Deloitte Reading Comprehension Questions with Answers

Question 1

Time: 00:00:00
On the surface, the conquest of the Aztec empire by Herman Cortes is one of the most amazing military accomplishments in history. With a small fighting force numbering in the hundreds, Cortes led the Spanish explorers into victory against an Aztec population that many believe topped 21 million. In light of such a seemingly impossible victory, the obvious question is: how did a small group of foreign fighters manage to topple one of the world's strongest, wealthiest, and most successful military empires?

Several factors led to Cortes' success. First, the Spanish exploited animosity toward the Aztecs among rival groups and convinced thousands of locals to fight. In one account of a battle, it is recorded that at least 200,000 natives fought with Cortes. Next, the Spanish possessed superior military equipment in the form of European cannons, guns, and crossbows, leading to effective and efficient disposal of Aztec defenses. For example, Spanish cannons quickly defeated large Aztec walls that had protected the empire against big and less technically advanced armies.

Despite the Spanish advantages, the Aztecs probably could have succeeded in defending their capital city of Tenochtitlan had they leveraged their incredible population base to increase their army's size and ensured that no rogue cities would ally with Cortes. In order to accomplish this later goal, Aztec leader Motecuhzoma needed to send envoys to neighboring cities telling their inhabitants about the horrors of Spanish conquest and the inevitability of Spanish betrayal.

In addition, the Aztecs should have exploited the fact that the battle was taking place on their territory. No reason existed for the Aztecs to consent to a conventional battle, which heavily favored the Spanish. Motecuhzoma's forces should have thought outside the box and allowed Cortes into the city, only to subsequently use hundreds of thousands of fighters to prevent escape and proceed in surprise "door-to-door" combat. With this type of battle, the Aztecs would have largely thwarted Spanish technological supremacy. However, in the end, the superior weaponry of the Spanish, the pent-up resentment of Aztec rivals, the failure of Aztec diplomacy, and the lack of an unconventional Aztec war plan led to one of the most surprising military outcomes in the past one thousand years.

Which of the following best characterizes the main point the author is trying to convey in the passage?

Aztec failure to fight an unconventional war led to an unnecessary defeat

Aztec failure to fight an unconventional war led to an unnecessary defeat

Spanish victory was neither as impressive nor as surprising as it may first appear

Spanish victory was neither as impressive nor as surprising as it may first appear

Herman Cortes masterminded an amazing military accomplishment

Herman Cortes masterminded an amazing military accomplishment

The myopic vision of the Aztecs led to their unnecessary downfall

The myopic vision of the Aztecs led to their unnecessary downfall

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Question 2

Time: 00:00:00
On the surface, the conquest of the Aztec empire by Herman Cortes is one of the most amazing military accomplishments in history. With a small fighting force numbering in the hundreds, Cortes led the Spanish explorers into victory against an Aztec population that many believe topped 21 million. In light of such a seemingly impossible victory, the obvious question is: how did a small group of foreign fighters manage to topple one of the world's strongest, wealthiest, and most successful military empires?

Several factors led to Cortes' success. First, the Spanish exploited animosity toward the Aztecs among rival groups and convinced thousands of locals to fight. In one account of a battle, it is recorded that at least 200,000 natives fought with Cortes. Next, the Spanish possessed superior military equipment in the form of European cannons, guns, and crossbows, leading to effective and efficient disposal of Aztec defenses. For example, Spanish cannons quickly defeated large Aztec walls that had protected the empire against big and less technically advanced armies.

Despite the Spanish advantages, the Aztecs probably could have succeeded in defending their capital city of Tenochtitlan had they leveraged their incredible population base to increase their army's size and ensured that no rogue cities would ally with Cortes. In order to accomplish this later goal, Aztec leader Motecuhzoma needed to send envoys to neighboring cities telling their inhabitants about the horrors of Spanish conquest and the inevitability of Spanish betrayal.

In addition, the Aztecs should have exploited the fact that the battle was taking place on their territory. No reason existed for the Aztecs to consent to a conventional battle, which heavily favored the Spanish. Motecuhzoma's forces should have thought outside the box and allowed Cortes into the city, only to subsequently use hundreds of thousands of fighters to prevent escape and proceed in surprise "door-to-door" combat. With this type of battle, the Aztecs would have largely thwarted Spanish technological supremacy. However, in the end, the superior weaponry of the Spanish, the pent-up resentment of Aztec rivals, the failure of Aztec diplomacy, and the lack of an unconventional Aztec war plan led to one of the most surprising military outcomes in the past one thousand years.

The passage is sequentially organized in which of the following ways?

