Aptitude Adjustment: How to score well on verbal abstract reasoning tests

If you were to ask a lay person what skills are the most important in making a good pilot, you may hear things like good eyesight, nerves of steel, and quick reflexes. Meanwhile, pilots themselves would say such things as an excellent knowledge of aviation, attention to regulations, and superior visual-spatial skills. Few individuals—lay persons or pilots—would likely add good abstract reasoning, strong numerical analysis ability, or decisive verbal reasoning to their lists, but these abilities are just as important to a pilot when it comes to landing a career in aviation.

Aspiring pilots know they will face a multitude of examinations during their careers and fully expect to be tested on aviation skill and knowledge. Unfortunately, however, many competent and professional pilots have received a “no hire” rating from employers after doing poorly on tests of verbal analysis and abstract or numerical reasoning. These skills are known in the employment interview process as aptitudes or abilities.

Airlines screen prospective pilots for desirable aptitudes by using the latest in standardized ability tests that have been pre-tested on the top 10 percent of aviators. Testing in any setting is stressful, but because these ability tests may be unexpected and typically are timed, they are the most anxiety producing. Most timed aptitude tests take from one to 10 minutes, and employers routinely use them to weed out pilot applicants who are either slower than their peers, less knowledgeable, or who buckle under due to pressure and anxiety.

A pilot applicant can expect to spend between two to five hours in testing sessions, which usually include multiple five- to 10-minute timed aptitude measurements. Scores on these aptitude tests are based on three things: knowledge, accuracy, and speed; but being unprepared and anxious slows a pilot’s thought processes and causes him or her to constantly rethink responses and have trouble thinking clearly. To score well, it takes knowledge of sometimes-esoteric information, accuracy in reasoning, and rapid response speed.

The best preparation for these unexpected and highly stressful aptitude testing sessions is a simple three-level method:

Take practice aptitude tests to identify weak areas.
Learn the “tricks” involved in each skill.
Practice the tricks for each weak ability to improve accuracy and speed.

First, taking a practice test can identify any weak areas a pilot may possess. A weak area is one in which the score falls below the 85th percentile, meaning that 15 percent of applicants would score better. The higher a pilot’s percentile rating, the better. For example, a percentile of 90 means only 10 percent of other pilots would score better, or conversely, 89 percent would score worse. Most airlines want scores above the 85th percentile and can give a pilot with several scores of 85 percent or lower a “no hire” rating. So, to avoid this, the first step of taking practice tests and identifying the weak areas is essential.

The second step is equally important. Abilities are skills which typically contain (for lack of a better word), “tricks,” that can be learned or improved upon. Once a weak area is identified by a practice test, learning the appropriate trick can improve an applicant’s score enough to get out of the percentile danger zone. Sometimes the trick is simply in the practicing itself, which increases familiarity with the skill and increases the speed at which it can be applied. For other abilities, though, there are formulas or thought processes needed that can be learned and practiced. The step of learning a trick is just as important as identifying the weak area itself.

While learning the trick is clearly necessary, the third step—practicing it—is imperative. As with any skill, from throwing a baseball to greasing on a carrier landing, the more it is practiced the easier it becomes. And as skills become easier, fewer mistakes are made and the less time it takes to complete the test. Less mistakes and less time means a higher percentile. A higher percentile means greater chance of receiving a “hire” rating.

For simplicity, we will focus on just one specific aptitude measured by most airlines during their hiring process—the ability called Abstract Verbal Reasoning (AVR). AVR involves either the ability to classify objects by their highest level of analytical classification (known as highest order classification), or to classify based on multiple physical aspects of a set of objects (known as multiple physical aspects of a set).

For instance, a highest order classification question might ask:

Q: How is a cat like a dog?
A: Both are mammals.

As you can see, the answer focuses on the classification of the objects. Wrong answers would be those that focus on some physical characteristic of the objects (they have fur, four legs, teeth, etc.), or on some esoteric, loosely related connection (they breath air, are alive, are pets, etc.).

