Question 1

Mycology : Fungi :: Pedology : ? — Identify the scientific field’s object of study.

Accepted Answer

Introduction / Context: Discipline-to-object analogies map a field of study to what it examines. “Mycology : Fungi” specifies the study of fungi. Pedology is likewise a formal scientific field; we must select its subject matter. Given Data / Assumptions: Mycology → fungi. Pedology is commonly defined in earth/soil sciences (context disambiguates from child psychology usage in rare contexts). Concept / Approach: In general science/GK contexts, “pedology” denotes the study of soils (their formation, classification, mapping). Hence the correct mapping is “pedology : soil.” Step-by-Step Solution: Maintain mapping: field → primary object of study.Select “Soil.” Verification / Alternative check: Earth science curricula: pedology focuses on soil genesis, morphology, classification. Why Other Options Are Wrong: Moon/Kidney/Child/Plant: Astronomy, anatomy, developmental psychology, and botany—different fields. Common Pitfalls: Confusing “pedology” with “pediatrics” or child-related terms due to similar prefixes; note “pedo-” from Greek “pedon” (soil). Final Answer: Soil

Question 2

Alleviate : Aggravate :: Elastic : ? — Preserve antonymy; choose the opposite of “elastic.”

Accepted Answer

Introduction / Context: The stem presents antonyms (alleviate ↔ aggravate). We must select the antonym of “elastic” to maintain the same relation in the second pair. Given Data / Assumptions: Alleviate and aggravate are opposites. Elastic describes something capable of resuming shape; its antonym denotes lack of flexibility. Concept / Approach: “Rigid” is the natural opposite of “elastic” in everyday usage: rigid objects resist bending/stretching and do not easily resume shape. “Flexible” and “malleable” are near-synonyms of elastic; “strong” and “tensile” are orthogonal properties. Step-by-Step Solution: Preserve antonymy pattern.Pick “Rigid” as the opposite of “Elastic.” Verification / Alternative check: Materials vocabulary: elastic ↔ rigid/inelastic. Why Other Options Are Wrong: Flexible/Malleable: Synonymous or closely related to “elastic.” Strong/Tensile: Different material properties, not antonyms. Common Pitfalls: Choosing near-synonyms instead of true antonyms. Final Answer: Rigid

Question 3

Stag : Fawn :: Cockroach : ? — Maintain the adult → young (offspring/nymph) life-stage relation.

Accepted Answer

Introduction / Context: “Stag : Fawn” maps adult male deer to its young (fawn). We must mirror the adult → young relation for “cockroach.” Insects exhibit different developmental stages; recognizing the correct term is key. Given Data / Assumptions: Deer young = fawn. Cockroaches undergo incomplete metamorphosis. Concept / Approach: In insects with incomplete metamorphosis (hemimetabolous), the immature stage is called a “nymph,” not larva/pupa (which belong to complete metamorphosis). Therefore, adult cockroach → nymph preserves the life-stage relation. Step-by-Step Solution: Identify relation: adult → juvenile stage.Cockroach development: egg → nymph → adult.Select “Nymph.” Verification / Alternative check: Biology references on cockroach life cycle confirm nymphal stages (instars) with successive molts. Why Other Options Are Wrong: Cub/Colt: Mammalian young (lion/bear; horse), not insects. Larva/Pupa: Stages of complete metamorphosis (e.g., butterfly, beetle), not cockroach. Common Pitfalls: Assuming all insects have larval/pupal stages; cockroaches are hemimetabolous. Final Answer: Nymph

Question 4

Benevolent : Kind :: Unclear : ? — Select the synonym that mirrors the positive mapping with an imprecise/opaque counterpart.

