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Here are Analogies 20 Questions with Answers.

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1: Odometer is to mileage as compass is to ______
.A. speed B. hikingC. needle D. direction
2: Marathon is to race as hibernation is to _______ .A.
winter B. bearC. dream D. sleep
3: Window is to pane as book is to
_________.A. novel B. glassC. cover D. page
4: Cup is to coffee as bowl is to
________.A. dish B. soup C. spoon D. food5: Yard is to
inch as quart is to ________.A. gallon B.
ounceC. milk D. liquid
6: Elated is to despondent as enlightened is
to ___ _______.A. aware B. ignorant
C. miserable D. tolerant
7: Optimist is to cheerful as pessimist is
to _____ _____.A. gloomy B. meanC. petty D. helpful
8: Reptile is to lizard as flower is to
________.A. petal B. stemC. daisy D. alligator
9: Play is to actor as concert is to
_________.A. symphony B. musicianC. piano D. percussion
10: Sponge is to porous as rubber is to
_________.A. massive B. solidC. elastic D. inflexible
11: Careful is to cautious as boastful is
to ______ __.A. arrogant B. humbleC. joyful D. suspico
12: Pen is to poet as needle is to _________.A. thread
B. buttonC. sewing D. tailor
13: Secretly is to openly as silently is to
_______ .A. scarcely B. impolitelyC. noisily D. quietly
14: Embarrassed is to humiliated as frightened is to
_________.A. terrified B. agitatedC. courageous D.
15: Pride is to lion as shoal is to
_________.A. teacher B. studentC. self-respect D. fish
16: Artist is to painting as senator is to
________ _.A. attorney B. lawC. politician D.
17: Exercise is to gym as eating is to
__________.A. food B. dietingC. fitness D. restaurant
18: Candid is to indirect as honest is to
_________ .A. frank B. wickedC. truthful D. untruthful
19: Guide is to direct as reduce is to
_________.A. decrease B. maintainC. increase D. presere
20: Oar is to rowboat as foot is to
_______.A. running B. sneakerC. skateboard D. jumping
1: D
2: D
3: D
4: B
5: B
6: B
7: A
8: C
9: B
10: C
11: A
12: D
13: C
14: A
15: D
16: B
17: D
18: D
19: A
20: C
How to Solve | Learn Analytical Reasoning
Questions in Test | Quiz

• The term "analytic reasoning" refers to recognizing patterns and connections in a variety of

• Each analytical reasoning question is a logical puzzle, based on a given set of conditions

• Analytical reasoning questions are presented in groups of four or five questions. Each group is
based on a short passage followed by a set of conditions.

• Analytical Reasoning test measures your ability to analyze and to draw result from a complex
situation by applying your logic.

• Analytical Reasoning questions are designed to assess the ability to consider a group of facts and
rules, and, given those facts and rules, determine what could or must be true. The specific scenarios
associated with these questions are usually unrelated to law, since they are intended to be
accessible to a wide range of test takers. However, the skills tested parallel those involved in
determining what could or must be the case given a set of regulations, the terms of a contract, or
the facts of a legal case in relation to the law. In Analytical Reasoning questions, you are asked to
reason deductively from a set of statements and rules or principles that describe relationships
among persons, things, or events.

• Analytical Reasoning questions appear in sets, with each set based on a single passage. The
passage used for each set of questions describes common ordering relationships or grouping
relationships, or a combination of both types of relationships. Examples include scheduling
employees for work shifts, assigning instructors to class sections, ordering tasks according to
priority, and distributing grants for projects.

• Analytical Reasoning questions test a range of deductive reasoning skills. These include:

• Comprehending the basic structure of a set of relationships by determining a complete solution to

die problem posed (for example, an acceptable seating arrangement of all six diplomats around a

• Reasoning with conditional ("if-then") statements and recognizing logically equivalent formulations
of such statements

• Inferring what could be true or must be true from given facts and rules

• Inferring what could be true or must be true from given facts and rules together with new
information in the form of an additional or substitute fact or rule

• Recognizing when two statements are logically equivalent in context by identifying a condition or
rule that could replace one of the original conditions while still resulting in the same possible
Analytical reasoning Types
• Seating Arrangements
• Sequencing
• Combinations
• Comparisons
• Selections
• Ranking
• Relations
• Grouping