Alternatively, a multiple physical aspects of a set question might be:

Q: Group these together into nine sets of two logical groupings: AA aa Ab BB bb aB
A: 1. AA BB Ab aB aa bb
2. AA BB aa bb Ab aB
3. AA BB aa bb Ab aB
4. AA aa Ab ab bb BB
5. BB Ab AB ab AA aa
6. BB aB AA aa Ab bb
7. AA Ab aa bb BB aB
8. aa aB AA BB Ab bb
9. bb Ab AA BB aa aB

In this case, classification into nine logical groups is based on analysis of all physical characteristics of the sets given.

The logic behind each grouping is as follows:

To find out how you fare on Abstract Verbal Reasoning, take the following test, score yourself and compare your percentile to the 85 percent or above requirement. If you find your score is lower than 85 percent, use the study guide to learn the “tricks” to abstract reasoning and to practice the skill. With enough understanding and practice your skill can consistently be above the percentile criteria for a “”hire” rating.

Give yourself 90 seconds only. Do not bust the time limit! Answers and scoring on listed below.

How is liberty like justice?
Group these letters into three sets of two logical groups: AA bb Cc
How is a vein like a heart?
How is 3 like 13?
How is a latch like a zipper?
How is wood like alcohol?
How is a footstool like a chair?
How is a computer like a globe?
How is a satellite like hieroglyphics?
How is a zygote like an octogenarian?

Answers:

Both are concepts in democracy.
AA Cc bb / Cc bb AA / AA bb Cc
Both are parts of the cardiovascular system.
Both are prime numbers.
Both are types of closures.
Both can be used as fuel.
Both are furniture items.
Both are funds of information.
Both are used for communication.
Both are stages of human development.

Scoring: Give yourself one point for each correct answer.

Correct Percentile Range
10 90 – 100%
9 85 - 89%
8 80 – 84%
7 75 - 79%
6 & below 70- 74%

The following are examples of incorrect answers; there may be more than listed here.

They are in the constitution; they are political; politicians talk about them; they are part of government.

Any combination of letter groups not given in the correct answer.
They are in the body; animals have them; they are made up of cells.
They are numbers; they have a 3 in them; they are odd numbers.
They are metal; they are tangible; people use them; they are like tools.
They are in nature; man uses them; they are elements.
They go together; you find them in a house or living room; people sit on them.
They are man-made; they are made of metal parts.
They are not alike; one is new, one is old; people made them.
They have to do with biology; they are in nature; both have DNA or chromosomes

Incorrect answers for highest order classifications can include obviously wrong answers as well as answers that appear correct on the surface. An answer that is a classification, but not the highest order classification is still wrong. For example, in item 10, all three wrong answers are true, but they miss the fact that the two are different levels of development in the human. All three wrong answers could be correct for a number of things, such as a fly and a tree or a cell and an elephant. Only the answer, “Stages of human development,” fits precisely. Incorrect answers for multiple physical aspects of a set (question 2) are those that classify the groups by any illogical or inconsistent pattern.

If you found that your mistakes were made due to poor vocabulary, improving your vocabulary skills takes precedence. Improving vocabulary can be accomplished simply by studying the vocabulary sections of any number of SAT or G.E.D. study guides available at most bookstores. If your poor score was due to not understanding the classifications, lack of speed, or a lack of understanding of “sets,” use the study guide (pg. 31) to learn the classification tricks and then try the practice questions. Above all, have fun while you’re learning.

Aptitude Adjustment Study Guide

Highest Order Classification

HOC Answers

Multiple Aspects of a Set

The ability to classify objects and ideas is very important for problem solving. The classification of something is the process of placing it in a category along with other objects or ideas that are similar. For this skill, you need to see all aspects of an object and alternative solutions to a problem.
For example, if asked how a fork and a spoon were alike, the answer would be: Both are eating utensils. If you were to answer with some physical characteristic such as: Both have handles, or Both are put on the table, you would not be classifying, but merely describing some physical aspect they have in common. Listed below are two more examples of correct and incorrect answers to highest order classification questions.

1. How is a glove like a mitten?
Correct: Both are worn on the hands for warmth.
Incorrect: Both are made of leather, cloth, or yarn.
2. How is a bicycle like a tricycle?
Correct: Both are modes of transportation.
Incorrect: Both have wheels; both have pedals.

Practice these highest order classification questions. Answers on right.