Accepted Answer

Introduction / Context: The first pair maps a word to a near-synonym (benevolent ≈ kind). We must mirror that relation for “unclear,” selecting a near-synonym that naturally pairs in usage and sense. Given Data / Assumptions: Benevolent ↔ kind: positive semantic equivalence. We need an equivalently close synonym for “unclear.” Concept / Approach: In everyday English, “muddy” is used metaphorically for “unclear” (e.g., muddy thinking, muddy explanation). “Lucid/bright/luminous” point to clarity/light (near-opposites). “Thick” can sometimes imply dullness or density but is not the standard synonym for unclear in expository contexts. Step-by-Step Solution: Replicate synonymy: term → common synonym.Match “unclear” → “muddy.”Select “Muddy.” Verification / Alternative check: Common collocations: “muddy reasoning,” “muddy the waters,” both denoting lack of clarity. Why Other Options Are Wrong: Bright/Luminous/Lucid: Convey clarity or light—opposite direction. Thick: Not the canonical synonym for “unclear” in this context. Common Pitfalls: Selecting antonyms due to positive tone. Remain within synonymy. Final Answer: Muddy

Question 5

Fractional power analogy: “1/9 : 1/81 :: 1/13 : ?” — observe the first pair and apply the same rule to find the missing fraction in the second pair.

Accepted Answer

Introduction / Context: Analogy problems on fractions often hinge on recognizing exponent or power transformations. In the pair “1/9 : 1/81,” the denominator 9 becomes 81, which is 9^2. The same squaring rule should be consistently applied to the second pair. Given Data / Assumptions: First pair: 1/9 maps to 1/81. Transformation: denominator is squared (9 → 9^2 = 81). Apply the same to 1/13: denominator 13 squared equals 169. Concept / Approach: Identify that 1/a → 1/a^2. This preserves the structure of a unit fraction while altering the denominator by the same power operation. Step-by-Step Solution: 1) Recognize 81 = 9^2 in the exemplar pair.2) Apply the same to the new denominator: 13^2 = 169.3) Therefore 1/13 maps to 1/169. Verification / Alternative check: You can verify quickly by taking square roots backward: sqrt(81) = 9 matches the original denominator; likewise sqrt(169) = 13, confirming the consistent rule. Why Other Options Are Wrong: 1/127, 1/125, 1/120, 1/196: None equals 1/13^2. Common Pitfalls: Confusing squaring the whole fraction (which would give 1/81 from 1/9) with squaring numerator/denominator separately in inconsistent ways. Here only the denominator pattern matters because the numerator stays 1. Final Answer: 1/169

Question 6

Number-power analogy (repair applied): “25 : 625 :: 35 : ?” — recognize the square pattern in the first pair and complete the second pair accordingly.

Accepted Answer

Introduction / Context: This analogy uses a simple power transformation. Since 25 maps to 625 and 625 = 25^2, the intended pattern is squaring the number. The original options did not include the correct square of 35, so they have been minimally repaired under the Recovery-First Policy to make the item solvable without changing its core concept. Given Data / Assumptions: 25 → 625 where 625 = 25^2. Apply the same rule to 35: 35^2 = 1225. Only one option should match 1225 after repair. Concept / Approach: Use consistent transformation: n → n^2. Do not mix multiplication by a fixed number or concatenations, as that would break the analogy’s logic. Step-by-Step Solution: 1) Identify the transformation in the exemplar: 25^2 = 625.2) Compute the target: 35^2 = 1225.3) Select 1225. Verification / Alternative check: You can confirm by reversing: sqrt(625) = 25; similarly, sqrt(1225) = 35. Why Other Options Are Wrong: 1575, 875, 635, 1205: These are products or concatenation-like distractors, not the exact square. Common Pitfalls: Confusing squaring with multiplying by 25 or adding 600; analogy problems require the same functional rule across pairs. Final Answer: 1225

Question 7

Digit-sum analogy: “1234 : 10 :: 6789 : ?” — infer the mapping from the first pair (sum of digits) and apply it to the second.

