Copyright 1996

Questions 1-3 
Read each of the following statements. According to the information in the passage, 
if the statement is true write T, if the statement is false write F, and if there is no 
information about the statement in the passage, write NI. Write your answers in the 
spaces numbered 1-3 on the answer sheet. One has been done for you as an example. 
Example: It is generally accepted that children learn at different rates
Answer.
T 
1 . Sounds of letters have to be taught. 
2. 
Children learn by asking questions. 
3. 
Children should be taught to count before they start school. 
Questions 4-8 
Each of following statements represents theories of childhood learning. Read each 
statement. If the statement represents the theory of Vygotsky, write V. If the statement 
represents the theory of Piaget, write P. If the statement does not represent the theory 
of either Piaget or Vygotsky, write N. Write the answers in the spaces numbered 4-8 
on the answer sheet. One has been done for you as an example. 
Example: 
'Scaffolding' is a term meaning subtle structuring. 
V
Answer:
4. 
There is always something a child can just about do or learn. 
5. 
Children learn by watching and doing. 
6. 
Children learn when they have time alone to reflect. 
7. 
Regular study habits are important for cognitive and moral development. 
8. 
Play helps learning. 

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Questions 9-14 
The following paragraph is the final paragraph of the reading passage. There are 
some words missing. Choose ONE word for each space from the list of words 
below. 
Write the correct word in the spaces numbered 9-14 on the answer sheet. One has 
been done for you as an example. 
There are more words than spaces so you won't use all the words. 
What in fact, worries the ...Example... and professional care-givers far more… 
Answer: teachers 
than any possible slowness in a child's developing a few 9-----------------tasks is 
the pressure that some parents exert for their children to be made to learn too 
quickly. 
It has to be admitted that 10 ------------------ often appears to work. It is possible to 
speed up their acquisition of academic 11----------------- , to give them an edge, as 
it were. But there is a price—because there is a paradox. Though it looks as if the 
children are 12 ---------------- , more often than not they are losing the one 
ingredient 
that will determine 13--------------- in the longer term. Their self-direction, self- 
motivation, is being taken away from them. By being told what to do, by being 
told 
what is really important, by being channelled, they do not develop the essential 
ability of finding 14 ----------------- for themselves. 
List of words 
success
teachers
cognitive
ability
goals
achievement
successful
intelligent
skills
pushing
achieving
academic

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QUESTIONS 15-27 
You are advised to spend about 20 minutes on Questions 15-27 which refer to 
Reading 
Passage 2 below. 
READING PASSAGE 2 
THE VALUE OF DRIVER TRAINING
1. Most fatal accidents involve a
disproportionately high number of men under
hours practical driver education training,
the age of 25. A report on young driver
another a brief, school based course and the
research prepared last year by Monash
third no school-based driver education. Those
University's accident research centre found
comprehensively trained were 16 per cent more
that in 1990 and 1991, almost a third of the
likely to get their licences, but 11 per cent more
people killed in road crashes were drivers
likely to crash and eight per cent more likely to
under 25, yet this age group represents only 14
get traffic fines.
per cent of the population. The report, which
4. In 1985, the researchers who conducted that
also updated a review of international
study then reviewed 14 studies of defensive-
literature about, among other things, driver
driver training courses and concluded that
training, also reached what many would
though people who attended such courses
consider a startling conclusion: training and
received fewer traffic fines, they did not have
education where they occur — principally in the
fewer crashes. Despite the intuitive conclusion
US — do not appear to reduce younger drivers'
that safe driving should be teachable (like
risk of crashing.
many practical skills), there is insufficient
2. The Monash University researchers looked
evidence about the ability of practical driver-
at crash information from New South Wales for
training to reduce crashes for the general
1986 to 1990, from Victoria for 1984 to 1990 
driving population.
from South Australia for 1986 to 1990. The 
5. The Monash University report into young
Australian evidence which possibly indicates
drivers concluded that younger drivers were
that counter-measures targeted specifically at
more likely to take risks at night, younger men
young/novice drivers have been effective
were more likely to take risks than younger
comes from evaluations of zero blood alcohol
women, but younger women appeared to have
concentration legislation. (In 1989, all
'greater skills deficiency'. Overall, the
Australian governments agreed from 1991 on,
researchers concluded that it appears that
to ban provisional drivers from drink-driving
vehicle-control skills improve rapidly with
at any-level, and to extend the provisional
increasing experience but that their
licence to three years).
development is still incomplete after one or
3. The Monash researchers also looked at
two years and possibly after considerably
United States road-crash information for 1989
longer periods.
on 6.6 million police-reported crashes
involving fatalities, injuries and motor vehicle
damage. The researchers looked at a sample of
44,000 crashes. The conclusion was that the
available literature gives a pessimistic view of
the efficacy of driver training and education,
reflected in the inability to produce drivers
safer than those who have not been trained.
One study on driver training in the US was
conducted in DeKalb county, Georgia between
1977 and 1981. 16,000 school students were
split into three groups: one group received 70

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Questions 15-18 
The paragraphs in the reading passage are numbered 1-5. Below is a list of 
paragraph headings labelled A-I. For each question 15-18, select the most suitable 
paragraph heading from the list and write your answers A-I, in the spaces 
numbered 15-18 on the answer sheet. The first one has been done for you as an 
example. 
There are more headings than you will need, so you won't use them all. 
Example: Paragraph 1
Answer. G 
15. Paragraph 2 
16. Paragraph 3 
17. Paragraph 4 
18. Paragraph 5