Walc 9
Walc 9
Walc 9
by Kathryn J. Tomlin
Skills Ages
verbal and visual reasoning 16 and up
thought organization
convergent reasoning
logic
Grades
insight high school and up
integration
inferencing
visual perception
Evidence-Based Practice
According to the Clinical Guidelines of The Royal College of Speech & Language Therapists
(www.rcslt.org/resources, 2005) and the National Stroke Association (2006), the following therapy
principles are supported:
Communication, both verbal and nonverbal, is a fundamental human need. Meeting this need
by facilitating and enhancing communication in any form can be vital to a patient’s well-being.
Therapy should include tasks that focus on semantic processing, including semantic cueing
of spoken output, semantic judgments, categorization, and word-to-picture matching.
Therapy may target the comprehension and production of complex, as well as simple,
sentence forms.
Therapy should be conducted within natural communication environments.
Rehabilitation is an important part of recovering from a stroke, and the goal is to regain
as much independence as possible.
This book incorporates the above principles and is also based on expert professional practice.
East Moline, IL 61244 The enclosed CD is for your personal use and convenience.
It is unlawful to copy this CD or store its contents on a
FAX: 800-577-4555 multi-user network.
Phone: 800-776-4332
E-mail: [email protected] Printed in the U.S.A.
Web: linguisystems.com ISBN 978-0-7606-0750-3
About the Author
Dedication
This book is dedicated to the “Peanut Gallery” at Liberty Nursing & Rehabilitation Center:
Kathy Kattner, Hollie Gower, Alison Parker, Lois Steward, Dawn Villanova, Lisa Yerger,
Jennifer Klembara, Liz Buresh, Kim Sturm, and Gail Combs. I am most grateful for your
input on these exercises and during my therapy sessions. Believe it or not, I am listening
to your input more than I will ever let you know. You’re the best!
X Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
X Verbal Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Categorization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Naming Objects by Attributes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Description—One Object . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Description and Comparison—Two Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Which Does Not Belong? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
General Category Labeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Subcategory Labeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Specific Member Labeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Categorization Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Categorization in Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Convergent Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Fact/Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Negative True/False Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Sequencing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Increasing Word Length . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Diagrams with Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Diagrams Without Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Anagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Anagrams in Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Symbol Substitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Change One Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Change One Letter—Create . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Numbers and General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Double Meaning Deduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Deduction Puzzles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Roman Numeral Conversion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Deduction by Exclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Word Search—Opposites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Logic Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Word Wheel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Build the Answer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Combined Associated Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Separating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Numerical Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Acrostics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Describe Without Naming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Advertisements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Analogies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Completing Analogies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Analogies—Complete the Second Half . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Analogies—Complete the First Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Directions—Grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Draw Figure to Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Floor Plan Sketch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
X Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Being able to reason with verbal and visual information is an integral part of how we communicate,
problem solve, make decisions, and achieve success in relationships with others. The tasks in
WALC 9: Verbal and Visual Reasoning address multiple levels of reasoning in a wide variety of
exercises. This is to improve your client’s ability to reason flexibly and to expand his ability to
identify, analyze, and modify information. Having a large repertoire of verbal and visual reasoning
abilities will help your client determine the effectiveness of his own responses plus analyze what
is being said to him or presented to him in written or graphic form.
WALC 9 was written to provide stimulus materials for verbal and visual reasoning when working
with clients who are neurologically impaired. The tasks in this book, developed while working
with a wide variety of clients, have evolved and have been perfected over the years. The tasks
will stimulate your client’s ability to reason while tapping into many facets of cognitive-linguistic
communication. He will use pre-existing skills (i.e., previously learned visual and verbal content
and processes already established in a client’s cognitive system) to help him link or associate
information as a basis for solving the challenging, integrative tasks.
Verbal and visual reasoning tasks are the main focus of this book, however many processes
are addressed in each task, including the following.
• Thought Organization
Most of the tasks in this book involve organization of thought (e.g., strategies that
require your client to determine a relationship or process and carry that pattern over to
successfully complete similar tasks). Being able to think in a logical, organized manner
will improve your client’s ability to reason.
• Convergent Reasoning
Being able to think convergently will help your client stay on topic as he zeroes in on a
response using information given (e.g., answering logic questions).
• Logic
When a person has difficulty with reasoning, his line of logical thinking can become
tangential and/or completely unrelated. The tasks in this book are designed to present
information in a logical manner in such a way as to stimulate logical thought for solving the
tasks correctly. The patterns will become established in your client’s cognitive abilities and
the process will transfer to problem solving for various situations and activities in daily life.
• Insight
Being able to determine if your actions or responses are appropriate is a skill that is
necessary for successful reasoning. The tasks in this book are designed to give your
client insight into why a response may be wrong and to use that insight to try again and/or
to understand the correct answer. Your client’s insight will improve when he successfully
completes a task or when he analyzes an answer’s correctness by comparing it to the
responses in the answer key.
