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Why Anchoring (Predicting an Answer) is Important

Posted on May 17, 2013 by Kevin

 

I recently read an article in The New York Times, “Sometimes We Want Prices to Fool Us,” about how J.C. Penny’s ex-CEO Ron Johnson who tried to simplify pricing and improve business at the stores. It made it worse, though. But the failure might have been due to human psychology, not a management style.

Johnson wanted to always keep prices low and eliminate coupons and mailings. But profits fell over the course of 17 months and Johnson was let go. But that is not why I wanted to share this with all of you preparing for a test. The article brought up and interesting point about consumers and the idea of “anchoring.”

The importance of anchoring for consumers seems to parallel the importance of predicting for test takers. Here is an excerpt:

“Just having a generically fair or low price, as Penney did, said Alexander Chernev, a marketing professor at the Kellogg School of Management at Northwestern University, assumes that consumers have some context for how much items should cost. But they don’t.

“‘J. C. Penney might say it’s a fair price, but why should consumers trust J. C. Penney?’ he asked. ‘At the end of the day, people don’t want a fair price. They want a great deal.’

“Consumers infer that they get a great deal based on the reference point provided by the higher, presale price. Social scientists refer to this idea as anchoring, and it applies to all sorts of consumer behavior and expectations. Without that anchor, consumers have trouble determining whether the store is actually giving them a good price.”

This passage could easily apply to you, the test taker. With a couple changes, this is justification and evidence for predicting—a crucial and necessary way to identify wrong answers and increase your chances on each question:

“Just having answer choices, as standardized tests do, assumes that test takers have some context for knowing how correct an answer is. But they don’t.

“‘Test makers might say it’s a fair choice of answers, but why would test takers trust test makers?’

“Test takers infer that they have a great answer choice based on the reference point provide by their prediction. Social scientists refer to this idea as predicting, and it applies to all sorts of test taking behavior and expectations. Without that prediction, test takers have trouble determining whether the test is actually giving them a good answer choice.”

The key here is establishing a point of reference for each question. You need to establish the context for the question and infer what the answer will “smell” like and “taste” like, that is, deciding what kind of words will be in the answer choice: Will the words be positive or negative? Or should they be neutral? Should it be information found directly in the passage or in the sentence? Or is it information that should be supported by some idea? How big is the number going to find? Is it a positive or negative number?

These types of questions establish a foundation that you anchor to when wading into the answer choices. Without being tethered to something firm, you will easily be swept away by attractive wrong answer traps. And trust me. They will be attractive. The test makers are really good at making them attractive.

So, before you look at the answer choices, take a moment to predict what the answer will look like and smell like. Then you are ready to eliminate wrong answers and find the one correct answer.

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Invisible Gorillas: Answer Choices in Different Forms

Posted on May 16, 2013 by Bryce

In the last few blog posts we’ve explored “Invisible Gorillas”. As mentioned in the original post, Invisible Gorillas are patterns that recur on standardized tests that you can easily miss if you’re not looking for them. However, they’re simple to spot if you’re on the lookout for where they might show themselves.

 

Today we’re looking at the form of the answer choices. It’s a frustrating experience to feel that you’ve done every step correctly in a math problem and to reach the end only to realize that your choice isn’t there. Self-doubt can quickly creep in leading to thoughts of “Where did I mess up?”, “Do I need to start over?” or “Whyyyyy is this test sooo harrrrrrrd?”

 

Avoid the whininess of that last question and realize that having the value you reached at the end of your work not line up with the values in the answer choices is a common experience, and it doesn’t mean that you did anything wrong. Often by slightly transforming the answer choices the testmaker can take a simple question and make it one capable of separating the unprepared student and the test-taking superstar (that’s about to be you!).

 

Here are three common transformations that you’re likely to see.

 

  1. The answer is a combination of variables- Perhaps there’s a fact pattern that’s set up to have you solve for x. After going through all the math you’re confident that you’ve correctly solved for x, but you don’t see the value that you got. Double check to make sure that the question doesn’t ask for some form of x, such as 2x or x+y. It’s hard to get the right answer when you’re answering the wrong question!

 

  1. The answer is a reduced fraction- This is perhaps the simplest one on the list, but the correct answer to the problem will be the fraction reduced to it’s simplest form. If your answer is 18/51 and you don’t see that in the choices, don’t worry. The testmaker’s version—6/17—is likely just a reduced form of the fraction that you didn’t initially see.

 

  1. Your answer has a radical at the bottom of a fraction- For some reason many students fail to see that the following is true:

 

 

If you’re left with a square root in the denominator of a fraction, simply multiply both the top and bottom of your fraction by the same square root in order to simplify. Remember, that by the definition of a square root when you have this:

 

 

You can re-write it as:

 

And cancelling will leave you with:

For example:

 

 

Keep these examples in mind as you practice and you’ll realize that some of those times when you start to worry that you’ve gotten the wrong answer are just situations where you haven’t recognized your correct answer in another form!

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Using Hyphens

Posted on May 15, 2013 by Kevin

 

 

The hyphen is for punctuating words, either for joining or separating them. Hyphens form compound words, connect prefixes to words, or create linked adjectives. Using hyphens to separate words is only necessary when formatting justified text for readability. So we’ll only look at hyphens as linkers.

