UGCNET Questions

Logical reasoning requires distinguishing mere sequence from genuine causal connection. Just because the street was wet after the parade does not mean the parade caused the wetness; it could have rained or a water tanker might have washed the road. The argument commits a post hoc type error by inferring causation solely from “after.” The appropriate criticism is that it overlooks alternative explanations and treats temporal order as sufficient evidence of cause.

Option A:
Option A assumes that any earlier event causes any later event, which is an obvious exaggeration and not a careful logical assessment.

Option B:
Option B correctly identifies the confusion between “after” and “because of,” and points out the neglect of other plausible causes for the wet street.

Option C:
Option C wrongly claims that the argument is valid because wet streets always follow parades, a premise that is neither stated nor universally true.

Option D:
Option D mistakes factual reference to events for soundness; soundness also requires a valid inference from true premises, which is missing here.

Information overload occurs when the volume of available material exceeds a person’s capacity to process it meaningfully. The solution is not to consume more indiscriminately, but to become selective and strategic. Information literacy combines skills in formulating precise questions, choosing appropriate databases, using filters and evaluating authorship, evidence and bias. Learners who master these skills can turn abundance into an asset rather than a burden.

Option A:
Treating all sources as equally valid undermines academic quality and can lead to the use of misinformation. Scholars are expected to differentiate between peer-reviewed research, opinion pieces and unverified claims.

Option B:
This option correctly emphasises a proactive, skills-based approach to managing digital information. By learning how to search and evaluate systematically, students can focus on the most relevant and trustworthy resources, saving time and improving the quality of their work.

Option C:
Completely avoiding digital resources would cut learners off from up-to-date research and many primary documents. It is neither realistic nor desirable in contemporary higher education.

Option D:
Copy-paste behaviour without reading constitutes poor scholarship and often leads to plagiarism. It does not contribute to understanding and ignores the need for synthesis and critical thinking.