directly imply adaptability.

- “Comprehensible” means understandable, but not necessarily adaptable.

- “Realistic” refers to being in touch with reality but is less precise here.

- “Practical” implies functionality and adaptability — best fit.


Step 2: Second blank analysis
The second blank refers to what remains intact despite changes in emphasis and arrangement. “Form” fits best because it means structure, which can remain intact while details are adjusted.

- “Notion” is too vague,

- “Norm” refers to standards, but not structural essence,

- “Ideology” refers to beliefs, but the sentence is about structural integrity.

\[ \boxed{Practical \ \ \ Form} \] Quick Tip: When two blanks are interlinked, choose words that reinforce each other’s meaning in the context rather than working in isolation.

Step 1: First blank analysis
The context is punishment — the correct collocation is “meted out” (meaning given or inflicted).

- “Awarded” is inappropriate for punishment,

- “Imposed” could work but is weaker than the precise legal term “meted”,

- “Provided” is entirely incorrect for punishment.


Step 2: Second blank analysis
A justification can be “tendered” (formally offered or presented), which fits the formal tone of the sentence.

- “Based” doesn’t fit grammatically,

- “Posited” means assumed or put forward, but less formal/legal in tone,

- “Forwarded” is about sending something physically, not a formal presentation.


Step 3: Final check
“Meted ... tendered” conveys the sense of punishment being given only when a valid justification is formally presented.
\[ \boxed{Meted \ \ \ Tendered} \] Quick Tip: For formal contexts like law or governance, prefer precise collocations such as “meted out” or “tendered” that are standard in legal language.

Step 1: Identify the theme
The paragraph is about the negative consequences of over-reliance on standardized testing in public schools, especially NYC.

Step 2: Identify the logical starting point
(b) introduces Campbell’s Law, which is a general principle — best used as an opener.

Step 3: Follow with specific application
(a) applies that law to NYC schools.

(c) elaborates on the negative impact of testing logistics.

(e) continues the consequences, linking to budget cuts.

(d) gives a final data point: rising class sizes.


Final order: b \(\rightarrow\) a \(\rightarrow\) c \(\rightarrow\) e \(\rightarrow\) d
\[ \boxed{baced} \] Quick Tip: Start with general theory if present, then proceed to examples, consequences, and conclusions. Look for cause-effect flow.

Step 1: Logical opener
(a) introduces the main theme: the connection between language errors and digital replication — a strong conceptual start.


Step 2: Build sequence
(c) gives a general assertion: language is rigorous — supports the idea in (a).

(d) gives a humorous example of grammar's precision.

(e) concludes the theme, stressing digital impact.

(b) gives a real-world example of bad grammar in tech leading to phishing.


Final order: a \(\rightarrow\) c \(\rightarrow\) d \(\rightarrow\) e \(\rightarrow\) b
\[ \boxed{acdeb} \] Quick Tip: Place abstract ideas or metaphors early. Follow with examples or analogies. Let the paragraph build toward modern relevance.

Step 1: Identifying the features
The passage describes the 1980s postmodernist wave as:
- resisting fixed meaning (fluid text),

- leading deconstructionist approaches,

- condemning exclusionary literary canon practices.


Step 2: Matching options
(A), (B), and (C) are all mentioned in the passage as characteristics of this wave.
\[ \boxed{D} \] Quick Tip: When multiple listed points in a passage match the options, check if “All of the above” is justified before selecting it.

Step 1: Referencing the passage
The passage explicitly states that these four literary modes are categories into which all stories can be classified — aligning with Frye’s structural criticism.


Step 2: Eliminating wrong choices
(A) refers to “symbols”, not modes.

(C) is unrelated — Atwood is not linked to defining these four modes.

(D) refers to Jungian archetypes, which is separate from Frye’s framework.

\[ \boxed{B} \] Quick Tip: When a passage defines specific categories, use the exact definition from the text instead of inferring broader symbolic meanings.