Unlike the rules for using periods, the rules for hyphens are fluid. As such, most recommendations are based on what produces a readable sentence. Different style guides will recommend similar and different ways to use the hyphen, so the best way to know whether a word needs a hyphen is to consult an up‐to‐date dictionary (differences exist among British, Australian, and American dictionaries).

But sometimes the dictionary won’t provide the answer you need. For example, ‘up‐to‐date’ is in the New Oxford American Dictionary. But the unhyphenated form—‘up to date’—is also listed. So, how do you know which to use? How did I know to use the hyphenated form in the previous paragraph?

Test for Hyphen Usage

  1. If you can’t reverse the order, use a hyphen.
  2. If you can’t remove one of the words, use a hyphen.

‘Up‐to‐date’ met both of these criteria. It would sound strange, or can mean something else entirely, if a word were removed, e.g. ‘up to dictionary’ or ‘up date dictionary.’ Also changing the order of the words (to‐date‐up) causes a readability problem. Ergo, hyphenate ‘up‐to‐date.’

 

COMMON WAYS TO USE A HYPHEN

I. Use to join words that together are a single unit of meaning

This is the most common way to use a hyphen. When a group of words modifies a noun, link them together with hyphens. The test above applies to this usage.

“ultra-modern sofa”

“love-sick dog”

 

II. Suspended Hyphens

When more than one item modifies a noun, and you want to be concise, suspended hyphens save the day.

“nineteenth‐ and twentieth‐century political movements”

“single‐ or multiple‐blank sentences”

 

III. With compound Object-Verbal Noun

Sometimes an object and a verb need to be linked with a hyphen to avoid misreading and confusion:

“man eating shark”

means that a person is consuming a shark. Whereas:

“man-eating shark”

means that a shark likes the taste of human flesh.

 

IV. Use with some prefixes and suffix

More often than not, use a hyphen with the following prefixes and suffix: all-, ex-, self-, half-, quasi-, or -elect.

“the president-elect”

“quasi-real”

“all-powerful”

 

V. Use when a prefix is attached to a proper noun

When you place a prefix on a proper noun, it is best to use a hyphen. Again, this ensures that no one misreads what you have written.

“pre-Google”

“post-Facebook”

“anti-Wal Mart”

 

VI. Use with fractions and compound numbers

Maybe the second-most popular usage, numbers and fractions need a hyphen.

“twenty-nine years old”

“two-thirds of ice cream cones”

 

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The Day Before the Test

Posted on May 14, 2013 by Bryce

In honor of several of my tutoring students who are taking the GMAT in the next two weeks, I’m taking a break from the Invisible Gorillas series in order to cover some practical advice for what to do the day before your test. In order to do that, I want to tell you a story about what happened the morning that I took my LSAT.

 

I was attending school at UC San Diego and living on campus (because I was a resident advisor) in the fall of 2005 when I took my LSAT. Living on campus meant being able to stagger out of bed and into class in mere minutes, so I was a little nervous about making it all the way across town to the University of San Diego’s law school in order to take my test. My test information said I was supposed to arrive between 8 and 8:30. I planned on leaving at 7:30 to make the 15-minute drive comfortably.

 

I woke up even before my alarm went off, an occurrence virtually unknown to my college self. I took a shower, got dressed, had my breakfast and got my things together well ahead of schedule. I was confident about the test, but my nerves were going with the natural anticipation of the big day. Having double checked that I had all the proper documents I walked out to my car to make the drive.

 

I sat down, checked that I had everything once more and turned the key.

 

Silence.

 

I made sure the car was in park, that my foot was on the brake and that the key was pressed in completely.

 

I turned the key again.

 

Silence.

 

I don’t know if you’ve ever had a “this can’t be happening to me moment” but if you have you know that the surrealism of the moment makes practical action almost impossible. My completely reliable car that had never failed to start in the three years that I’d owned it had chosen this day to break its streak because of an alternator with impossibly poor timing.

 

If you’ve ever lived on a college campus you’re probably aware that 7:30 a.m. on a Saturday is not the most active time. Almost everyone is asleep or gone for the weekend so the possibilities for catching a ride are not numerous. Luckily, I called the one friend I knew who was on campus, had a car, and was generous enough that he just might let me borrow it for the morning. He completely bailed me out and I was able to make it to my test (Thanks again Niheer!).

 

The moral of the story is that test day can be stressful. Sometimes it can be very stressful before the test even begins. For that reason, the day before the test is time to relax. Working one more problem set or reading one more passage probably isn’t going to make the difference between a great score and a mediocre one. It very well might stress you out and make you worry unnecessarily.

 

The day before the test is not a day to study. It’s a day to remind yourself of the progress you’ve made from the start of your journey until this point. It’s a day to visualize test day going well. It’s a day to reduce your stress levels so that you’re ready to take on whatever the next day will bring.

 

So, the day before your test go watch a movie. Have dinner with friends. Take a nice relaxing walk. And maybe, just maybe, you should make sure your alternator is working properly. But whatever you do, relax.

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Why Anchoring (Predicting an Answer) is Important

Posted on May 17, 2013 by Kevin

Invisible Gorillas: Answer Choices in Different Forms

Posted on May 16, 2013 by Bryce

Using Hyphens

Posted on May 15, 2013 by Kevin

The Day Before the Test

Posted on May 14, 2013 by Bryce

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