This document discusses non-verbal reasoning topics that are commonly assessed in aptitude tests, including series, analogy, classification, analytical reasoning, mirror images, water images, embedded figures, completion of incomplete patterns, figure matrix, paper folding, paper cutting, rule detection, grouping of identical figures, cubes and dice, dot situation, construction of squares and triangles, and figure formation and analysis. It provides examples and explanations of different types of non-verbal reasoning questions such as series, detecting the incorrect order, and choosing the missing figure. It also covers spatial ability topics like combining shapes, cubes, maps and plans, shape matching, and solid shapes. Finally, it discusses different approaches to making selection decisions based on test results.

1. NON –VERBAL REASONING
C.S.VEERARAGAVAN

4. NON – VERBAL REASONING
1. SERIES
2. ANALOGY
3. CLASSIFICATION
4. ANALYTICAL
REASONING
5. MIRROR IMAGES
6. WATER IMAGES
7. EMBEDDED FIGURES
8. COMPLETION OF
INCOMPLETE PATTERN
9. FIGURE MATRIX
10. PAPER FOLDING
11.PAPER CUTTING
12.RULE DETECTION
13.GROUPING OF IDENTICAL
FIGURES
14.CUBES AND DICE
15.DOT SITUATION
16.CONSTRUCTION OF
SQUARES AND TRIANGLES
17.FIGURE FORMATION &
ANALYSIS

5. SERIES
1. FIVE FIGURED SERIES
2. FOUR FIGURED SERIES
3. CHOOSING THE MISSING FIGURE
4. DETECTING THE INCORRECT ORDER
5. DETECTING THE WRONG FIGURE

6. 1. FIVE FIGURED SERIES

8. FOUR FIGURED SERIES
• This type of questions are similar to type-1
• The only difference is there are four
problem figures and
• you are required to select a figure
amongst the answer figures
• which would be the fifth figure to continue
the series.

10. 3.CHOOSING THE MISSING FIGURE
• In this type, you are given a set of four or
five figures (labelled A,B,C,D and E)
following a certain sequence.
• However the figure at C is missing.
• You are required to choose this figure
from the alternatives 1,2,3,4 and 5.

11. (3). The main figure rotates 900
ACW in each step; a side separates from it and arranges
itself vertically in the lower right corner in each step.
(3). The outer figure rotates 900
ACW in every second step. The symbol moves 900
CW
in every step and gets replaced by a new symbol in first, third, fifth steps.

12. 4.DETECTING THE INCORRECT ORDER
• This type of questions consists of an un–numbered
figure followed by five other figures numbered as 1,2,3,4
and 5.
• All the six figures together form a series.
• The un–numbered figure marks the beginning of the
series and so its position is fixed.
• However, the positions of two of the figures in the series
are incorrect.
• The series would be complete if these figures are
interchanged.
• The earlier of the two numbered figures whose positions
are interchanged is the answer.
• In case, the positions of no two figures is to be
interchanged, then the answer is 5.

13. 3. One of the convex portions of the broken circle turns concave in each step and
once all are concave, these curved lines change into straight lines in a sequence.
But to establish this sequence, figures(3) and (4) have to be interchanged.

14. NON-VERBAL REASONING
For the pattern sequence above, find the picture that follows logically from one of the
five below:

15. Examples
Abstract Reasoning
(Non – Verbal)

16. Example 1
• 1. Which symbol in the Answer
Figure completes the sequence in the
Problem Figure ?

17. Solution for Example 1
1. C - The Problem figure is rotated clockwise
through 90 degrees each time.

18. Example 2
• 2. Which of the Answer Figures
belongs in neither group?

19. Solution for Example 2
2. D & E - Group 1 shapes are all straight lines,
group 2 shapes are all curved.

20. Abstract Reasoning
Non – Verbal
• These tests are of particular value when the
job involves dealing with abstract ideas or
concepts as many technical jobs do.
•However, as they also provide the best
measure of your general intellectual ability they
are very widely used and you will usually find
some questions of this type whichever particular
tests you are given.

21. Abstract Reasoning
Non – Verbal
These tests are particularly valued
where the job you are applying for
involves:
•A high degree of problem solving
•Dealing with complex data or concepts
•Developing strategies or policies
•Performing non-routine tasks where
initiative is required

22. Abstract Reasoning
Non – Verbal
• Abstract Reasoning assesses your ability to
understand complex concepts and assimilate new
information beyond previous experience.
• The questions consist of items which require you to
recognize patterns and similarities between shapes and
figures.
•As a measure of reasoning, it is independent of
educational and cultural background and can be used
to provide an indication of intellectual potential.

23. Diagrammatic Reasoning
This is often interchanged with
Abstract Reasoning – Non Verbal

24. If you apply for job in
Information Technology…
• These diagrammatic reasoning tests measure
your ability to infer a set of rules from a flowchart
or similar diagram and then to apply those rules
to new situation.
• These questions are often found in tests aimed
at selecting information technology specialists
who need to work through complex problems in
an analytical way.

25. Examples
Diagrammatic Reasoning
alias
Abstract Reasoning – Nonverbal

26. Example 1
The functions 'M' and 'S' transform the input shapes in a certain way.
You need to use the diagram to determine what effect each of these
functions has.
Apply them to the input shape in the question to arrive at the correct output.

27. Solution for Example 1
B - Function 'M' inverts color (black > white and
white > black). Function 'S' rotates shape
anticlockwise through 90 degrees.

28. Example 2
Another type of question that appears in these tests
measures your ability to follow a set of logical
instructions.
In the next example, the operators are defined in the
first diagram.
Each operator acts on the figure that it is attached
to.
The sequence of operations is from top to bottom.
Use this information to answer the questions.