1. How are pants like a shirt?
2. How is e-mail like a telephone?
3. How is a truck like a bus?
4. How is an antelope like a cow?
5. How is a pencil like a typewriter?
6. How is love like hate?
7. How is an employee like a boss?
8. How is an envelope like a stamp?
9. How is prejudice like bigotry?
10. How is freedom like justice?
11. How is democracy like a
dictatorship?
12. How is a leaf like a lung?

1. Correct: Both are articles of clothing.
Incorrect: Both are made of material; both are worn; both are purchased in stores.
2. Correct: Both are modes of communication.
Incorrect: Both require electricity; both are used in offices.
3. Correct: Both are vehicles.
Incorrect: Both have wheels; both have engines; both carry things.
4. Correct: Both are animals.
Incorrect: Both have four legs; both are vegetarian.
5. Correct: Both are used for written communication.
Incorrect: Both are used in business; both can write in black characters
6. Correct: Both are emotions.
Incorrect: They are opposites; love is good, hate is bad
7. Correct: Both are roles in the business world.
Incorrect: Both earn money; both make decisions; both have to eat to live.
8. Correct: Both are required to mail a letter.
Incorrect: Both are made of paper; both use glue.
9. Correct: Both are forms of intolerant judgment.
Incorrect: Both are mean; they are similar; both are unfair.
10. Correct: Both are ideals of democracy.
Incorrect: Both are desirable; freedom is justice; each one requires the other.
11. Correct: Both are forms of government.
Incorrect: Both start with the letter “D”; they are opposites.
12. Correct: Both process gasses to keep their organism alive.
Incorrect: Both are parts of something larger; both are made of cells

Once you have practiced these and understand how to classify, practice on pairs of ideas and objects of your choice. Look around your home, office, or aircraft and ask yourself, “How are __________ and ___________ alike? How can they be classified to their highest order?” Attempt to clearly classify them, and not just mention physical or ethereal characteristics.
If you are having trouble classifying instead of just naming some physical
aspect, play the classification game with a friend. Use the lists provided here and have a friend try to classify the objects of ideas. When they are right, point it out to them and tell them why. When they
are wrong, explain why they are wrong. Then have them think up pairs of ideas or items and ask you to classify them. With practice, you will get better at this.

Sometimes this test requires you to classify based on physical characteristics only. In that case, you -must identify all the physical classifications available. For example the following figures have four possible classifications:

AA AA AA AA
AA AA AA AA
AAA AAA AAA AAA
AAA AAA AAA. AAA
aa aa aa aa
aa aa aa aa
aaa aaa aaa aaa
aaa aaa aaa aaa

Sorting criteria
Type of letter: Upper- or lower-case
Font size: Large or small
Number of letters in set: 2 or 3
Color of letters: Black or gray

If asked to sort these letter sets into classifications, you might start by separating them according to color. It is one of the easiest classifications to see and use. You would simply put all the black figures together and all the gray figures together, no matter what case or size of the letters or how many are in each set.

If you were then asked to pick a different way to classify, you might choose capitol (A) letters and lower-case (a) letters. This also is a fairly obvious way to classify, or categorize, and would sort all the figures into two groups based on the case used, regardless of color, size, or size of the individual sets.

If you were then asked to classify a third way, you would have to look a bit harder to find that there are two different numbers of letters in each set: one set has two letters (AA or aa) and one has three letters (AAA or aaa). The size of the letters, the color of the letters, and the case type would not matter in this classification. You would take all the figures with three letters and put them together and all the figures with two letters and put them together.

Of course, the last way to classify is to classify by the font size of the letters. You would take all the large-type letters of both upper- and lower-case types and put them together; then group all the smaller-type letters and put them together.

To better visualize these classifications, print these letters on small card and cut them out according to each individual set. Then sort them according to the four different classifications discussed above. Do one classification at a time. Start with color, since it’s the easiest, then do capitol A vs small a, number of letters (two vs three), and finally sort by font size (large vs small). For each classification you will have only two piles. For example, after sorting by color you will have a pile of black letters and a pile of gray letters. All the cards will be sorted into either black or gray. Remember, you must be able to sort all the cards into just two piles for each classification.