CAT Preparation: Changing The Default Settings

CAT Preparation: Changing The Default Settings Every year, countless young individuals engage in CAT preparation, aspiring to excel in the test and secure admission into prestigious IIM institutions. However, it is important to question whether these aspirants approach their preparation with an open mind, ready to understand the nature of the test and adapt accordingly. Sadly, the answer is often no. CAT aspirants typically begin their preparation at the age of 20 or older, carrying with them the psychological baggage of their educational experiences and achievements throughout school and college. This baggage can be categorized into two main aspects.

Firstly, it relates to one’s perceived ability. Some individuals believe they are proficient in math due to their high scores in school, while others struggle with math and feel incapable of comprehending it. Similarly, some students have confidence in their English language skills, while others doubt their intelligence despite being hardworking and sincere. Additionally, individuals from non-English backgrounds may find English to be a challenging hurdle. Such self-perceptions often shape one’s approach towards CAT preparation.

The second aspect of this baggage pertains to the reflex response when faced with an aptitude problem. Some individuals tend to duplicate information onto paper as they read a question, while others attempt to solve the problem step by step during the reading process. Some rely on remembering formulas, patterns, or similar problems they have encountered before. However, it is essential to recognize that these reflex responses do not necessarily align with the requirements of the CAT test.

Throughout school and college, students are primarily evaluated based on their knowledge, which often translates into a test of memory. Thus, being proficient or struggling in math during academic years may not accurately reflect one’s ability to excel in CAT Math. Furthermore, educational systems seldom teach problem-solving strategies and instead focus on imparting concepts, formulas, and specific solutions. Consequently, students are rarely equipped with the skills needed to approach problem-solving in a versatile manner, irrespective of the subject or concept being tested. The CAT test differs significantly from traditional educational assessments in terms of its demands.

In the context of CAT and other similar tests such as GMAT and GRE, the term “aptitude” can be defined as competence, skill, and ability. It is crucial to understand that these tests primarily assess reasoning skills in various contexts, including quantitative, data, logical, and verbal domains. Therefore, the emphasis on knowledge diminishes, as these tests aim to evaluate problem-solving abilities rather than memory retention.

So, how does one develop the necessary skill set? The answer lies in technique. Just like any other skill, such as cycling, carpentry, or singing, solving aptitude problems requires a solid foundation in technique. Technique comprises a series of mental movements executed with accuracy and precision. In the case of aptitude tests, the mental movements involve problem-solving strategies rather than rote application of formulas and CAT Preparation Changing The Default Settings:

Following the steps outlined below is essential for developing this competency.

1. Read the question carefully and thoroughly:

It is common for test-takers in the 70-85 percentile range to make avoidable errors that could be mitigated by reading the question correctly. To achieve this, one must avoid reflex responses such as duplicating information on paper, solving the question incrementally while reading, or relying on memorized formulas or patterns.

2. Change default settings and solve the question in front of you:

Instead of reproducing previously encountered problems, approach each new question as a unique challenge. Actively process the information provided in the problem rather than aiming to replicate a predefined solution. Remember that CAT is not synonymous with R.S. Agarwal, and attempting to categorize every new question as a type hinders the development of problem-solving skills.

To illustrate this concept further, let us consider an example problem:

“A box contains 6 books on Mathematics, 8 books on Economics, 5 books on History, 4 books on Philosophy, and 7 books on Politics. What is the minimum number of books one should take out of the box to ensure that at least one book on each of the five subjects has been picked up?”

Instead of hastily categorizing this problem based on perceived types, it is crucial to focus on the approach. The question resembles a classic pair of socks problem: “If there are 12 different pairs of socks mixed up in a bag, what is the minimum number of socks one should take out to ensure having at least one matching pair?” The keyword here is “ensure,” indicating the necessity of obtaining a pair. By considering the worst-case scenario and assuming that each sock picked is from a different pair, one can conclude that picking up 12 socks will guarantee a matching pair on the 13th attempt.

In essence, it is vital to remember the approach rather than fixating on predefined types. Learning problem-solving strategies is far more valuable than collecting a repertoire of specific problem types. By abandoning reflex responses and focusing on technique, CAT aspirants can effectively tackle the unique challenges presented by the test.