Techniques used for Analytical problem solving

• Van Diagrams
• Math Operators
• Line up representation
• Equations
• Table representation
• Diagrams & Notations
• Basic Linear Sequence Game set up
• If then Notation:
• Grouping Game Diagrams

Math Symbols

Any good diagramming system must be:

• Fast - You must be able to express ideas in shorthand to save time

• Neat - messy notations will cost You points

• Easy to Understand —You must instantly understand what your notations mean

1: Entities
• One of the first steps in setting up your diagram is write down a letter or number to represent
each of your entities. Each game will have a list of entities that will be placed into an order or
groups or both. Start by writing down this list of entities. For example: you are told that there are 5
different clogs in a race and they are a Labrador, Mixed Breed, Newfoundland, Poodle, and a
Schauzer. Record this list of entities as follows:

•L M N P S

• Notice that we only used one letter for Mixed Breed. There is no sense in confusing yourself with
additional letters. Keep it to one letter per entity. Also notice that the entities are given in
alphabetical order. However, they will often leave our a letter or two to confuse you. Some students
will unwittingly insert that letter by force of habit. For example in this question many students might
just add in the letter O because the are used to Ofollowing L M N. Make sure your list of entities
matches those given.

• Now that we have our list of entities we can move on to the diagram itself.

2: Basic Linear Sequence Game set up

• A Linear Sequence Game will ask you to place a set of entities in order. This could be expressed in
a number of ways including: 1st to 6th, First to Last, Monday to Friday, Top to Bottom, Front to
Back, etc.

• In order to make a place for each entity in your diagram simply lout an underline for each space
where an entity will go. So if we are told to list five dogs in order from fastest to slowest we can set
up our game as follows:
• ____ _____ _____ _____ ______
• We now have 5 spots for our 5 dogs. If you want you could put F and S at the ends of the
diagram to represent that it goes from Fastest to Slowest. This is usually not necessary and can
waste time when you are re-drawing your diagram. If you chose to include this extra notation make
sure that the F and S do not match any of your entities. For example if you had a Schnauzer as one
of your dog types you would not want to have S for Schauzer and S for slowest. One way you can
avoid this is to put the f and s for fast and slow in lower case.

3: Fixed Entity
• If we are told that an entity is placed in one spot then we can just fill that directly into the
diagram. This is the easiest type of rule to include. For example if we are told that the Schnauzer
will be 3rd fastest then we can include it as follows:

• Not in that spot: If we are told that a particular entity does not go in a particular spot we should
add that directly to our diagram by putting the entity under that spot and designating that it does
not go there. There are number of ways to designate that the entity does not go there. You can put
a slash through it, or put — in front of the entity. Find one that works best for you. For example if
we are told the the Poodle is not the fastest dog we can include it in our diagram as follows:

4: Here or There Pair notation:

• This notation is used when two entities are going to fill two spots but we don't know which entity
is in which spot. For example if K and T must be in spots 2 and 3. We know we either have K in 2
and T in 3 or T in 2 and K in 3.

• The way to express this with the Here or There Pair notation is as follows:

5: If then Notation
• Use an arrow ====> for If then statements. Just rewrite the if then statement replacing If and
then with ====> arrows. Also remember to shorten the entity to the first letter.

• For example the statement: If Albert is included then Bert is also included. Can be expressed as:

• ====> A ====> B

6: Spots Between notation:

• If we are told that entities are a specific number of spots apart simply insert that many blank lines
between them. For example: Two runners come after Sarah but before Fred. Can be expressed as

S ____ _____ F

• This can be combined with the Here or There Pair notation.

•Example: Two runners come between Sarah and Fred.

S/F ____ ____ F/S

Example: 1
• 7 persons live in a street, having houses in line. Consider the following:

1. A lives in the corner's house.

2. 2. C is between E and G 3.
3. There is 1 house between D and F 4.
4. F is neighbor of G s.
5. There are two houses between A and G

7 Persons A,B,C,D,E,F,G
• 7 persons live in a street

We can make

1.A lives in the corner's house

So, there are two possibilities:


2. C is between E and G

Here, also two possibilities:


3. There is 1 house between D and F Two possibilities:

4. F is neighbor of G

2 possibilities

F G or G F

There are two houses between A and G


Two houses between A and G: A X X G

C is between E and G: A E C G

F is neighbor of G: A E C G F

1 house between D and F : AECGFXD

And finally: A E C G F B D

Example: 2
• As part of their sports physical, seven college athletes F, G, H, I,J, K and L are being weighed. In
announcing the results of the physical exams, the coach has given the following information.
i. None of the athletes is exactly the same weight as another athlete.
ii: K is heavier than L, but lighter than H.
iii. I is heavier than J
iv. Both F and G are heavier than H.