Step 1: Context clue from passage
In the passage, “soluble” is used metaphorically to describe text meaning as dissolvable into multiple interpretations — a postmodernist idea.


Step 2: Matching the meaning
“Polysemic” means having multiple meanings, which fits the idea that a text’s meaning is not fixed but can dissolve into many readings.


Step 3: Eliminating wrong choices
(A) and (D) mean understandable but do not capture multiplicity.

(B) “slippery” is figurative but imprecise.

\[ \boxed{C} \] Quick Tip: In RC vocabulary questions, match the word to the conceptual framework of the passage rather than relying on its most common dictionary meaning.

Step 1: Understanding the paragraph flow
The paragraph describes a shift from economic power and confrontation toward logic, facts, and concord as the main tools of organised labour.


Step 2: Identifying the suitable closing sentence
The best concluding line should directly summarise the shift from conflict to peaceful negotiation. Option (A) does this perfectly: “It prefers the conference table to the strike field” neatly encapsulates the idea of preferring dialogue over confrontation.


Step 3: Eliminating wrong choices
(B) talks about trade unionism keeping pace with industry — a new idea, not a conclusion to this thought.

(C) mentions dogma and inflexible rules — tangential, not the main contrast.

(D) uses “armistice” — more military-oriented than the labour negotiation context.

\[ \boxed{A} \] Quick Tip: In paragraph completion, the correct last sentence will reinforce the main idea without introducing new unrelated themes.

Step 1: Checking each sentence
(a) Grammatically correct, proper punctuation, and clear meaning.

(b) Incorrect — “One of their delicacy” should be “One of their delicacies”.

(c) Grammatically fine as a fragment but is dependent on (b); since (b) is incorrect, this sequence fails.

(d) Correct grammar, punctuation, and usage.


Step 2: Conclusion
Only (a) and (d) are fully correct independently.
\[ \boxed{A} \] Quick Tip: When checking grammar correctness, watch for number agreement (“delicacy” vs “delicacies”) and sentence completeness.

Step 1: Checking each sentence
(a) Grammatically fine except “bringing itself to its knees” is idiomatic but the clause is incomplete without continuation — not independently complete.

(b) Correct as a continuation but given separately, it is incomplete without (a).

(c) Incorrect — “electronical attack” should be “electronic attack”.

(d) Correct — “three-quarter” is correct in singular form before “of all … attacks” and punctuation is fine.

(e) Correct — continues logically from (d) and is grammatically fine.


Step 2: Conclusion
Only (d) and (e) are correct and complete as per grammar and usage.
\[ \boxed{C} \] Quick Tip: When identifying correct sentences, ensure each is both grammatically correct and independent in structure, unless explicitly forming a multi-part sentence.

The passage, based on Mr. Kagan’s essays, critiques various aspects of current psychology — from measurement issues to psychiatric diagnosis and treatment. It identifies problems such as overreliance on subjective measures, ignoring context, and the limitations of the DSM. Therefore, the most accurate answer is (D).
\[ \boxed{D} \] Quick Tip: Look for the overarching theme in multiple paragraphs — here, it’s pointing out flaws and limitations in psychology rather than focusing on a single subtopic.

The DSM is criticized for being primarily a collection of symptoms, where diagnosis is based on symptom lists rather than underlying causes or individual contexts. This matches option (A) exactly.
\[ \boxed{A} \] Quick Tip: Focus on direct criticisms from the passage — the DSM's symptom-based approach is explicitly highlighted.

The passage notes that most drugs can be likened to a blow on the head — they are blunt instruments, not precisely tailored remedies, and may or may not help. This directly supports option (C).
\[ \boxed{C} \] Quick Tip: In inference questions, link the answer to specific descriptive analogies or evaluations used by the author.

The Hitchcock scene is used as an example to illustrate the importance of context — the broader problem addressed in the passage. This makes it a specific illustrative case for the general critique to follow.
\[ \boxed{D} \] Quick Tip: Look for how the opening sets the tone — here, it’s an analogy that mirrors the main argument about context in psychology.