• Integration
Every person has a preexisting knowledge base and reasoning style. As we go through
each day, it is important to perceive new information and to integrate salient information
into our patterns of thinking. Frequently someone who has a neurological impairment
will be very reluctant to integrate new information. The tasks in this book are designed to
stimulate the need for integration of new information in order to be successful in answering
questions or solving tasks.
• Inferencing
Many of the tasks in this book involve the skill of being able to make an inference.
Effective reasoning can only occur if your client is able to read between the lines when
listening to verbal information or to make the correct judgment when interpreting visual
information.
• Visual Perception
For your client’s reasoning abilities to be effective, it is important that he visually
perceives information in the correct manner. If something is perceived incorrectly, then
problem solving, deduction, and reasoning will be negatively affected. The tasks in this
book provide various levels of visual stimuli (e.g., shapes, figures, pictures) to improve
your client’s ability to see visual stimuli correctly and to make the correct interpretation
of the material.
Verbal and visual reasoning skills can be compromised if your client has poor conversation
skills. It is important that a person is able to receive all necessary input and to share what
he feels he is having difficulty with. The tasks in the conversation skills section of the book
insure that your client is receiving information accurately, utilizing nonverbal information to
aid reasoning, balancing speaker/listener skills, answering questions effectively, and verbally
expressing himself in an effective manner.
Many of the tasks in this book involve working with words, so as your client progresses through
the book, his vocabulary will improve. A broad vocabulary can assist with reasoning skills.
1. Initially, the majority of these exercises will be difficult. Keep in mind that you’re aiding the
client in developing different thinking processes as opposed to striving for 100% accuracy.
It’s strongly suggested that you familiarize yourself with each exercise so you can help the
client throughout the training period before expecting the client to complete the exercise
independently. Be prepared to give cues or even the answers to stimulate the client’s
learning abilities.
2. Reassure your client that it’s not as important for him to answer each item as it is for him
to be able to utilize strategies for solving the items within a task.
5. The exercises may be used for stimulus of intentional memory strategies. When it’s
necessary for you to provide an answer, explain to the client that you’ll be asking him
to later recall the answer and to intentionally code the answer. If necessary, aid the
client’s coding by providing him with auditory or visual strategies he may use, depending
on his strongest method for coding input.
6. These exercises can also be used to stimulate incidental memory strategies. At the end
of a task, ask the client to recall methods he used, the format of the task, or salient content
that was provided. If you do this consistently, the client will begin to anticipate what you
may ask for, thus indirectly providing practice with the automatic use of memory strategies.
7. As the client learns the strategies or processes necessary for solving the tasks, the level
of difficulty can be increased by asking the client to create similar items for you to solve.
This gives him the chance to create and be flexible. This experience can be challenging
and enjoyable for both you and your client. The client will learn much from this creative
process.
8. The exercises are not for testing purposes. Try to make them as enjoyable as possible.
Talking about specific task items will help your client improve his ability to identify, create,
and modify strategies.
9. The answers in the Answer Key are provided as a reference. There are times when
items have multiple answers even if only one is listed. Accept other, appropriate answers
as correct.
WALC 9 provides a wide variety of thinking and reasoning stimulus materials. Share WALC 9
with the client’s family to establish the importance of improving communication outside of the
therapy setting. As you use these exercises, it’s my hope that you’ll discover the unending uses
for and versatility of these tasks.
May you enjoy the adventure of working with language and cognitive communication skills as
much as I do.
Kathy
Verbal reasoning is a key element when communicating with others, solving problems, and
making decisions. For effective verbal reasoning, a client needs to think logically, offer insight
into whether something is right or wrong, integrate new information, and make inferences.
The tasks in this section address multiple levels of verbal reasoning to improve your client’s
ability to think flexibly and to analyze information. Even though many of the tasks may be
challenging for your client, they provide ample opportunity for discussion, which will further
help your client improve his reasoning abilities. The skills your client uses when completing
the activities in this section will improve his reasoning abilities in his daily life.
The tasks on pages 11-35 include activities on emotions, personal situations, and
conversation skills. As your client works with these tasks, he will expand and improve
his verbal reasoning skills.
When a client has had a change in his brain function, the ability to perceive, interpret, and
respond to emotions is frequently impaired. His world tends to get limited to three emotions
(happy, sad and angry) and he loses the ability to determine how changes in situations affect
people’s actions and responses. In personal situations, he may have difficulty seeing beyond
the obvious. The tasks in this section will aid your client in reestablishing his repertoire of
emotions and problem-solving skills and help him improve his ability to look beyond himself
in various situations. At times, the tasks will apply directly to him. Other components of
the tasks will require him to focus on other people or situations. The tasks are formatted
to improve organization and to provide a structure for reorganizing personal information.
Impairment in verbal reasoning can have a negative impact on a client’s ability to converse
effectively. The conversation tasks are designed to help bring your client’s skills back into
balance. This way, he can receive all necessary information for effective reasoning and ask
for clarifying information or discuss the processes he is relearning or needs help relearning.
