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MCAT
Course: MCAT > Unit 1
Lesson 1: Critical analysis and reasoning skills (CARS) practice questions- CARS overview
- Foundations of comprehension
- Reasoning within the text
- Reasoning beyond the text
- Worked example: Living in a rational society
- Worked example: The happy American
- Worked example: Seeing color through Homer's eyes
- Worked example: Physical education in the UK
- Worked example: The honest truth about dishonesty
- Living in a rational society
- The happy American
- Seeing color through Homer's eyes
- Physical education in the UK
- The honest truth about dishonesty
- The ultimatum game
- Tools for thought
- Deconstructionism and literature
- Does free will exist?
- Designing courthouses
- Censorship: An unnecessary evil
- Puritan society
- Understanding Thomas Hardy
- Maternal psychology
- Huns and eurasian history
- Energy and sustainable development in Nigeria
- Primordial and complex jealousy
- What is life?
- Antenatal depression and anxiety in Pakistan
- Utilitarianism ethics
- Reflections on leaving Facebook
- Culture crossing and mixing in Mauritius
- Plain packaging tobacco
- Walt Whitman: poet of the people
- Political attitudes
- The human footprint in Mexico
- What separates science from art?
- Post-colonialism in Papuan culture
- Film adaptation of Chinese literature
- Disaster risk knowledge in Nepal
- The ethics of drug-induced happiness
- The roots of capitalism
- Adult learning across cultures
- Sociology of participation
- Let's stop playing politics with vaccines
- Buddhism and pessimism
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Reasoning beyond the text
Let's tackle the Reasoning Beyond the Text questions on the MCAT's Critical Analysis and Reasoning Skills section. Learn to spot these questions, apply passage concepts to new situations, and integrate new information for a fresh interpretation.
Visit us (http://www.khanacademy.org/science/healthcare-and-medicine) for health and medicine content or (http://www.khanacademy.org/test-prep/mcat) for MCAT related content. These videos do not provide medical advice and are for informational purposes only. The videos are not intended to be a substitute for professional medical advice, diagnosis or treatment. Always seek the advice of a qualified health provider with any questions you may have regarding a medical condition. Never disregard professional medical advice or delay in seeking it because of something you have read or seen in any Khan Academy video.
Visit us (http://www.khanacademy.org/science/healthcare-and-medicine) for health and medicine content or (http://www.khanacademy.org/test-prep/mcat) for MCAT related content. These videos do not provide medical advice and are for informational purposes only. The videos are not intended to be a substitute for professional medical advice, diagnosis or treatment. Always seek the advice of a qualified health provider with any questions you may have regarding a medical condition. Never disregard professional medical advice or delay in seeking it because of something you have read or seen in any Khan Academy video.
Want to join the conversation?
- Can anyone give me some websites and places where I can try some practice question on reading comprehension?(5 votes)
- So what is the point of all this?(3 votes)
- This is a skill needed to correctly answer some questions found on the MCAT in one of the reading sections called "critical analysis and reasoning" or CARS(1 vote)
- I still think CARS is a very pointless part of the MCAT. If they really wanted to prove that I can reason beyond the text then they would give me something medically related. I fail to see how pulling information from a humanity or social science-related passage will help me with a medical diagnosis.(2 votes)
- How would I approach, with newly given information, refine or specify an authors argument?(1 vote)
- We break up the world of organisms (living and extinct) by groups. The groups are nested and form a hierarchy: groups, sub-groups in the groups, sub-sub groups in the sub-groups and on and on. We call this "Taxonomy". The smallest subgroup is the sub-species, and the further down you go, the more debate exists among scientists about what constitutes membership in a 'group'. Here's a link to a book that talks about it pretty well, but any biology text book will give you a good introduction… ((0 votes)
Video transcript
- [Voiceover] The purpose of this video is to help you understand the Reasoning Beyond the
Text questions a bit better. These are one of the three main categories of questions on the Critical Analysis and Reasoning Skills section of the MCAT. These questions should
be the easiest to spot, because you'll be given something new to think about as part of the question, like a new situation, or a new piece of information, or new examples. There are two main types of Reasoning Beyond the Text questions. One type asks you to apply the concepts in the passage to brand new situations. The other asks you to integrate a new piece of information with the information that was given to you in the passage, to see how that new information would effect the overall interpretation. Let's start with the
first type of question, which asks you to apply
the passage concepts to new situations. Here is an example. Someone who agreed with
President Wilson's explanation of the need for a general
association of nations, would be most likely to also approve of which of the following
hypothetical options? The question stem starts
by referring to someone, as a way of introducing a new person who is not mentioned in the passage. When the question introduces
a new person or context, this is a clue that this will be a Reasoning Beyond the Text question. The question also says you're being asked to think about hypothetical options. Hypothetical means that something
exists as a possibility, but that it may or may
not be true in reality. This phrase is another clue that you're being asked to go beyond what the text says. You might also be asked to
consider new possibilities, alternatives, options, or proposals. To answer this particular question, you need to focus your attention on what you believe the key parts of President Wilson's explanation are. And then, look for an answer that preserves the role
for those key parts. When you get a question like this, go through each of the options, and figure out which new
example or options best fits the ideas stated in the passage. Other questions of this
type may just give you a new set of scenarios to consider, and ask you which is most consistent with the point made by the author. Here are some examples of
questions of this type. Which new example is most consistent with the author's definition of art? Which new situation best captures the relationships between cats and their owners as described in the text? Which of these proposed policies would you expect to be
the most successful, based in the author's argument? Another way that a question can ask you to go beyond the text, is by giving you new
information to consider. This could be a fact that was not mentioned in the passage, or new information that came to light after the passage was written. Let's take a look at an example of this type of question, which asks you to
integrate new information. If it were known that Neanderthals and Homo Sapeins coexisted, but they lived in geographic
isolation from one another, how would this affect the conclusions reached by the author? This question starts with the word, if, which is a signal that you'll be asked to consider a new condition. Other questions might
start with similar words, like suppose, or assume, or imagine, or they might start with, what if. In each case, these
words are generally used to give you new information that was not mentioned in the passage. Once you read the new information, you'll need to assess how that information might affect the arguments
made in the passage. May of these questions are asking you to think about whether the new information is consistent, or inconsistent with the
reasoning in the passage. Does the new information provide additional support for
the author's argument? Or, does it conflict with evidence that is cited in the text? Or does it contradict a conclusion that the author reached? Does it require you to refine or specify part of the argument made by the author? For these questions, it's especially important to remember that the right answer will be one that can be justified by considering something in the passage. Always remember to answer using only the information provided
in the passage in question, and not based on outside information that you may have about the topic. You should also be sure to avoid using your own personal opinion. Here are some other examples of these types of questions. Imagine that humans had no thumbs. How would this affect
the author's argument? Which of the following newly
discovered pieces of evidence would go against the theory
developed in the passage? Suppose a new species was found that could live underwater without light. What impact would that have on the definition of life
proposed by the author? The basic concept that the MCAT wants students to understand, is that the inferences and conclusions that are supported by the passages are all subject to change, and need to be adjusted as new information bubbles up. This is an important skill, because doctors need to continually update their understanding of
diseases and treatments as they get new information. To better understand
these types of questions, be sure to try some practice items, and check out the other
videos in this section.