Define a problem; explain the sources of the problem; offer a solution to the problem

Define a problem; explain the sources of the problem; offer a solution to the problem

Pose a question; offer an answer to the question; offer an alternative answer to the question

Pose a question; offer an answer to the question; offer an alternative answer to the question

Introduce a mystery; offer an explanation for the mystery; provide an alternative explanation for the mystery

Introduce a mystery; offer an explanation for the mystery; provide an alternative explanation for the mystery

Introduce an enigma; explain the reasons for the enigma; discuss the inevitability of the enigma

Introduce an enigma; explain the reasons for the enigma; discuss the inevitability of the enigma

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Question 3

Time: 00:00:00
On the surface, the conquest of the Aztec empire by Herman Cortes is one of the most amazing military accomplishments in history. With a small fighting force numbering in the hundreds, Cortes led the Spanish explorers into victory against an Aztec population that many believe topped 21 million. In light of such a seemingly impossible victory, the obvious question is: how did a small group of foreign fighters manage to topple one of the world's strongest, wealthiest, and most successful military empires?

Several factors led to Cortes' success. First, the Spanish exploited animosity toward the Aztecs among rival groups and convinced thousands of locals to fight. In one account of a battle, it is recorded that at least 200,000 natives fought with Cortes. Next, the Spanish possessed superior military equipment in the form of European cannons, guns, and crossbows, leading to effective and efficient disposal of Aztec defenses. For example, Spanish cannons quickly defeated large Aztec walls that had protected the empire against big and less technically advanced armies.

Despite the Spanish advantages, the Aztecs probably could have succeeded in defending their capital city of Tenochtitlan had they leveraged their incredible population base to increase their army's size and ensured that no rogue cities would ally with Cortes. In order to accomplish this later goal, Aztec leader Motecuhzoma needed to send envoys to neighboring cities telling their inhabitants about the horrors of Spanish conquest and the inevitability of Spanish betrayal.

In addition, the Aztecs should have exploited the fact that the battle was taking place on their territory. No reason existed for the Aztecs to consent to a conventional battle, which heavily favored the Spanish. Motecuhzoma's forces should have thought outside the box and allowed Cortes into the city, only to subsequently use hundreds of thousands of fighters to prevent escape and proceed in surprise "door-to-door" combat. With this type of battle, the Aztecs would have largely thwarted Spanish technological supremacy. However, in the end, the superior weaponry of the Spanish, the pent-up resentment of Aztec rivals, the failure of Aztec diplomacy, and the lack of an unconventional Aztec war plan led to one of the most surprising military outcomes in the past one thousand years.

According to the passage, all of the following led to Cortes success except:

Advanced crossbows

Advanced crossbows

Local Spanish allies

Local Spanish allies

Nimble military force

Nimble military force

Local tribal friction

Local tribal friction

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Question 4

Time: 00:00:00
On the surface, the conquest of the Aztec empire by Herman Cortes is one of the most amazing military accomplishments in history. With a small fighting force numbering in the hundreds, Cortes led the Spanish explorers into victory against an Aztec population that many believe topped 21 million. In light of such a seemingly impossible victory, the obvious question is: how did a small group of foreign fighters manage to topple one of the world's strongest, wealthiest, and most successful military empires?

Several factors led to Cortes' success. First, the Spanish exploited animosity toward the Aztecs among rival groups and convinced thousands of locals to fight. In one account of a battle, it is recorded that at least 200,000 natives fought with Cortes. Next, the Spanish possessed superior military equipment in the form of European cannons, guns, and crossbows, leading to effective and efficient disposal of Aztec defenses. For example, Spanish cannons quickly defeated large Aztec walls that had protected the empire against big and less technically advanced armies.

Despite the Spanish advantages, the Aztecs probably could have succeeded in defending their capital city of Tenochtitlan had they leveraged their incredible population base to increase their army's size and ensured that no rogue cities would ally with Cortes. In order to accomplish this later goal, Aztec leader Motecuhzoma needed to send envoys to neighboring cities telling their inhabitants about the horrors of Spanish conquest and the inevitability of Spanish betrayal.

In addition, the Aztecs should have exploited the fact that the battle was taking place on their territory. No reason existed for the Aztecs to consent to a conventional battle, which heavily favored the Spanish. Motecuhzoma's forces should have thought outside the box and allowed Cortes into the city, only to subsequently use hundreds of thousands of fighters to prevent escape and proceed in surprise "door-to-door" combat. With this type of battle, the Aztecs would have largely thwarted Spanish technological supremacy. However, in the end, the superior weaponry of the Spanish, the pent-up resentment of Aztec rivals, the failure of Aztec diplomacy, and the lack of an unconventional Aztec war plan led to one of the most surprising military outcomes in the past one thousand years.

The author implies which of the following about the nature of 'Aztec regional influence and power'?