Accepted Answer

Introduction / Context: Many number analogies reduce multi-digit numbers to a single value by applying digit-based functions such as sum, product, or alternating sums. Here, the first pair suggests a digit-sum mapping. Given Data / Assumptions: 1 + 2 + 3 + 4 = 10. Apply the same to 6789 → 6 + 7 + 8 + 9. Concept / Approach: Maintain the exact same operator across both pairs (sum of digits) to preserve a valid analogy. Step-by-Step Solution: 1) Confirm the exemplar mapping: 1234 → 10 via sum.2) Compute target: 6 + 7 + 8 + 9 = 30.3) Select 30. Verification / Alternative check: Digit-product or digital root would not yield 10, so the sum is the consistent choice. Why Other Options Are Wrong: 20, 40, 50, 26: Do not match the digit-sum of 6789. Common Pitfalls: Switching to a different function for the second pair breaks analogy consistency. Final Answer: 30

Question 8

Two-digit to value mapping (segment-sum pattern): “08 : 66 :: ? : 38” — infer the mapping from the exemplar and find the two-digit (including leading zero if needed) that maps to 38.

Accepted Answer

Introduction / Context: Certain number analogies rely on properties of digits rather than arithmetic alone. One popular device is to map a two-digit display AB to a value derived from the digits’ properties. The pair “08 : 66” hints at a function that also works if a leading zero is present (like 06). Given Data / Assumptions: We seek a consistent function f(a, b) where f(0, 8) = 66. We must find a number X (including the possibility 06) such that f(X) = 38. Concept / Approach: A workable pattern is f(a, b) = a^2 + b^2 + 2. This yields f(0, 8) = 0^2 + 8^2 + 2 = 64 + 2 = 66. Using the same rule to reach 38, we need a^2 + b^2 = 36; the neat two-digit candidate is (0, 6), i.e., “06,” which is often written as “6.” Step-by-Step Solution: 1) From 08 → 66 infer f(a, b) = a^2 + b^2 + 2.2) Solve a^2 + b^2 + 2 = 38 ⇒ a^2 + b^2 = 36.3) Choose (0, 6) giving 0 + 36 = 36 → 38; hence “06,” which corresponds to option “6.” Verification / Alternative check: Other listed options do not admit any two-digit split with sum of squares 36 under this exact rule; 12 gives 1 + 4 + 2 = 7; 19 gives 1 + 81 + 2 = 84, etc. Why Other Options Are Wrong: 2, 12, 19, 26: None produce 38 under the same function; only “6” interpreted as “06” works. Common Pitfalls: Missing the allowance for a leading zero; the exemplar “08” makes that explicit. Final Answer: 6

Question 9

Digit-wise transformation (repair possible): “583 : 488 :: 293 : ?” — detect the digit operation used in the first pair and apply consistently to the second.

Accepted Answer

Introduction / Context: Three-digit analogies often use per-place transformations. One consistent rule that maps 583 → 488 is “hundreds − 1, tens + 0, units + 5.” Applying the same rule to 293 gives a unique result, though it was missing in the original options; it is provided here under a minimal repair so the puzzle remains solvable per the Recovery-First Policy. Given Data / Assumptions: 583 → 488 because 5 − 1 = 4, 8 + 0 = 8, 3 + 5 = 8. Apply the identical digit-wise rule to 293. Concept / Approach: Maintain positional operations (hundreds, tens, units) exactly. Do not mix cross-place operations. Step-by-Step Solution: 1) From 583 → 488 infer: H: −1; T: +0; U: +5.2) For 293: H: 2 − 1 = 1; T: 9 + 0 = 9; U: 3 + 5 = 8.3) Therefore 293 → 198. Verification / Alternative check: Reverse-checking 198 with the inverse operations returns 293, confirming consistency. Why Other Options Are Wrong: 581, 291, 378, 487: None follow the exact per-place transformation inferred from the exemplar. Common Pitfalls: Applying a single arithmetic change to the whole number rather than consistent per-digit rules; analogy consistency requires identical operations by place value. Final Answer: 198

Question 10

Set pattern matching: “Given set: (15, 27, 39)” — choose the option whose three numbers follow the same pattern (constant common difference).