Effective verbal reasoning requires balanced speaker-listener skills, being able to converse
in an organized manner, being able to interpret verbal and nonverbal information, being able
to attend over time, and asking questions in order to insure all salient information has been
received.
Your client’s verbal reasoning skills will be negatively affected if he cannot identify emotional
content, look beyond himself or the concrete nature of objects, or utilize effective conversation
skills. These tasks will help in the identification of stimuli so that he can verbally reason
effectively to determine a course of action or participate effectively in communication.
Tell how the person or people would feel in each situation. Do not use the feelings
happy, sad, or angry.
1. a child at a circus
5. an adolescent whose parents said he could not go out with his friends on a
weekend night
11. parents who just received word that their child was in a car accident
14. a baby who is dry, was just fed, and is being held by his mother
19. a mother whose children are grown up and have moved away
1. being unsanitary
3. a hit-and-run accident
11. speeding
20. lying
1. a river overflowing
4. divorce
9. a bounced check
Solve these problems. Assume that you have access to other objects.
1. You need to change a ceiling light, but you do not have a ladder.
2. You locked your keys in the car and do not have a spare set.
4. There is something on fire in the oven, and you do not have a fire extinguisher.
5. You have to tie up tomato plants, but you do not have any stakes.
6. You have to prop a door open, but you do not have a wedge.
8. The zipper breaks on your pants, and you do not have a pin.
9. You need to cut paper in half, but you do not have any scissors.
11. Your filing cabinet is locked, and you have lost the key.
12. You need to open a can, but you do not have a can opener.
13. You need to copy a report, but the copy machine is broken.
14. You are in a hotel and need to hang up your clothes, but there are no hangers.
15. Your child cannot reach the table, and you do not have a high chair.
16. You need to join five pieces of paper together, but you do not have a stapler.
17. You want to cover a table, but you do not have a tablecloth.
18. You are camping and have to keep your food cold, but you do not have ice or
a cooler.
19. You need to remove a heavy-duty staple from a shipping box, but you do not
have a staple remover.
20. You need a light in the woods, but you do not have a flashlight.
Solve these problems. Assume that you have access to other objects.
2. You need to stir a can of paint, but you do not have a stirrer.
3. You need to get something out from under a piece of furniture that you
cannot lift, and you cannot reach it with your hand.
4. You need to remove a cork from a bottle, but you do not have a corkscrew.
5. You need to carry several objects, but you do not have a bag.
6. You need to walk your dog, but you do not have a leash.
8. You need to remove paint from a window pane, but you do not have
paint remover.
9. You need to open a padlock, but you do not have the key.
10. You need to trim bushes, but you do not have shears.
11. You want to play football, but you do not have a football.
12. You want to prevent a door from opening, but you do not have a lock.
13. You want to block the sun from coming in a window, but you do not
have curtains.
14. You want to burn a candle, but you do not have a candle holder.
16. You want to cover a can, but you do not have a lid.
17. You need to draw a straight line, but you do not have a ruler.
18. You want to draw a circle, but you do not have a compass.
19. You want to keep dry in the rain, but you do not have an umbrella.
20. You want to eliminate a pen mark, but you do not have an eraser.
Give your opinion about the following topics. All opinions are accepted.
4. What are your goals five years from now? in 10 years? in 20 years?
A.
B.
C.
A.
B.
C.
3. Explain how you could change the qualities that you do not admire.
A.
B.
C.
Write four wishes you would like to have come true for yourself. Then write four
wishes for four other people you know.
Yourself
1.
2.
3.
4.
Person 1: _____________________________
1.
2.
3.
4.
Person 2: _____________________________
1.
2
3.
4.
Person 3: _____________________________
1.
2.
3.
4.
Person 4: _____________________________
1.
2.
3.
4.
List the skills needed for the type of job you want. Determine what areas you must
work on to fulfill the responsibilities for the job.
1. Health and Physical Skills Needed: (coordination, fine and gross motor skills,
stamina, strength, speed, visual skills, health status, etc.)
2. Intellectual Skills Needed: (ability to learn new information, reading and writing
skills, problem solving skills, memory, attention span, ability to follow instructions,
independence, etc.)
4. How would you tell a friend that there is something about his/her personality
you do not like?
5. If your friends were doing something that you did not wish to be involved in,
how would you tell them?
10. Discuss the positive and negative qualities of your best friend.
List 10 things you like to do. Then state how much each activity costs and when you
last did it.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
2.
3.
4.
Being a good listener is as important as being a good speaker. When you talk with
others, you’ll usually listen more than you speak. Here are a few things to remember
to do and not to do.
Do:
Pay close attention to the speaker.
Watch the speaker’s body language.
Listen to the speaker’s tone of voice.
Don’t:
Think about something else instead of listening.
Ignore the listener to think about what you’ll say next.
Anticipate too quickly and jump to conclusions.
