Verbal Ability - Closet Test
Exercise : Closet Test - Section 23
- Closet Test - Section 27
- Closet Test - Section 19
- Closet Test - Section 20
- Closet Test - Section 21
- Closet Test - Section 22
- Closet Test - Section 23
- Closet Test - Section 24
- Closet Test - Section 25
- Closet Test - Section 26
- Closet Test - Section 18
- Closet Test - Section 28
- Closet Test - Section 29
- Closet Test - Section 30
- Closet Test - Section 31
- Closet Test - Section 32
- Closet Test - Section 33
- Closet Test - Section 34
- Closet Test - Section 35
- Closet Test - Section 10
- Closet Test - Section 2
- Closet Test - Section 3
- Closet Test - Section 4
- Closet Test - Section 5
- Closet Test - Section 6
- Closet Test - Section 7
- Closet Test - Section 8
- Closet Test - Section 9
- Closet Test - Section 1
- Closet Test - Section 11
- Closet Test - Section 12
- Closet Test - Section 13
- Closet Test - Section 14
- Closet Test - Section 15
- Closet Test - Section 16
- Closet Test - Section 17
Directions to Solve
Students of cognitive development have shown that the child's ...(1)... to use generalised ...(2)... develops more slowly in history than in any other schools subjects. This ...(3)... development of reasoning in historical ...(4)... makes it necessary for the historian to ...(5)... upon events that may be included in the text. In many cases, the historian may needs to ...(6)... with special effort a generalised understanding of key concepts to be used in a ...(7)... This ...(8)... may well mean that school history cannot cover as many events as it does at present. Also, school histories may have to provide for topic work or theme based ...(9)... rather than merely observe ...(10)... conformity.
1.
(solve as per the direction given above)
2.
(solve as per the direction given above)
3.
(solve as per the direction given above)
4.
(solve as per the direction given above)
5.
(solve as per the direction given above)
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