• We Can Make Such relations from Given Information

1: Seven College athletes are F G H I J K L

i. None of the athletes is exactly the same weight as another athlete. So we can represent as F > G

ii: K is heavier than L, but lighter than H.

iii: I is heavier than J : I>J

iv. Both F and G are heavier than H. F > G > H OR G > F > H

• So the overall relation for Given athlete becomes


F > G > H > k > L OR G > F > H > k > L

Where I > J can be adjusted anywhere in Above relations Any Single Athlete or more can be
possible between I & J Such as I > F > J, I > J > G, I > H > K > J

• Question. 1: Each of the following could be true EXCEPT

A. F is the heaviest.
B. G is the heaviest.
C. I is the heaviest.
D. More than three athletes are heavier than K.
E. More than three athletes are lighter than K.

• Answer is E

• As Maximum three athletes can be lighter than K

• F > G > H > k > L > I > J OR G > F > H > k > L > I > J

• Question.2: Which of the following, if true, would be sufficient to determine which athlete is the

A. I is the heaviest
B. I is lighter than K
C. K is heavier than J
D. J is heavier than K
E. Exactly five students are lighter than F.

• Answer is D

• If J is heavier than K then simply L will be the Lightest

• F > G > H > k > L OR G > F > H > k > L and I > J before K.

• Question. 3: If J is heavier than F, how many different rankings by weight, of the athletes are

A. 1
B. 2
C. 3
D. 4
E. 5

• Answer is D

• As F > G > H > k > L OR G > F > H > k > L & I > J > F
• If J > F then following relations can be possible
• I>J>F>G>H>k>L
• I>J>G>F>H>k>L
• I>G>J>F>H>K>L
• G>I>J>F>H>K>L
• Question. 4: If H is heavier than I, which of the following CANNOT be true?

A. I's weight is equal to the average of F's weight and G's weight.
B. I's weight is equal to the average of K's weight and L's weight
C. J's weight is equal to the average of K's weight and L's weight
D. J is the second lightest.

Answer is A

As H > I so possible relations can be

F > G > H > k > I > L > J OR G > F > H > I > k > J > L

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• The Quantitative section measures your basic mathematical skills, concepts and the ability to solve
problems in a quantitative setting.

• Problem solving techniques, Short cut methods and formulas

• Basic knowledge of arithmetic, algebra, geometry, Expressions, variables finding

Question Types
• Age problems
• Work hours problems
• Clock angles and Sector area
• Algebraic expressions
• Speed distance problems
• Fractions & Percentages
• Range, mean, Mod
• Simple Geometry problems
• Basic Arithmetic
• Probability
• Ratios
• Profit, Discount problems
• Equation solving for Variables

Quantitative Sections Formulas

• Speed Distance and Time

Distance = Speed * Time


If a man running at 15 kmph passed a bridge in 9 seconds, what is the length of the bridge?

Solution: As S=v*t

Length=(15*1000/ 3600)*9=37. 5m


• Mean Value
• The mean average is not always a whole number.
• The mean is the total of the numbers divided by how many numbers there are.
• To work out the mean:
• Add up all the numbers.

7 + 9 + 11 +6+13 + 6 + 6 + 3 + 11 = 72
• Divide the answer by how many numbers there are. There are 9 numbers.

72 / 9 = 8

So the mean value is 8.


• Mode Value

• The mode is the value that appears the most.

• 7 9 11 6 13 6 6 3 11
• To work out the mode:
• Put the numbers in order: 3 6 6 6 7 9 11 11 13
• Look for the number that appears the most. 6 appears more than any other number.

So the mode value is 6.


• Median value

• The median is the middle value.

• To work out the median:
• Put the numbers in order: 3 6 6 6 7 9 11 11 13
• The number in the middle of the list is the median. So the median value is 7.
• If there are two middle values, the median is halfway between them. Work out the median for this
set of numbers:
• 3 6 6 6 7 8 9 11 11 13
• There are two middle values, 7 and 8.
The median is halfway between 7 and 8, so the median is 7.5.


• Range

• The range is the difference between the biggest and the smallest number.
• To work out the range:
• Put the numbers in order:

3 6 6 6 7 9 11 11 13

• Subtract the smallest number from the biggest number:

13 - 3 = 10

So the range of this set of numbers is 10.

