Deloitte Reading Comprehension Questions with Answers

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?

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?

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:

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'?

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?

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 ?

 

 

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’?

 

 

 

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?

 

 

 

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?

 

 

 

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?