Achieved with a non-traditional military campaign

Achieved with a non-traditional military campaign

Engendered some anger

Engendered some anger

Achieved through alliances

Achieved through alliances

Based upon small yet swift and brutal military force

Based upon small yet swift and brutal military force

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Question 5

Time: 00:00:00
On the surface, the conquest of the Aztec empire by Herman Cortes is one of the most amazing military accomplishments in history. With a small fighting force numbering in the hundreds, Cortes led the Spanish explorers into victory against an Aztec population that many believe topped 21 million. In light of such a seemingly impossible victory, the obvious question is: how did a small group of foreign fighters manage to topple one of the world's strongest, wealthiest, and most successful military empires?

Several factors led to Cortes' success. First, the Spanish exploited animosity toward the Aztecs among rival groups and convinced thousands of locals to fight. In one account of a battle, it is recorded that at least 200,000 natives fought with Cortes. Next, the Spanish possessed superior military equipment in the form of European cannons, guns, and crossbows, leading to effective and efficient disposal of Aztec defenses. For example, Spanish cannons quickly defeated large Aztec walls that had protected the empire against big and less technically advanced armies.

Despite the Spanish advantages, the Aztecs probably could have succeeded in defending their capital city of Tenochtitlan had they leveraged their incredible population base to increase their army's size and ensured that no rogue cities would ally with Cortes. In order to accomplish this later goal, Aztec leader Motecuhzoma needed to send envoys to neighboring cities telling their inhabitants about the horrors of Spanish conquest and the inevitability of Spanish betrayal.

In addition, the Aztecs should have exploited the fact that the battle was taking place on their territory. No reason existed for the Aztecs to consent to a conventional battle, which heavily favored the Spanish. Motecuhzoma's forces should have thought outside the box and allowed Cortes into the city, only to subsequently use hundreds of thousands of fighters to prevent escape and proceed in surprise "door-to-door" combat. With this type of battle, the Aztecs would have largely thwarted Spanish technological supremacy. However, in the end, the superior weaponry of the Spanish, the pent-up resentment of Aztec rivals, the failure of Aztec diplomacy, and the lack of an unconventional Aztec war plan led to one of the most surprising military outcomes in the past one thousand years.

The author's tone can best be described as?

Analytical

Analytical

Anger

Anger

Frustrated

Frustrated

Optimistic

Optimistic

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Question 6

Time: 00:00:00
It is not uncommon for people to disagree with the emphasis on building semantic memory. Sometimes people argue “but I don’t remember anything I learnt at school.” When people say this, what they usually mean is “I don’t have strong episodic memories of learning specific things at school.” This is actually a good thing for which they should be grateful. We don’t want to have to remember the context alongside content—that would really impede our ability to think. Much of what we learnt at school we don’t remember learning, and yet we know it. This is because the episodic memory of the actual lesson has long since faded, while the semantic memory formed through thinking hard about the content—albeit perhaps somewhat reluctantly at the time—endures. This is why people know about triangles and oxygen, Anne Boleyn and paragraphs, square numbers and ox bow lakes, color-mixing and Lady Macbeth. Do people remember actually learning about these things? Probably not, yet you know it (or most of it) and though a person may have not thought about ox bow lakes for decades, at the very mention, back the memory comes, effortlessly. That’s the beauty of semantic memory. It isn’t, and doesn’t need to be, tied up with episodic clutter. We don’t need to have fond memories of sitting on the carpet in Reception whilst Mrs. Blackburn told us all about triangles to know about triangles.

 

One word for semantic ?

 

 

symbolism

symbolism

Cognition

Cognition

Activator

Activator

ungrammatical    

ungrammatical    

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Question 7

Time: 00:00:00
It is not uncommon for people to disagree with the emphasis on building semantic memory. Sometimes people argue “but I don’t remember anything I learnt at school.” When people say this, what they usually mean is “I don’t have strong episodic memories of learning specific things at school.” This is actually a good thing for which they should be grateful. We don’t want to have to remember the context alongside content—that would really impede our ability to think. Much of what we learnt at school we don’t remember learning, and yet we know it. This is because the episodic memory of the actual lesson has long since faded, while the semantic memory formed through thinking hard about the content—albeit perhaps somewhat reluctantly at the time—endures. This is why people know about triangles and oxygen, Anne Boleyn and paragraphs, square numbers and ox bow lakes, color-mixing and Lady Macbeth. Do people remember actually learning about these things? Probably not, yet you know it (or most of it) and though a person may have not thought about ox bow lakes for decades, at the very mention, back the memory comes, effortlessly. That’s the beauty of semantic memory. It isn’t, and doesn’t need to be, tied up with episodic clutter. We don’t need to have fond memories of sitting on the carpet in Reception whilst Mrs. Blackburn told us all about triangles to know about triangles.

What do you mean by ‘impede our ability to think’?