29. Example 2(a)
Which figure results from the operations
shown?

30. Answer to Example 2(a)
Which figure results from the operations shown?
2) B - work from top to bottom, making a note of
the effect of each operator at each stage.

31. Spatial Ability
• Spatial Ability questions measure your ability to form
mental images, and visualize movement or change in
those images.
• Spatial Ability often involve the visual assembly and the
disassembly of objects that have been rotated or which
are viewed from different angles.
• Spatial ability is required in production, technical and
design jobs where plans and drawings are used, for
example; engineering, architecture, surveying and design.
• However, it is also important in some branches of
science where the ability to envisage the interactions of 3
dimensional components is essential.

32. Why Spatial Ability is different?
At first sight some of these questions look
very similar to previous examples of
abstract reasoning – nonverbal – they are
not.
Spatial ability questions are concerned
only with your ability to mentally
manipulate shapes, not to identify
patterns and make logical deductions.

33. Spatial Ability – Examples
Combining Shapes

34. Spatial Ability – Combining
shapesThese questions involve 2-dimensional shapes that have been cut-up into
pieces. You are asked to match the pieces to the shape that they came from.
Example Question
1) Which of the complete shapes can be made from the components shown?

35. Spatial Ability – Combining Shapes
Answer
1) B – is the only shape that can be made from the
components shown.
The best strategy for answering these questions is to look at the Complete
Shapes and see if there are any distinct features that would make it impossible
to construct such a shape from the components.

36. Spatial Ability – Cubes Example
These questions show you several (usually 3) views of a 3-dimensional cube
with unique symbols or markings on each face and then asks you a question
about it.
Example Question
1) Three views of the same cube are shown above. Which symbol is
opposite the X?

37. Spatial Ability – Cubes Example
1) Three views of the same cube are shown above.
Which symbol is opposite the X?
Answer D
In the question above for example, you can simply use a process of
elimination. If you can see a symbol on the same illustration as the ‘X’ then it
cannot be opposite. The second and third cubes eliminate A, B and C. This
leaves only D and ‘other’ as possibilities. D has edges shared with A and B
which would be consistent with the third cube illustrated. Therefore D is
correct.

38. Spatial Ability – Cubes
Although it is not usually specified in the instructions, it is
almost always true that in these questions each symbol is
used only once.
This means that even in cases where elimination is not
possible, it is sometimes quite easy to see the solution
without mentally manipulating the cube too much.
In the example above, you can simply compare the first and
third illustrations.
The third illustration shows a 90 degree clockwise rotation
(looking at the cube from above) of the first illustration.
Therefore D must be opposite the ‘X’.

39. Spatial Ability – Cubes in 2
dimensionsCubes in 2 and 3 Dimensions
These questions show a flat (2-dimensional) pattern which can be folded to
make a cube and a number of 3-dimensional cubes (usually 4). The pattern
and the cubes have symbols or marking on each face. You need to look at the
pattern and decide which of the cubes, if any could be made from it.
Example Questions
2) Which of the cubes shown could be made from the pattern?

40. Spatial Ability – cubes fold type
3) Which of the patterns when folded will make the cube
shown?

41. Spatial Ability – cubes fold type
3) Which of the patterns when folded will make the cube
shown?
Answer
3) B - The same strategy can be used to solve these questions, remember
don’t be intimidated by these problems even if imagining things in 3
dimensions does not come easily to you. The problem can always be reduced
to the relationship between three elements, which you can then try to locate
in the answer figures.

42. Spatial Ability
Group Rotation
These are questions where a group of five or six two
dimensional shapes or elements are presented and
you need to determine which groups are rotations of
each other. This is slightly more complex than the
rotations in the two-dimensional shape matching
questions.

43. Spatial Ability – Group Rotation
These are questions where a group of five or six two dimensional shapes or
elements are presented and you need to determine which groups are rotations of
each other. This is slightly more complex than the rotations in the two-dimensional
shape matching questions.
1) Which of the Answer Figures is a rotation of the Question Figure?

44. Spatial Ability – Group Rotation
Answer
1) C
You need to be careful that you don’t identify reflections. The best strategy is to
choose the most asymmetrical shape in the group – in this case the arrow. Then
determine the shapes ‘clockwise’ and ‘anticlockwise’ and opposite. Thinking in
these terms is more logical than ‘right’, ‘left’ ‘above’ or ‘below’ as ‘clockwise’ etc
are constant even when the figures are rotated.
In the example above, the white square is clockwise from the arrow. This means
that A, B and D cannot be rotations of the Question Figure. This leaves only C as a
possibility which can quickly be checked element by element.

45. Spatial Ability – other types
• Maps and Plans
• Shape Matching
• Solid Shapes

46. Spatial Ability – Maps and Plans
• The ability to follow or give directions
based on a map or street plan
Never Eat Sour Wheat

47. Spatial Ability – Shape
Matching• Which shape in Group 2 corresponds to the shape in
Group 1?

48. Spatial Ability – Shape Matching

49. Making Selection Decisions
The rank-ordering of test results, the use of cut-off
scores, or some combination of the two is commonly
used to assess the test scores and make employment-
related decisions about them. There are essentially
three approaches that can be taken.

50. Making Selection Decisions
Rank Ordering
Firstly the organization could simply select the top scorers. This
would seem to be the most obvious approach, but it does have a
major drawback, at least where ‘ordinary’ jobs are concerned. In
times of high unemployment the job is likely to attract some
candidates who are too ‘high-powered’ and who will probably get
bored quickly and more on as soon as they can. Alternatively, if
unemployment is very low then all of the candidates may have poor
scores and may not be up to the job. Neither of these represents a
successful outcome for the organization.