Let what you think “twist” the speaker’s words into
something different from what he’s really saying.
2. ______ You show good judgment when you decide in advance what someone
is saying and then tune him out.
3. ______ Your ability to learn is improved when you use good listening skills.
4. ______ Poor eye contact may make the speaker think you aren’t listening to
what she’s saying.
5. ______ Listening involves much more than just hearing the speaker’s words.
6. ______ When the speaker pauses for a breath, it’s a good time to jump in and
say what you’re thinking.
7. ______ It’s okay to let your mind wander, as long as you return your attention
to the speaker before he’s finished.
8. ______ In the middle of a conversation, it’s important that your comments relate
to what the speaker is saying.
9. ______ Watching someone’s eyes, body posture, and expressions can give you
important information on how well he’s listening to you.
When you’re speaking with someone, get to the point and stay with the point you are
trying to make. Leave out things that aren’t important to include. After you’ve made
your point, stop talking and don’t ramble on.
Gets to
Rambles the point
1. _______ _______ I know it was last week that I went to the state fair.
I know it because it was after I talked to you on the
phone. The weather was nice, and the exhibits were
interesting. I went to the state fair last year too. Have
you ever gone to the state fair? Marge and I spent a
lot of time at the exhibits last Tuesday.
4. _______ _______ I just returned from the grocery store. I saw Melvin in
the parking lot. He was loading cartons into his trunk.
I ate at the deli. Sara was there too. Then I went to
the bank.
5. _______ _______ I just got back from doing errands. I’m exhausted.
I went to the grocery store, ate at the deli, and then
went to the bank. I like to get out and get things
done, but sometimes it really wears me out.
Remember to include other people in conversations. To leave someone out can make
that person feel like an outsider. Here are some things to help you include people in
your conversations.
Do:
Make an effort to reach out to everyone in the group.
Be respectful of each person.
Make eye contact with each person in the group.
Be aware of each person’s responses to what you say.
Don’t:
Ignore anyone in the group.
Pay attention to only certain people in the group.
Address your comments to only one person.
Including Excluding
2. _______ _______ Let’s ask George what he thinks about this problem.
3. _______ _______ How many of you have seen the new Harrison Ford
movie?
4. _______ _______ Don’t ask him. He never knows what he’s talking about.
5. _______ _______ When I give a speech, I usually single out one person
and talk directly to him. That way, I’m not as nervous.
6. _______ _______ Hold on a minute there, Myra. Nobody asked you for
your opinion.
7. _______ _______ How many of you have had this same experience?
Being open to other opinions and viewpoints helps keep conversations going.
Sometimes when we discuss something with others, we start to argue our position.
Arguing can be destructive because it puts people on the defensive and stops
discussion. Here are some dos and don’ts to keep conversations open.
Do:
Stay on the subject.
Be open to other people’s viewpoints.
Use a quiet voice.
Focus on only the important facts.
Don’t:
Argue.
Raise your voice.
Reject other opinions without listening.
Open Argumentative
1. _______ _______ As long as you’re willing to listen to me, I’ll hear you out.
2. _______ _______ I really don’t want to fight about this, but you’re being
so unreasonable!
4. _______ _______ Even though that upsets me, I’ll think about what you
said and get back to you.
5. _______ _______ No, I’m not going to listen to you because I don’t think
you know what you’re talking about.
6. _______ _______ You’ve been doing some things lately that really bother
me. Do you have some time to talk to me today?
8. _______ _______ You sound like a broken record. Give it a break, okay?
As a speaker, watch for signs that your listeners are paying attention to what you’re
saying.
Do:
Watch for signs of attentiveness from your listeners.
Look for signals of boredom or frustration.
Don’t:
Ignore sighs, yawns, fidgeting, or wandering eyes.
Ramble on and on without letting other people speak.
Attentive Bored
12. _______ _______ making hand gestures to encourage you to say more
As a listener, be careful not to interrupt the speaker in the middle of what she is
saying. When you interrupt, the speaker may feel that you believe her message isn’t
important. There are a few situations when it is appropriate to respectfully interrupt:
9. _______________ interrupt to tell about the fish you caught last summer.
Tactful Offensive
1. _______ _______ You really worked hard and it was worth it!
2. _______ _______ Yuck! Get that disgusting food away from me!
3. _______ _______ I know someone who is much better looking than you.
4. _______ _______ Excuse me but your pants are ripped in the back.
5. _______ _______ You can’t talk to my wife right now. She’s busy! Don’t
bother us!
6. _______ _______ My son can’t come to the phone right now. May I take
a message?
8. _______ _______ Gee, where did you get that cheap-looking camera?
9. _______ _______ No, thank you. I’m really not interested right now.
Questions that stimulate conversation usually require several words for an answer.
They encourage an opinion or an explanation. For example:
Why did you choose to live in this area?
How did you get into the kind of work you do?
Questions that stop conversations are frequently questions that can be answered
with “yes” or “no” or with only a few words. For example:
Sure is a nice day, isn’t it?