 

 

 

Grow our sense of knowledge  

Grow our sense of knowledge  

Delay the process of thought  

Delay the process of thought  

Makes us capable of thinking  

Makes us capable of thinking  

Results in higher capacity of processing thoughts

Results in higher capacity of processing thoughts

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Question 8

Time: 00:00:00
It is not uncommon for people to disagree with the emphasis on building semantic memory. Sometimes people argue “but I don’t remember anything I learnt at school.” When people say this, what they usually mean is “I don’t have strong episodic memories of learning specific things at school.” This is actually a good thing for which they should be grateful. We don’t want to have to remember the context alongside content—that would really impede our ability to think. Much of what we learnt at school we don’t remember learning, and yet we know it. This is because the episodic memory of the actual lesson has long since faded, while the semantic memory formed through thinking hard about the content—albeit perhaps somewhat reluctantly at the time—endures. This is why people know about triangles and oxygen, Anne Boleyn and paragraphs, square numbers and ox bow lakes, color-mixing and Lady Macbeth. Do people remember actually learning about these things? Probably not, yet you know it (or most of it) and though a person may have not thought about ox bow lakes for decades, at the very mention, back the memory comes, effortlessly. That’s the beauty of semantic memory. It isn’t, and doesn’t need to be, tied up with episodic clutter. We don’t need to have fond memories of sitting on the carpet in Reception whilst Mrs. Blackburn told us all about triangles to know about triangles.

How can you differentiate between semantic and episodic memory?

 

 

 

Listening and visual powers  

Listening and visual powers  

Factual and personal  

Factual and personal  

Conscious and unconscious  

Conscious and unconscious  

No difference

No difference

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Question 9

Time: 00:00:00
It is not uncommon for people to disagree with the emphasis on building semantic memory. Sometimes people argue “but I don’t remember anything I learnt at school.” When people say this, what they usually mean is “I don’t have strong episodic memories of learning specific things at school.” This is actually a good thing for which they should be grateful. We don’t want to have to remember the context alongside content—that would really impede our ability to think. Much of what we learnt at school we don’t remember learning, and yet we know it. This is because the episodic memory of the actual lesson has long since faded, while the semantic memory formed through thinking hard about the content—albeit perhaps somewhat reluctantly at the time—endures. This is why people know about triangles and oxygen, Anne Boleyn and paragraphs, square numbers and ox bow lakes, color-mixing and Lady Macbeth. Do people remember actually learning about these things? Probably not, yet you know it (or most of it) and though a person may have not thought about ox bow lakes for decades, at the very mention, back the memory comes, effortlessly. That’s the beauty of semantic memory. It isn’t, and doesn’t need to be, tied up with episodic clutter. We don’t need to have fond memories of sitting on the carpet in Reception whilst Mrs. Blackburn told us all about triangles to know about triangles.

What can be the title for this passage?

 

 

 

Ways of recollecting memories  

Ways of recollecting memories  

Methods of gathering knowledge  

Methods of gathering knowledge  

Going back to school  

Going back to school  

Memory and its effects

Memory and its effects

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Question 10

Time: 00:00:00
It is not uncommon for people to disagree with the emphasis on building semantic memory. Sometimes people argue “but I don’t remember anything I learnt at school.” When people say this, what they usually mean is “I don’t have strong episodic memories of learning specific things at school.” This is actually a good thing for which they should be grateful. We don’t want to have to remember the context alongside content—that would really impede our ability to think. Much of what we learnt at school we don’t remember learning, and yet we know it. This is because the episodic memory of the actual lesson has long since faded, while the semantic memory formed through thinking hard about the content—albeit perhaps somewhat reluctantly at the time—endures. This is why people know about triangles and oxygen, Anne Boleyn and paragraphs, square numbers and ox bow lakes, color-mixing and Lady Macbeth. Do people remember actually learning about these things? Probably not, yet you know it (or most of it) and though a person may have not thought about ox bow lakes for decades, at the very mention, back the memory comes, effortlessly. That’s the beauty of semantic memory. It isn’t, and doesn’t need to be, tied up with episodic clutter. We don’t need to have fond memories of sitting on the carpet in Reception whilst Mrs. Blackburn told us all about triangles to know about triangles.

To bring back the exact school memories of learning one must?

 

 

 

Tie the memory with episodic clutter  

Tie the memory with episodic clutter  

Put pressure on brain to revisit memories  

Put pressure on brain to revisit memories  

Casually remember the semantic memories  

Casually remember the semantic memories  

Try writing down the memories

Try writing down the memories

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["0","40","60","80","100"]
["Need more practice! \r\n \r\n","Keep trying! \r\n \r\n","Not bad! \r\n \r\n","Good work! \r\n \r\n","Perfect! \r\n \r\n"]

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