GRE_Kickboxer

Sure, Kristina. GRE Sentence Completion / Text Completion and Sentence Equivalence Practice Sets » E-mail me with any questions. Good luck. Payman

Yes, I definitely think you should retake the test. I am sure you will do much better with a little practice. Contact me if you have further questions or need help getting the score you need as quickly as possible. Payman

Hello, Anu. Smith was incapable of seeing any distortions in his words even when they were clear to others; even the suggestion of confusion (i) ________________him and despite his denials, he continued to (ii) ________________ serious trouble when he drank heavily. In the first blank we are looking for a word that describes the discomfort that Smith feels when he speaks in an irrational manner. The word "unnerved" implies that Smith does not feel comfortable when others imply that he is not making sense. "Vilified" is wrong because pointing out that Smith is not making sense does not imply that he is being criticized in a very harsh manner. Suggesting that someone is confused is not the same as telling him or her that he or she is worthy of horrible insults. "Vilified" is simply too strong of a word, and doesn't really tell us about the discomfort Smith feels when he denies being irrational. "Compounded" makes no sense because it would imply that Smith is being "increased" or "added to" in some fashion. That word is a bad choice in this context. You can "compound" the problem, but can't really "compound" the person, in this particular context. In the second blank, "beg" is the best choice because it implies that Smith was "asking for" trouble. This is really what "beg" means in this context. Smith isn't "questioning" trouble in any way. You generally use "question" when someone or something is being reviewed or doubted in some way, not when it is pretty clear that a problem will continue if bad behavior is repeated. "Digress" implies that Smith is moving away from the key issue at hand. Not only does this word sound odd in the sentence, but Smith is not digressing from a main point. Smith is acting in an improper fashion that will lead to problems for him.

Have you viewed the average scores for your program? I did a search for the average quant scores for materials engineering programs and they tend to fall around 157 or higher. If you want to get into a top program then your quant score is low. Some programs may not require the GRE, but you might want to go to the web sites of the programs you have listed and see what the trend is. My gut feeling is that if you can avoid submitting your GRE scores you should. Otherwise, you will want to retake the GRE. Your quant score is clearly low because you didn't prepare and I'm sure you can do better. Contact me if you have any further questions. Good luck!

In my previous post, I was simply explaining that the SAT was originally used as a quasi IQ test, and that until recently it was accepted as an IQ test by many people who were hiding behind closed doors. Please note that I do not approve of its use as an IQ test! While the GRE is no longer accepted by many high IQ societies, it was accepted by them as such as recently as the 1990s. The same thing holds true for the ACT and SAT. In addition, similar tests such as the GMAT and LSAT are still accepted as IQ tests by high IQ societies. I totally agree with Dr. V that the SAT will serve as a very poor measure of intelligence for many people! It is also true that its correlation with professional IQ tests such as the WAIS will vary significantly depending upon the life history of the test taker. In fact, some of the statements made by Dr. V can be seen on the Prometheus Society web site. Finally, the inconsistent correlations between the SAT and IQ mentioned by Dr. V were actually findings from Dr. Thomas Bouchard, whom I took a course from at the University of Minnesota.

By the way, don't interpret what I wrote to mean that you shouldn't know how to calculate combinations and permutations. You should. It is just that understanding the basic logic of how these problems work is more important than memorizing formulas. For instance, you will almost never see a combinations problem WITH repetition on the GRE and if you do, it will almost certainly involve a relatively small number of items. If the question involves many items then it will most probably be a "counting" problem in the form of A ways to do things x B ways to do things...

Here is an example, GREinsanity: In container of crayons, there are 3 green crayons, 4 red crayons and 2 silver crayons. Assume that the crayons are removed at random without subsequent replacement. a) What is the minimum number of crayons that must be removed in order to make sure that two crayons of the same color have been removed? b) What is the maximum number of crayons that can be removed without pulling out two crayons of the same color? c) What is the probability that 2 crayons of the same color will be have been removed after 3 crayons have been removed? What about after the 4th removal, the 5th removal and the 6th removal?

mrsultan, are you using old material? As you probably know, the current GRE General Test is scored from 120 to 170 per section.

Anytime. Let me know if you have any questions or need assistance.

Hello, the solution I used for that one was intuitive. This helps save time in many cases. 8 x 8 x 8 x 8 vs. 10 x 9 x 8 x 7 64 x 64 vs. 90 x 56 Now, even if column A was larger (64 x 70) it would only be 4,480. Also, if column B was smaller (90 x 50) it would be 4,500. B is still bigger. As a result, column B must be bigger than A when comparing the original values..

The answer is C and can be reasoned out by logic. On the left side of the equation, 3 is not squared. On the right side of the equation, -3 is squared. Both sides of the equation square x. This means that the only way the two sides of the equation can be equal is if X is 0 because otherwise it is impossible to equate them. Payman

Amane, have you done a complete review of all the concepts you need to know for the test? If you take a lot of practice tests without improving your underlying knowledge, then your score will not change. What have you studied so far?

Hello, everyone. Please let me know if the video is not loading properly. I want to make sure that anyone who wants to see the video can. If it is not loading, I can post a text version.

One more thing. Maybe the reason you thought "trigger" and "impact" go together is because "impact" can mean "collision" or crash. This makes the word sound similar to "trigger." This can cause you to select the wrong answer. In the sentence above, however, the meaning of "impact" is to have an INFLUENCE on. The sentence is implying that there will be an INFLUENCE on interpretation. If you use the word "trigger" it makes it sound like someone will "start interpreting" for the first time, which is clearly not what is meant.

D and F are definitely the best choices. The reason is that the sentence requires a word that is similar to "affects" which means "to influence" or to "have an impact on." Trigger means to set in motion, or "to start" as if it had never happened before. "Affect" doesn't mean that it is just starting to happen. That is why trigger is wrong. To "color" in this context means "to influence."This is quite similar to "affect." "Impact" is a good answer because this also means to have an influence on. Let me know if you need more of an explanation.