PT103.S2.Q2 > Question

SECTION 1 · lr

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SECTION 2 · lr

SECTION 3 · lr

SECTION 4 · rc

PASSAGE 1

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PASSAGE 2

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PASSAGE 3

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PASSAGE 4

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The stimulus says that when a child’s imagination develops, the child might be tormented by imagined monsters. However, a child in that situation could also use their imagination to defeat the monsters—for example, by imagining a powerful friend who can offer protection.

The stimulus allows us to infer the following principles:

A child’s developing imagination can cause torment as well as offering reassurance.

A child’s developing imagination can be a source of problems, but can also be a source of solutions for those problems.

It is possible to use imaginary allies to defeat imaginary threats.

This is not supported. Imagination is presented as a newly developed capacity that gives rise to both problems and solutions, not just problems. We don’t have any examples of capacities that only give rise to problems.

This is strongly supported. Based on the stimulus, we can infer that a child’s imagination can cause problems but can also be used to solve the problems it causes. In other words, imagination is both the cause of the problem and provides its solution.

This is not supported. The facts in the stimulus never suggest whether or not children can tell the difference between real and imaginary threats. We can’t assume that the child doesn’t know that the threats are imaginary.

This is not supported. The stimulus never indicates anything about children acknowledging their fears. Instead, we learn that children can solve a problem of imaginary monsters by turning to a new, imaginary ally. It’s not clear if acknowledgement is part of that at all.

This is not supported. The stimulus isn’t talking about most problems associated with child-rearing—it’s talking about a single, specific problem that children may face as their imagination develops. We can’t generalize that to “most” child-rearing problems.

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