Where do you live?
What kind of work do you do?
Encourage Stop
4. _______ _______ Why do you think cats are smarter than dogs?
10. _______ _______ How do you think classical music influenced rock
and roll?
There are certain times when it isn’t a good idea to begin a conversation. Be careful
to choose the right time to talk about touchy or serious topics. Be sensitive to other
people’s moods when starting conversations.
What are five topics you wouldn’t bring up to a family member when she is tired
or upset?
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________________
Start Wait
1. _______ _______ Your spouse just got home from a very tiring day
at work.
2. _______ _______ Your spouse has had time to relax and unwind after
a long day.
4. _______ _______ You and your family are beginning a long car trip.
5. _______ _______ At the end of a long drive, you’re tired and have
gotten lost several times.
Being able to interpret information literally and abstractly is necessary for effective verbal
reasoning. Someone who has had a change in his brain function will have the tendency
to interpret and explain everything in concrete, literal, here-and-now terms. He will have
difficulty understanding how sentence meaning changes with the use of abstract words
and concepts.
Providing practice with idioms and proverbs will assist your client in being able to recognize
when something is literal or abstract. It will increase his awareness that there are two levels
of meaning and help him to see how those different levels can change a conversation or
situation.
For all of the tasks in this section, it is recommended that you have your client explain
what the idiom or proverb means. There will be times when he will interpret an expression
by using situations instead of explaining the actual meaning of the idiom or proverb. This
strategy should be encouraged as it uses the natural tendency of applying abstract meaning
to real situations in life. For example, when interpreting While the cat’s away, the mice will
play, your client may say, “When the boss isn’t around, the workers slack off.”
8. Honesty is _______________________________________________________.
6. Silence is _______________________________________________________.
7. He is a jack of ____________________________________________________.
Determine the letter that is missing from each of the following expressions. Write the
complete expression on the line. Then explain what it means.
X Example: Insert the letter E into Bttrlatthannvr to form Better late than never.
1. jckoflltrdes _______________________________________________________
2. Afrindinndisafrindindd ______________________________________________
3. chipfftheldblck ____________________________________________________
4. Tmewlltell _______________________________________________________
5. Whrthr’sawillthr’saway ______________________________________________
6. Tmanycksspilthebrth _______________________________________________
7. woheadsarebeerhanone ____________________________________________
8. Asttchntmesavesnne _______________________________________________
9. Twwrngsdn’tmakearight _____________________________________________
Each expression contains a part of the body. The body parts have been mixed up.
Write the correct answers on the lines. The first one is done as an example. Then
explain what each expression means.
Write the literal meaning and the abstract meaning for each expression. The first one
is done as an example.
6. Her husband is a
back-seat driver.
Write the literal meaning and the abstract meaning for each expression. The first one
is done as an example.
1. It’s raining cats Dogs and cats are It‛s raining very hard.
and dogs. falling out of the sky.
4. He has a chip on
his shoulder.
Write the literal meaning and the abstract meaning for each expression. The first one
is done as an example.
1. Every cloud has Clouds have a lining There are good things
a silver lining. made of silver. in every situation.
_____ 1. While the cat’s away, a. Winning the lottery didn’t make them
the mice will play. any happier.
_____ 2. Don’t judge a book b. When she heard of the tragedy, she
by its cover. immediately went over to see what
she could do to help.
_____ 3. An apple a day keeps
the doctor away. c. She was so sure about the new job that
she went out and bought new clothes.
_____ 4. Time flies.
d. The workers took it easy when their
_____ 5. All that glitters is supervisor went on a business trip.
not gold.
e. They never solved anything because
_____ 6. Look before you leap. everyone thought his opinion was the
most important.
_____ 7. A friend in need is
a friend indeed. f. When she visited Haiti, she wore a
skirt every day, just like the women
_____ 8. Don’t put all your who lived there.
eggs in one basket.
g. She cooked balanced meals so her
_____ 9. Don’t count your family would stay healthy.
chickens before
they’re hatched. h. The company investigated every aspect
of the deal before committing themselves.
_____ 10. Honesty is the
best policy. i. The broken-down piece of furniture
was really a valuable antique.
_____ 11. Too many cooks
spoil the broth. j. He decided to tell his neighbor that
he broke the window.
_____ 12. When in Rome, do
as the Romans do. k. The meeting was over before all of
the decisions could be made.
Being able to identify and label categories is another key element in effective verbal
reasoning. The tasks in this section begin with naming objects that belong to a category
with the added element of quantifying directions to help your client zero in on more specific
category members. This will aid in your client’s ability to reason verbally within given
parameters. Tasks progress to describing and comparing characteristics of objects to help
your client present salient information in an organized, complete manner. Tasks continue
with your client determining what the main category is among given items and determining
which of the items does not belong with the others. This will aid in your client’s ability to
verbally reason using inclusion and exclusion principles.
