# UCAT Decision Making

Advice & Insight From UCAT Specialists

31 Minutes
29 Questions
Time for each question =Â 64 Seconds

## 6 Question Formats

â€‹Logical Puzzles
These questions require you to review a data source and use one or more steps of deductive inference in order to reach a conclusion.

Interpreting Information
You will be presented with information in various formats (written passages, graphs, charts, etc.) and will be required to interpret this information in order to determine which conclusions follow. There may be multiple correct response options per item, and you will be required to â€˜drag and dropâ€™ the correct responses.

Recognising Assumptions
These questions ask you to evaluate arguments for and against a particular solution to a problem. You will be required to evaluate the strength of the presented arguments and the soundness of assumptions underlying these arguments. There is only one correct response per question; candidates must suspend their own beliefs to reach the strongest conclusion.

Syllogisms
These questions require you to apply deductive reasoning to arrive at a conclusion based on two or more propositions that are asserted or assumed to be true.

Venn Diagrams
Venn diagrams show all possible logical relations between a finite collection of different sets. There are three main question types that are commonly asked.

Probabilistic Reasoning
â€‹This sub-section involves selecting the most appropriate response based on a short passage containing statistical information.Â

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â€‹All questions are standalone and do not share data
Data may include text, charts, tables, graphs & diagrams
Answers may require a range of approaches for example Yes/No, Single Best Answer etc.

## Why Decision Making?

â€‹The Decision Making sub-test assesses your ability to apply logic to reach a decision or conclusion, evaluate arguments and analyse statistical information.

Learn the best UCAT strategies and practice with reflective UCAT questions & worked solutions.

## UCAT Decision Making Practice Questions

Example 1
It is the school lunch break. Freya, Amie, John, Markus and Dev are queuing for lunch. Freya and Dev are in Year 2. John, Markus and Amie are in Year 3.

There are two Year 3 students between Year 2 students.
Markus and John are further in front of the queue compared to Dev.
There are three people between Markus and Dev.
Amie is closer to the back of the queue than the front.

Â
Which of the following must be true?
A. Freya is at the front of the queue
B. There are two people between Markus and Amie
C. Markus is third from the front
D. Amie is at the back of the queue
â€‹

For ease we will work with each studentâ€™s name using the first letter only. There are two Year 3 students between Year 2 students, which means:

[Front of queue] F or D / J or M or A / J or M or A / F or D

At this stage we do not whether there is a Year 3 student at the front of the queue or at the back of the queue. Markus and John are further in front of the queue compared to Dev. From this we can deduce that Freya must be further in front the queue than Dev.

[Front of queue] F / J or M or A / J or M or A / D

There are three people between Markus and Dev, so Markus must be at the front of the queue.

[Front of queue] M / F / J or A / J or A / D

Amie is closer to the back of the queue than the front so the final order must be:

[Front of queue] M / F / J / A / D

The only statement that is in keeping with this order isÂ statement B.
â€‹Example 2
Should it be mandatory for car drivers to have â€˜Lâ€™ (learner) plate for 6 months after they pass their driving tests, to reduce the amount of road traffic accidents?

Select the strongest argument from the statements below:
A. Yes, some other road users will be more understanding of â€˜Lâ€™ plate drivers
B. Yes, drivers who have recently passed still need to get more experience
C. No, there is no evidence that â€˜Lâ€™ plate usage for a period of longer than 3 months will reduce road traffic accidents
D. No, the confidence of learner drivers will be affected by making the â€˜Lâ€™ plateâ€™s mandatory
â€‹
â€‹
â€‹A is based on an assumption and refers to â€˜someâ€™ road users.

B is not relevant as having a learner plate on the car does not increase the experience that one has.

C is the only argument that directly answers the question as to whether â€˜Lâ€™ plate introduction would reduce road traffic accidents, with the use of â€˜no evidenceâ€™ and a set time frame.

D assumes that there is a relationship between having a learner plate on the car and the driverâ€™s confidence. The argument also does not relate this back to the reduction of road traffic accidents.
â€‹Example 3
â€‹48 office workers are asked what methods of transportation they use on their morning commute. 21 people take the bus. 18 people use the tram, of which 6 also take the train. 23 people use the train, of which 8 also use the bus. No office worker uses all 3 methods of transportation.
Â
Which of the following diagrams represents this?

A

B

C

D

â€‹With a quick visual survey of the options, we can see that the total numbers represented in Venn Diagrams B and D are significantly more than the 48 office workers outlined in the question, hence these options can be immediately eliminated. We also know that 6 people take the train and the tram to work and that 8 people take the train and the bus to work. Therefore, we can identify the circle that represents those who take the train in each option as there will be people in both areas that overlap with other circles. We know that there are 23 people in total who take the train, so by adding all the numbers in the circles that represent this group, we can see thatÂ option CÂ fulfils this (8+6+9). In contrast, the potential train circle in Venn A only has a total of 21 members (6+8+7).

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