UGC NET Questions (Paper – 1)

A, B and C correctly describe causal reasoning (difference-making, often-inductive inference, and the need to consider alternatives). E is true because UGC NET DI sets may test weak vs strong causal claims. D is false since correlation alone does not always establish causation. Hence A, B, C and E only are correct.

Option A:
Option A is correct because it includes all true statements and excludes D (false).

Option B:
Option B is incomplete because it omits E (exam context).

Option C:
Option C is incorrect because it includes D (false) and omits A (true).

Option D:
Option D is incorrect because it omits B (inductive nature) and includes D (false).

Statements A, C and D are correct, whereas B and E are false. Reasoning from sign moves from an observed symptom or indicator to an unobserved state, as in medical diagnoses where doctors infer conditions from test results. Such inferences are typically inductive and not deductively certain, so B is wrong. Sign-based arguments may be weaker or stronger than authority-based arguments depending on evidence, so E’s blanket comparison is also incorrect. UGC NET data interpretation and reasoning items often embed this kind of pattern, making D true. Therefore A, C, D only is the correct set.

Option A:
Option A is incomplete because it omits D, not recognising the explicit exam link mentioned in the stem. A, C only therefore does not fully answer the question.

Option B:
Option B is correct as it includes all the true statements while excluding B and E, which mischaracterise the certainty level and comparative strength of sign reasoning. This matches how such arguments are evaluated in reasoning courses.

Option C:
Option C is wrong because it leaves out A and takes E as true, even though sign reasoning is not inherently weaker than appeals to authority and must be judged case by case. C, D, E only therefore mixes a false claim with true ones.

Option D:
Option D is incorrect as it includes B, thereby claiming that all sign–inferences are deductively valid, which conflicts with their generally inductive nature. A, B, C, D only cannot be accepted.