The tasks then progress to a level which incorporates a more refined categorization
method. Your client is presented with tasks that require him to provide a general category,
a subcategory, and a specific member. These tasks teach the subtleties of categorization
and are actually reflective of the skills we use daily. This also gives your client practice
solving a task from multiple directions, thus helping him establish the process for using
flexible verbal reasoning when problem solving.
Once your client’s skills are established at the word level, the tasks progress to the sentence
level. This is a functional task as it is reflective of communication or of the process we use
when completing familiar tasks. For example, when you are looking for a new car, you must
determine what make of car you want, then the model, and finally the specific features
you want that model to have. The sentence tasks give your client practice with this kind
of categorizing which involves a significant verbal reasoning element.
Verbal Reasoning—Categorization
WALC 9: Verbal and Visual Reasoning 45 Copyright © 2007 LinguiSystems, Inc.
Naming Objects by Attributes
Answer the following questions. There may be more than one correct answer.
13. What can see better at night than during the day?
Verbal Reasoning—Categorization
WALC 9: Verbal and Visual Reasoning 46 Copyright © 2007 LinguiSystems, Inc.
Naming Objects by Attributes
Answer the following questions. There may be more than one correct answer.
8. What can a person see better at night than during the day?
Verbal Reasoning—Categorization
WALC 9: Verbal and Visual Reasoning 47 Copyright © 2007 LinguiSystems, Inc.
Naming Objects by Attributes
Answer the following questions. There may be more than one correct answer.
Verbal Reasoning—Categorization
WALC 9: Verbal and Visual Reasoning 48 Copyright © 2007 LinguiSystems, Inc.
Description—One Object
Describe the characteristics of a car. Some of the features listed may not apply.
Object: car
1. height __________________________________________________________
2. weight __________________________________________________________
3. length __________________________________________________________
4. width ___________________________________________________________
5. color ___________________________________________________________
6. durability ________________________________________________________
7. materials ________________________________________________________
8. shape __________________________________________________________
9. size ____________________________________________________________
Verbal Reasoning—Categorization
WALC 9: Verbal and Visual Reasoning 49 Copyright © 2007 LinguiSystems, Inc.
Description—One Object
Object: _________________________
1. height __________________________________________________________
2. weight __________________________________________________________
3. length __________________________________________________________
4. width ___________________________________________________________
5. color ___________________________________________________________
6. durability ________________________________________________________
7. materials ________________________________________________________
8. shape __________________________________________________________
9. size ____________________________________________________________
Verbal Reasoning—Categorization
WALC 9: Verbal and Visual Reasoning 50 Copyright © 2007 LinguiSystems, Inc.
Description and Comparison—Two Objects
Describe the characteristics of a bicycle and an airplane. Then state how they are
similar and different. Some of the features may not apply.
bicycle airplane
1. height __________________________________________________________
2. weight __________________________________________________________
3. length __________________________________________________________
4. width ___________________________________________________________
5. color ___________________________________________________________
6. durability ________________________________________________________
7. materials ________________________________________________________
8. shape __________________________________________________________
9. size ____________________________________________________________
Verbal Reasoning—Categorization
WALC 9: Verbal and Visual Reasoning 51 Copyright © 2007 LinguiSystems, Inc.
Description and Comparison—Two Objects
Describe the characteristics of two objects you choose or someone else chooses.
Some of the features may not apply.
_____________________ _____________________
Object 1 Object 2
1. height __________________________________________________________
2. weight __________________________________________________________
3. length __________________________________________________________
4. width ___________________________________________________________
5. color ___________________________________________________________
6. durability ________________________________________________________
7. materials ________________________________________________________
8. shape __________________________________________________________
9. size ____________________________________________________________
Verbal Reasoning—Categorization
WALC 9: Verbal and Visual Reasoning 52 Copyright © 2007 LinguiSystems, Inc.
Which Does Not Belong?
Mark the word in each row that does not belong with the others.
Verbal Reasoning—Categorization
WALC 9: Verbal and Visual Reasoning 53 Copyright © 2007 LinguiSystems, Inc.
Which Does Not Belong?
Mark the word in each row that does not belong with the others.
Verbal Reasoning—Categorization
WALC 9: Verbal and Visual Reasoning 54 Copyright © 2007 LinguiSystems, Inc.
General Category Labeling
Name the general category. The first one is done for you.
furniture
1. _____________________________ chair, rocker
Verbal Reasoning—Categorization
WALC 9: Verbal and Visual Reasoning 55 Copyright © 2007 LinguiSystems, Inc.
Subcategory Labeling
Name an item that is more general than the word on the right, but more specific than
the word on the left. The first one is done for you.
Verbal Reasoning—Categorization
WALC 9: Verbal and Visual Reasoning 56 Copyright © 2007 LinguiSystems, Inc.
Specific Member Labeling
Name a specific category member for each set of words. The first one is done for you.
