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The questions require identifying conclusions and intermediate conclusions, locating counter-assertions, analysing reasoning structures, and evaluating weaknesses in arguments. Tasks also address reliability of questionnaire responses and the evidential strength of support from tables. 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If you need additional answer paper, ask the invigilator for a continuation booklet.  \nINFORMATION  \n● The total mark for this paper is 50.  \n● The number of marks for each question or part question is shown in brackets [ ] .  \nThis document has 8 pages. Any blank pages are indicated.  \nDC (DE) 319175  \n© UCLES 2022 [Turn over  \n2  \n1 (a) State the main conclusion of the argument in Document 1. [1]  \n(b) Identify three intermediate conclusions in paragraphs 3 to 6 of Document 1. [3]  \n(c) Identify one counter-assertion in paragraphs 3 to 6 of Document 1. [1]  \n(d) Analyse the structure of the reasoning in paragraph 2 of Document 1. [3]  \n2 (a) Identify and explain three flaws and/or weaknesses present in the reasoning in paragraphs 4  \nto 6 of Document 1. [6]  \n(b) Assess the extent to which the reasoning in paragraph 3 of Document 1 supports the argument as a whole. [3]  \n3 (a) Explain why the questionnaire in Document 5 might produce unreliable responses. [3]  \n(b) Look at the extract from the magazine article in Document 4.  \nGive three reasons why the support given by the table to the claim that “Personality tests are better predictors of employment competency than literacy and maths tests” is weak. [3]  \n4 You are advised to spend some time planning your answer before you begin to write it.  \n‘Everyone should find out as much as possible about their personality.’  \nConstruct a reasoned argument to support or challenge this claim. In your answer you should make critical use of the documents provided. [27]  \n© UCLES 2022 9694/43/O/N/22  \n3  \nDOCUMENT 1  \nBeware of personality tests and astrology!  \n1 In 1948, US psychology professor Bertram Forer administered a personality test to his students. He then gave each student a detailed description of their personality, which he said was based on their answers. He asked them to grade those descriptions for accuracy. The average grade was between ‘good’ and ‘excellent’. But the professor had actually ignored their answers to the test and given identical descriptions to all of them. This experiment shows that all claims to uncover information about people’s psychological traits are dishonest and exploitative. No one should pay any attention to such claims.  \n2 People who spend all their time completing personality tests resemble the young man in the Greek myth who fell in love with his own reflection. This preoccupation with self is psychologically and spiritually unhealthy. Instead of giving people the knowledge and skills they need to become more effective in their work and relationships, these tests distract them from engagement with the outside world.  \n3 Many people say that personality tests have given them important new insights into the mysteries of their minds, souls and personalities. But there seems to be a natural human desire to believe what we are told about these things. This is especially true if the revelations are flattering – which they usually are. So claims of this kind should be subjected to greater critical scrutiny.  \n4 Magazines and websites aimed at the less intelligent and more suggestible groups in society – such as teenagers – include many personality quizzes. They are very unreliable. It would not be realistic for them to be tested for accuracy, and even if they were, it is not feasible to give a complete description of someone’s personality traits on the basis of their answers to a few multiple-choice questions. Furthermore, it is ridiculous to assign people to one of only three or four categories, as often happens at the end of such quizzes.  \n5 If you search online for ‘arguments in favour of astrology’, most of the re","cbCaitRuj9h2k9F4","https://ap.wps.com/l/cbCaitRuj9h2k9F4","pdf",113754,"English","# Instructions and information\n## Paper requirements and marking\n# Question 1\n## Main conclusion, intermediate conclusions, counter-assertion, and reasoning structure\n# Question 2\n## Flaws/weaknesses and support for the overall argument\n# Question 3\n## Reliability of questionnaire responses and weakness of table support\n# Question 4\n## Reasoned argument on personality learning claim","[{\"question\":\"What types of critical reasoning tasks are included in Paper 4?\",\"answer\":\"The paper includes identifying conclusions, intermediate conclusions, counter-assertions, analysing reasoning structure, and assessing flaws. It also asks candidates to judge how strongly evidence supports an overall argument.\"},{\"question\":\"How does Question 3 test evaluation of evidence?\",\"answer\":\"Question 3 asks why a questionnaire could produce unreliable responses and why support from a table for a specific employment-competency claim is weak.\"},{\"question\":\"What must candidates do for the long answer question (Question 4)?\",\"answer\":\"Candidates must construct a reasoned argument that supports or challenges the claim about everyone finding out as much as possible about their personality, using critical evidence from the provided documents.\"}]","Cambridge International AS & A Level THINKING SKILLS 9694/43 Paper 4 Applied Reasoning October/November 2022 | PDF"]