• Sum of given Series

Sum = ((First Term+ Last Term) /2 )* Number of Terms


• .what is the avg of first 20 multiples of 7?

So series for first 20 multiples of 7 is 7,14,21......41

• Sum=((7+140)/2)*20
• Sum=73.5*20
• We have to find avg so

• Avg=73.5*20/20=73.5


• Probability

Probability that event A occurs P(A) = n(A) / n(S).


n(A) - number of event occurs in A

n(S) - number of possible outcomes


What is the probability of sum 9 on both of two dice when rolled together?


Total outcomes for two dices=6*6=36

Events whose sum is 9 are (3,6),(6,3),(4,5),(5,4)=4

Probability of sum 9=4/36=1/9

• Marble Size, Number of Marbles

Example: • Marble size is 20cm*30cm. How many marbles are required to cover a square with side

• 3m= 300cm

• Area of Square=300*300

• No of marbles=Area /Marble size

• =300*300/ 20*30= 150



• 1) Multiplication inside the log can be turned into addition outside the log
• Log(x.y)=log x+logy

• 2) Division inside the log can be turned into subtraction outside the log
• Log(x/y)=logx - logy

• 3) An exponent on everything inside a log can be moved out front as a multiplier

• In x^2=21n x
• In e=1


• Clock hands and Angles

• Angle traced by hour hand in 12 hrs = 360°.

• Angle traced by minute hand in 60 min. = 360°.


• 5:35 express hour hand in degree?

• As 12 Sectors on clock=360 degree

• 5*30+30*35/60=150+17.5=167.5 degrees



• Amount of Work/Time=Output(Rate)


• A can do a piece of work in 4 hours; B and C together can do it in 3 hours, while A and C together
can do it in 2 hours. How long will B alone take to do it?

• A=1/4
• B+C=1/3
• A+C=1/2
• C=1/2 - 1/4=1/4
• B=1/3 - 1/4=1/12

• So B alone will do in 12 hours.



• Example:

• If father is double the age of his son. 20 years ago he was 12 times that of son. What is the age of
father now?

• F=2S
• F-20=12(S-20)
• 2S-20=12S-240
• 10S=220
• S=22
• F=2S=44


• Percentage % SHARE

• A company sell three types of mobiles worth 100, 125, and 225. It sold equal no. of all mobiles.
What is the percent share of cheapest mobile?

• Total=100+125+225=450

Share of cheapest mobile= 100*100/450=22.22%


• Consumer math formulas:

Discount = list price * discount rate

Sale price = list price - discount

Discount rate = discount - list price

Sales tax = price of item * tax rate

Interest = principal * rate of interest * time

Commission = cost of service * commission rate

• Loss = C.P — S.P

• Gain% = Gain* 100 / C.P

• Loss % = Lost* 1 00 / C. P


• Sector Area
• Sector Area=pi* r^2*angle


A clock's minute hand is 10cm long. What area it will cover from 9:00am to 9:35am?

• Solution:

r=10 cm
Area=pi* r^2* angle
Area=183.3 cm^2
Note: for 35 minute, minute hand position will be at 7 angle with position as 7/12 or angle=


• Solving Expressions


What is the value of x? If 3^ (1+x) + 5*3^x -8=0


3 * 3^x +5 * 3^x=8
3^x (3+5)=8
Hence x=0


• Area= pi*r^2
• C=2*pi*r

• AREA OF SQUARE, Triangle,Rectangle

• Area of square= s^2

• Perimeter=4s
• Area of triangle= b*h/ 2
• Perimeter= sum of all sides
• Area of Equilateral triangle=sqrt3 *s^2 /4
• Perimeter=3s
• Area of rectangle= L*W
• Perimeter=2(L+W)
• Volume of cylinder = pi*r^2*h

• Cube :

• Let each edge of a cube be of length a. Then,

• 1. Volume = a^3 cubic units.

• 2. Surface area = 6a^2 sq. units.
• 3. Diagonal =sqrt 3a units.


What is the volume of a cube whose surface area is 294?



Surface Area of Cube= 6*a^2=294

So a=7
Volume of Cube= a^3


• Cylinder :

• Let radius of base = r and Height (or length) = h. Then,

• 1. Volume = (π * r^2 * h) cubic units.

• 2. Curved surface area = (2*π * r * h) sq. units.

