Self-study
Conclusion Children clearly have a reasonably sophisticated understanding of what is real and what is pretend. ████ ████ ████ ████████ █ ███████ ██ █████████ ██ ███ ███ ████ █████ ██ ██████ ███ ████ █████████ ███ ██ ██████ ████ █ ████ ███████ █████ ███ ████ ████ ████ ███ ████ ███ ██████ ███████ ███ ████████ ████ █ ████ ████ ███ ███ ██ ██████ ███ ██████ ███ ██████ ██ ████████ █ █████ ██ ███ ████████ █████ ███ █████ ██ ██████████ ███ ████████ ████████ ███ ████ ████████████ █████ ██ ██████████ ██ ███████ ██ ████ █████ ███ ███████████ ███ ████ ████ ███ ████████
Summarize Argument
The author concludes that children have a reasonably sophisticated understanding of what’s real and what’s pretend. What makes the author believe this? Because children can demonstrate their understanding of what's real and what's pretend if asked directly. In addition, their make-believe games rely on being able to tell real and pretend apart.
Identify Conclusion
The conclusion is about what children understand: “Children clearly have a reasonably sophisticated understanding of what is real and what is pretend.”
15.
Which one of the following ████ ██████████ █████████ ███ ███████ ██████████ █████ ██ ███ █████████
a
Children apparently have █ ██████████ █████████████ █████████████ ██ ████ ██ ████ ███ ████ ██ ████████
Make-believe wouldn’t work without a good grasp on what’s real and what’s pretend, and children can tell the two apart if asked. Thus, children have a sophisticated understanding of what’s real and what’s pretend. This accurately paraphrases the author's conclusion.
b
Children who have ████████ █ ███████ ██ ████████ █████████ ██████ █████████ ████ █████ █████ ███████ █ █████ ██ ████ ██ ████████
This is a premise that supports the author’s argument. If children can answer correctly whether something is real or not, this suggests they have a good understanding of real versus pretend.
c
Even a very █████ █████ ███ ████ ███ ██████████ ███████ █ ████ ███ ███████ ██████████ ██ ██ █ █████
This is an implication of the author's discussion of how children react to a father pretending to be a lion. But (C) isn't the conclusion. The author's discussion of a child's reaction to a lion is offered as support for the claim that children have a reasonably sophisticated understanding of what's real and what's pretend.
d
Children would be █████████ ██ ████ ████████ ████ ████ ██ ███ ████████ ██ █ ████ █████
This supports the conclusion. Since children aren’t terrified in the presence of a pretend lion, they must know it isn’t real. Therefore, they have a good grasp on real versus pretend.
e
The pleasure children ███ ████ ████████████ █████ ██ ██████████ ██ ███████ ██ ████ █████ ███ ███████████ ███████ ████ ██ ████ ███ ████ ██ ████████
This restates the last sentence, which is a premise that supports the author’s conclusion. The author assumes that we can explain the pleasure that children get from make-believe. Because of this assumption, the author believes the contrapositive of the last sentence is triggered, which would imply that children can distinguish the real from the pretend.