Accepted Answer

Introduction / Context: The given set (15, 27, 39) forms an arithmetic progression with common difference 12. We need a choice set that also exhibits a constant common difference (not necessarily the same value), preserving the “AP structure.” Given Data / Assumptions: (15, 27, 39) differences: +12, +12. Concept / Approach: Scan options for a trio with identical successive differences. Step-by-Step Solution: 1) (105, 125, 145): +20, +20 → constant difference.2) Other options either mix values or fail to maintain equal gaps. Verification / Alternative check: Arithmetic progressions require d(n+1 − n) to be equal for each step; only option (105, 125, 145) satisfies this strictly. Why Other Options Are Wrong: They lack a consistent common difference across both gaps. Common Pitfalls: Choosing sets that look “roughly increasing” but are not true APs. Final Answer: (105, 125, 145)

Question 11

Functional association analogy: “Needle is related to Thread in the same way as Pen is related to …” — select the item that pairs functionally with a pen.

Accepted Answer

Introduction / Context: A needle uses thread to perform its function (stitching). Analogously, a pen requires ink to write. The relationship emphasizes the essential material enabling the tool’s core function, not accessories or outputs. Given Data / Assumptions: Needle ↔ Thread (enabling medium). Pen ↔ Ink (enabling medium for writing). Concept / Approach: Match “tool : essential medium.” Avoid confusing with “tool : accessory” (cap) or “tool : output” (word on paper). Step-by-Step Solution: 1) Identify the enabling substance for a pen: ink.2) Select “Ink.” Why Other Options Are Wrong: Cap: Accessory. Paper: Surface, not the writing medium inside the pen. Word: Output/concept, not a medium. Notebook: Substrate/collection of paper. Common Pitfalls: Confusing output or accessory with the enabling material. Final Answer: Ink

Question 12

Producer–product analogy: “Silkworm : Silk :: Snake : ?” — identify the corresponding output/produced substance.

Accepted Answer

Introduction / Context: The relationship is organism → characteristic product/substance. A silkworm produces silk; a snake produces venom (colloquially called poison, though “venom” is more precise in biology). Given Data / Assumptions: Silkworm → silk (material). Snake → venom (termed “poison” in many GK items). Concept / Approach: Select the term that mirrors the output relationship. Step-by-Step Solution: 1) Identify “product” of snake in common usage: poison (venom).2) Choose “Poison.” Why Other Options Are Wrong: Poisonless: Negation, not a product. Death/Fear: Effects, not a substance produced. Skin: Shed by many animals; not the standard product analogy here. Common Pitfalls: Over-correcting from “poison” to biological “venom”; in GK analogies, “poison” is acceptable shorthand. Final Answer: Poison

Question 13

Alphabet-to-number mapping: “L × M : 12 × 13 :: U × W : ?” — convert letters to alphabetical positions and map accordingly.

Accepted Answer

Introduction / Context: Letter–number analogies commonly use alphabetical order (A=1, B=2, …, Z=26). The exemplar shows L=12 and M=13. Given Data / Assumptions: L = 12, M = 13. U = 21, W = 23. Concept / Approach: Convert letters to positions and retain the same “×” structure. Step-by-Step Solution: 1) Map U → 21, W → 23.2) Answer is 21 × 23. Final Answer: 21 × 23

Question 14

Alphabet-to-number word analogy: “a : one :: f : ?” — convert letter position to its English number word.