Siamese
1. felines, cats, _____________________________
Verbal Reasoning—Categorization
WALC 9: Verbal and Visual Reasoning 57 Copyright © 2007 LinguiSystems, Inc.
Categorization Grid
Fill in the chart with the appropriate information. The first one is done for you.
dogs poodle
clothing jacket
precipitation drizzle
sports skiing
Verbal Reasoning—Categorization
WALC 9: Verbal and Visual Reasoning 58 Copyright © 2007 LinguiSystems, Inc.
Categorization Grid
Fill in the chart with the appropriate information. The first one is done for you.
plants dandelion
limbs legs
tools hoe
Verbal Reasoning—Categorization
WALC 9: Verbal and Visual Reasoning 59 Copyright © 2007 LinguiSystems, Inc.
Categorization in Sentences
Underline the general category, subcategory, and specific member within each
sentence. The first one is done for you.
3. The medical profession recommends that you see your doctor once a year,
including your podiatrist.
4. There were so many cheeses in the dairy section of the store, I had trouble
deciding on the extra-sharp cheddar.
5. When it comes to toys, Sammy likes construction toys, especially Lincoln Logs.
6. When I go to a dog show, I enjoy watching Labrador retrievers and other dogs
in the sporting dogs division.
7. She finally chose Gone With the Wind from all the novels in the literature
section of the library.
9. When we were looking for a vacation spot, I got literature on national parks
before deciding on Yellowstone.
10. After looking at many flowers, I bought tulips and other spring bloomers.
11. I find playing Search the Mountain video game an excellent form of
entertainment.
Verbal Reasoning—Categorization
WALC 9: Verbal and Visual Reasoning 60 Copyright © 2007 LinguiSystems, Inc.
Convergent Reasoning
When verbally reasoning, a person must frequently take multiple pieces of information,
comprehend them, mentally manipulate them, and then integrate them with information
already present in his cognitive knowledge in order to converge upon the specific, logical
response.
This section provides a variety of tasks to give your client multiple opportunities to improve
his convergent reasoning abilities. The varied formats provide change for your client so he
does not become habituated to a specific process or become bored with using the same
format over and over again while retraining his convergent reasoning skills.
It is important that your client feels some enjoyment and challenge when working with these
tasks. There will be some tasks a client enjoys doing more than others. If this is the case,
just use the tasks your client enjoys as he will be more interested in completing them.
Convergent reasoning involves many different kinds of skills. For some of the tasks (e.g.
negative true/false statements), it involves thinking in reverse of the normal process used for
answering questions. Other tasks involve an abstract element that needs to be determined in
order to answer the questions (e.g., Diagrams with Choices). The deduction puzzles require
multiple abilities, such as being able to integrate one clue with another, being able to use
exclusion principles to eliminate possible answers, and using the grid to give information for
determining a possible response. All of these elements are important for successful verbal
reasoning.
Determine if the statements are facts or opinions. A fact can generally be proven. An
opinion can be debated or argued about. (Hint: Be careful! You are not to determine
if these statements are true or false.)
2. ____ Watching the TV news can help a person learn about the world.
6. ____ Many reruns of old shows are more entertaining than new shows.
9. ____ Shows in color are better than shows in black and white.
10. ____ Sometimes shows are pre-empted because of important news reports.
13. ____ The History Channel is more educational than the Court Channel.
Determine if the statements are facts or opinions. A fact can generally be proven. An
opinion can be debated or argued about. (Hint: Be careful! You are not to determine
if these statements are true or false.)
Write T if the statement is true. Write F is the statement is false. As these are
negative true/false statements, they are tricky. Take your time and think about them.
2. ____ Coats are not something to wear when it is a sizzling hot day.
18. ____ An alarm is not something noisy used for driving a car.
20. ____ Water does not always put out a grease fire.
Write T if the statement is true. Write F is the statement is false. As these are
negative true/false statements, they are tricky. Take your time and think about them.
12. ____ Lawn chairs are not used outside in the summer.
13. ____ A fence is a not a wooden structure used inside of the house.
15. ____ Barbecue grills are not used for cooking meat.
Add a letter or letters to the beginning or end of the second word to form a new word.
1. four-leaf clover C
A
L
M
2. down in the dumps
TROUBLE TROUBLE
PIECE
3. broken promise PIECE SUIT
PIECE
PRO MISE
5. three-piece suit
HA
IRS
6. double trouble
S
DU
DOWN
MP
MP
DU
S
LEAF
LEAF CLOVER
8. right between the eyes LEAF
LEAF
HE ART
3. all over with
______ SLATE
4. rock around the clock
world
CHIP
5. small world HIS SHOULDER
HEAD
ACHE
6. broken heart
ALL
WITH
7. blank slate
R
8. six of one and half a dozen of another K CLOCK O
C
OVER
3. eggs over easy
shooter
shooter
shooter
4. leftover shooter
shooter
shooter
5. six-shooter
KCABBACK
STATIONED
6. stationed overseas
SEAS
BE
7. be on time TIME
RING
8. back to back RING CIRCUS
RING
What common expression do each of these diagrams represent? The blank lines tell
you how many words are in the answer.