• 3. Total surface area = 2*π * r*(h + r) sq. units.


• i values

• I=sqrt of -1

• I^2=-1
• I^4=1

• Average formula:

Let a1, a2,a3,........an be a set numbers, average = (a1 + a2 + a3 + ....... +an)/n

• Average= sum of elements/no of elements


• 3:b=x:c
• X=?
• 3c=bx
• X=3c/b
-------------------------------------------------- GOOD LUCK
How to Solve | Learn Logical Reasoning Questions in Test
| Quiz

• Logical Reasoning is a skill-based exercise that requires no outside knowledge of the content.
Logical reasoning refers to the ability to identify, analyze, evaluate and construct complex reasoning.

• Every Logical Reasoning question begins with a stimulus: either a single paragraph or a dialogue
between two speakers. Each stimulus presents an argument or a set of facts drawn from various
sources, such as newspapers and magazines, academic journals, advertisements, and informal
discourse. Regardless of whether the topic is art, medicine, or animals, remember that your
knowledge of any particular content is not tested.

• GAT logical reasoning is a special kind of reading comprehension.

• Logical reasoning section of the test evaluate the understanding of how the test taker interlinks
different ideas presented in a small passage and deduce results from the hidden assumptions on the
basis of logic.

Common Question Types

• 1.Assumptions : Find the unstated assumption the author makes to go from the evidence
provided to the conclusion reached.

• 2.Flaws :Determine the error the author makes in going from the evidence to the conclusion.

• 3.Strengthen :Identify information that can be added to the argument to make it more likely to
be so; in other words, to make the assumption of the argument more probable.

• 4.Weaken :Identify information that can be added to the argument to make it less likely to be so;
in other words, to make the assumption of the argument less probable.

• 5.Principle :Identify a general rule that governs or matches a specific situation.

• 6.Paradox :Provide an alternative explanation or factor to make sense of two facts that seem

• 7.Parallel Reasoning :Identify the choice that contains the same kind of reasoning as the

• 8.Point at Issue :Identify the issue on which two speakers present differing opinions.

• 9.Analyze the argument :Explain how an author's argument is put together.

• 10.Application :Find the answer that must be true based on the information provided in the

• 11.Main Point :Find application of whole passage/Key word. Determine the function of a given
statement in the argument.
• 12.Inferences :Find the central claim presented in the author's argument.

Important METHODS for Answering

• Step 1: Identify the Question Type:-Read the question stem to identify the question type.
Reading the question stem first lets you identify the question type and determine your task as you
read the stimulus. It also allows you to read the stimulus actively by pulling specific information that
will help you answer the question.

• Step 2: Untangle the Stimulus:-Read the stimulus and examine it through the lens of the
question type you identified in Step 1. In other words, as you read the stimulus, unpack it for the
information you will need to answer the particular question.

• Step 3.Make a Prediction:-

• Now that you've analyzed the information from the question stem and stimulus, it's time to think
critically about the answer. You don't need to use complete sentences or formal language.

• You just need enough to move to the next step and sort through the answers.You also have to be
ready for an answer that is similar to, but not an exact replica of, your prediction. This step is very
important and is the one you will be most likely to skip. Don't! It will feel awkward. In the beginning,
but give it a chance. Once you practice it and get better, it will actually improve your speed and
efficiency. Without this step, you are more likely to get distracted by wrong answers and waste time
analyzing each answer and rechecking it against the stimulus.

• Step 4. Evaluate the Answer Choices:- • Review the answer choices and determine which one
best matches your prediction. Most often, one answer will stand out for you. If not, eliminate wrong
answers and consider the common wrong answer traps.

Now in Logical Reasoning Questions we are adding Three main categories, these three types are
including here due to the GAT (Graduate Assessment Test) and NAT (National Aptitude Test)

1: Verbal Reasoning

2: Quantitative Reasoning

3: Analytical Reasoning
How to Solve | Learn Analogies Reasoning Questions in
Test | Quiz


(A) law : anarchy

hunger : thirst
etiquette : discipline
love : treason
stimulant : sensitivity

This is a classic function/purpose bridge—the purpose of MEDICINE is to prevent or cure ILLNESS.