Accepted Answer

Introduction / Context: Map letters to their positions (A=1, …), then express the position as an English number word. Given Data / Assumptions: a → 1 → “one.” f → 6 → “six.” Concept / Approach: Maintain the same mapping rule for both pairs. Final Answer: Six

Question 15

Idiom-to-sense analogy: “off-hand is related to PERFUNCTORY” in the same way as “Above Board” is related to …

Accepted Answer

Introduction / Context: Idiomatic analogies pair an expression with its closest sense. “Off-hand” suggests something done casually or perfunctorily. “Above board” means open, honest, and without deception. Given Data / Assumptions: off-hand → perfunctory (done without much preparation). Above-board → honest, transparent. Concept / Approach: Select the most direct sense-equivalent noun: “Honesty.” Why Other Options Are Wrong: Integrity is close but denotes a broader moral trait; “Honesty” is the precise counterpart of “above board.” Guide/Competition/Secrecy do not capture the idiom’s meaning. Final Answer: Honesty

Question 16

Odd-one-out (letter sequences): “Which one differs from the remaining three?” — GIJK, DFGH, CEFG, ABCD.

Accepted Answer

Introduction / Context: Letter-sequence items often test recognition of consecutiveness and gaps. Three of these sequences skip a letter between the first two, while one is fully consecutive. Given Data / Assumptions: GIJK: G, (skip H), I, J, K → skip pattern exists. DFGH: D, (skip E), F, G, H → skip exists. CEFG: C, (skip D), E, F, G → skip exists. ABCD: fully consecutive (no skip). Concept / Approach: Identify the outlier by the absence of an initial gap. Final Answer: ABCD

Question 17

Alphabet shift analogy: “ABCD is related to OPQR” — apply the same fixed forward shift to “WXYZ” to find the matching group.

Accepted Answer

Introduction / Context: “ABCD → OPQR” implies a constant forward shift in the alphabet. A → O is a +14 move, and the same applies to B → P, etc. Apply +14 to WXYZ. Given Data / Assumptions: A(+14)→ O, B→ P, C→ Q, D→ R. W(+14) wraps: 23 + 14 = 37 → 37 − 26 = 11 → K. X→ L, Y→ M, Z→ N. Concept / Approach: Use modular arithmetic over 26 letters (A=1…Z=26). Final Answer: KLMN

Question 18

Set pattern (increasing gaps): “Given set: (6, 15, 28)” — select the option with the same gap pattern (+9, then +13).

Accepted Answer

Introduction / Context: Trio patterns may involve unequal but structured gaps. For (6, 15, 28), the differences are +9 and +13. We must find a set with the same successive gap sizes (not necessarily the same starting value). Given Data / Assumptions: 15 − 6 = 9; 28 − 15 = 13. Concept / Approach: Check each candidate’s successive differences for +9, then +13. Step-by-Step Solution: (60, 69, 82): 69 − 60 = 9; 82 − 69 = 13 → matches.Other options do not replicate the gap pair (9, 13). Final Answer: (60, 69, 82)

Question 19

Set pattern (decreasing with growing step): “Given set: (81, 77, 69)” — choose the option whose gaps mirror −4, then −8.

Accepted Answer

Introduction / Context: The reference set decreases by −4, then −8. We need a set with the same ordered pair of differences (not merely “decreasing”). Given Data / Assumptions: 77 − 81 = −4; 69 − 77 = −8. Concept / Approach: Compare each choice to find (−4, −8). Step-by-Step Solution: (56, 52, 44): 52 − 56 = −4; 44 − 52 = −8 → matches exactly. Why Other Options Are Wrong: They either use different gap sizes or a single constant gap. Final Answer: (56, 52, 44)

Question 20

Odd-one-out (measurement units): “Find the odd one out” — Grams, Litres, Tonnes, Quintals.

Accepted Answer

Introduction / Context: Measurement-unit classification asks you to recognize the physical quantity measured. Three options are mass/weight units; one is a volume unit. Given Data / Assumptions: Grams/Tonnes/Quintals → mass units. Litres → volume unit. Concept / Approach: Pick the unit measuring a different physical quantity than the rest. Final Answer: Litres

Analogy Questions