Ask yourself the following questions:

Is the purpose of LAW to prevent or cure ANARCHY, or disorder? This works, so hold on to Choice
Is the purpose of PRIDE to prevent ENVY? No, in fact there is no strong connection between these
two words. Eliminate.
Is the purpose of COURTESY to prevent BEHAVIOR? No, so eliminate.
Is the purpose of LOVE to prevent TREASON? No, so eliminate.
Is the purpose of a STIMULANT to prevent SENSITIVITY? No, a STIMULANT increases SENSITIVITY.

You could have eliminated choices (B), © and (D) if you had to guess for this one. None of these
word pairs have a strong, defining connection. The pair of words in the stem always have a strong
connection between them, and so the correct answer must as well.


redundant : discussion
austere : landscape
opulent : wealth
oblique : familiarity
(E) banal : originality

Something PALTRY lacks SIGNIFICANCE. You are looking for the answer choice with the same
connection between the words, so go through the answer choices one by one.

When something is REDUNDANT, or no longer needed, does it lack DISCUSSION? No, this word pair
has no strong connection. Eliminate.
When something is AUSTERE, or plain and undecorated, does it lack LANDSCAPE? No, so eliminate.
When something is OPULENT, or rich and luxurious, does it lack WEALTH? No, quite the opposite.
Does something OBLIQUE lack FAMILIARITY? An OBLIQUE thing is indirect, so it may lack clarity,
but not FAMILIARITY. These two words are not strongly connected. Eliminate.
Does something BANAL lack ORIGINALITY? Well, if something is BANAL it is predictable, so yes.
That pair has the same relation as the stem pair. The classic relation of lack has left only one
possible answer, choice (E).


pilfer : steal
(B) plagiarize : borrow
explode : ignite
purify : strain
consider : appeal

When you EXTORT something, you obtain it by force or threats. To EXTORT is to OBTAIN
dishonestly. Now look for the answer choice with the same connection between the words:

To PILFER is to STEAL dishonestly? Well, now, this is a tricky one. PILFER, which is a synonym for
STEAL, is certainly dishonest. But how can you STEAL dishonestly? You can't—stealing is always
dishonest! So this answer doesn't work.
To PLAGIARIZE is to BORROW dishonestly? Yes, plagiarism is borrowing material from another
writer without giving him or her acknowledgment. That would fit the description of borrowing
dishonestly. Choice (B) looks good.
To EXPLODE is to IGNITE dishonestly? No, so eliminate.
To PURIFY is to STRAIN dishonestly? No. Eliminate.
To CONSIDER is to APPEAL dishonestly? No. That leaves us with Choice (B).


arid : harsh
nostalgic : emotional
wet : liquid
(D) maudlin : sentimental
assertive : bold

Something SODDEN is very wet, so it is, by definition, extremely MOIST. This is a bridge of DEGREE.
Similarly, something MAUDLIN is, by definition, extremely SENTIMENTAL.

Of the wrong answers: Something ARID, meaning too dry to support agriculture, may be HARSH,
but it is not necessarily so to a strong degree. Something NOSTALGIC, or reminiscent of some past
place or condition, may make one EMOTIONAL, but there is no strong bridge between the two
words. Something WET has LIQUID on or in it, but it is not, by definition, extremely LIQUID. Wrong
bridge. Someone who is ASSERTIVE, or aggressive, may be BOLD, but there's no degree
relationship here.

monarch : wisdom
athlete : determination
neophyte : honesty
klutz : grace
(E) supplicant : humility

By definition, a MAVEN, meaning expert, has expertise. Likewise, a SUPPLICANT, or humble beggar,
by definition has HUMILITY.

Of the wrong answers: A MONARCH may or may not have WISDOM, an ATHLETE may or may not
have HUMILITY, and a NEOPHYTE, or beginner, may or may not have HONESTY. You could
eliminate all of these weak bridges. A KLUTZ, or clumsy person, by definition lacks GRACE. This is a
strong but wrong bridge.


celebrity : infamous
erudition : urbane
© moderation : dissolute
distinction : singular
intuition : logical

Someone who is HARRIED, or stressed, by definition lacks EQUANIMITY, or serenity. Likewise,

someone who is DISSOLUTE, meaning lacking moral restraint, by definition lacks MODERATION.

Someone with CELEBRITY, or fame, may or may not be INFAMOUS, or disreputable. Someone with
ERUDITION, or book knowledge, may or may not be URBANE, or suave. Someone with INTUITION
may or may not be LOGICAL. You could eliminate all of these weak bridges. Something SINGULAR,
meaning exceptional, by definition has DISTINCTION. This is a strong but wrong bridge.