R E A D E
_________ ________________ L safety ______________ _____
______ _____________ K safety ______ _____________
C safety
U safety
B
give get ______________
give get ______
give get ______________
give get DOfootOR _________ _____
_______ _________
school
sand
__________________
____________ _____________
What common expression do each of these diagrams represent? The blank lines tell
you how many words are in the answer.
S MIDmonkeyDLE
T
A __________ ____ ______ __________
I
R
CEN
S
T _________ ____
_______________ U ______ _______________
R
Y
R
O
R O A D S ________________ ship _________
D CCCCCC _______________
S
T
E
________________ S _______________
____________ ___________
LE __________
VEL ___________
Wish
Rearrange the letters of each underlined word to form a new word. Then use it to
complete each sentence.
6. Take care when you run the _________________ in New York City.
10. The thorn bushes were in the _________________ part of the garden.
13. The members on the football team eat _________________ before every game.
Rearrange the letters of each underlined word to form a new word. Then use it to
complete each sentence.
5. You can stop after you dry the _________________ and pans.
7. Do you know what thing made all that noise last _________________?
8. He flew into a rage when he couldn’t get his car into third _________________.
10. The bore wore his _________________ around the house all day.
11. You should name your horse after the color of his _________________.
14. The recipe stated that you shouldn’t _________________ the crust with a knife.
Choose a symbol to complete each word below. Spell out the word the symbol
represents in the blank.
. x , +
: = % &
♥ ★ π ¢
1. _____________y 7. sur_____________
2. _____________ical 8. b_____________age
3. _____________ndment 9. _____________er
Choose a symbol to complete each word below. Spell out the word the symbol
represents in the blank.
. x , +
: = % &
♥ ★ π ¢
1. _____________ch 7. _____________ipede
2. _____________ile 8. _____________nder
3. _____________nch 9. _____________ic
Change one letter in each of the words in a group to get three new words that are
members of the same category.
Change one letter in each of the words in a group to get three new words that are
members of the same category.
Now it’s time to create some of your own word puzzles. Use three words that belong
to the same category. Change one letter in each word. Make sure the new words are
actual words. Remember to use common categories.
corn = torn
peas = pets
pumpkin = bumpkin
couch = touch
chair = choir
table = sable
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________________
6. ________________________________________________________________
7. ________________________________________________________________
8. ________________________________________________________________
9. ________________________________________________________________
10. ________________________________________________________________
1. 7 D of the W ______________________________________
2. 52 C in a D ______________________________________
3. 12 M in a Y ______________________________________
4. 50 S in the U S ______________________________________
5. 60 M in an H ______________________________________
6. 18 H on a G C ______________________________________
7. 4 Q in a D ______________________________________
8. 3 S on a T ______________________________________
9. 52 W in a Y ______________________________________
10. 9 P on a B T ______________________________________
11. 24 H in a D ______________________________________
12. 36 I in a Y ______________________________________
14. 2 P in a Q ______________________________________
Write the words that are being defined. All of the answers will relate to a common
theme. Write the theme on the line.
h. opposite of in ______________________
Write the words that are being defined. All of the answers will relate to a common
theme. Write the theme on the line.
Where am I? ______________________
Using the clues, determine which teacher is in each room and which subject is being
taught.
Room 222 Room 223 Room 224 Room 225 Room 226
Teacher
Subject
Using the clues, determine the names of each person’s mother and father.
Mother
Father
Using the clues, determine who owns each store and what type of stores are in the
mall.
Owner
Type
Using the clues, determine who owns which pet and where each one lives.
Owner
Home
Using the clues, determine who drives which type of vehicle and in which city each
person works.
Vehicle
City
Using the clues, determine who drove which car and what place each driver took in
the race.
Driver
Car
Place
Using the clues, determine how many years each man served, in which country each
was stationed, and during which war each served.
Years served
Country
War
Using the clues, determine who gives which kind of flower to his wife and in which
month.
Flower
Month
Using the clues, determine which country each missionary is in, what his religion is,
and how many years of service he has provided.
Years served
Religion
Country
Show
Host
Using the clues, determine the name and breed of each person’s dog.
Name
Breed
Using the clues, determine which college each woman attends, what year she is in,
and which gymnastic event is her specialty.
Year of College
Event
College
1. The gymnast from Ohio State does not excel in the floor exercises.
2. Megan is a sophomore.
3. The girl in Virginia performs on the uneven parallel bars.
4. Mary goes to Penn State University.
5. Molly goes to the University of Maryland.
6. The freshman goes to the University of Virginia.
7. The junior is best at vaulting.
8. Maxine is best on the uneven parallel bars.
9. Molly is not a senior.
10. The senior does not do a balance beam routine.
Convert the numbers in the box into Roman numerals. Then complete each word.
X Example: 11 = XI = EXIT
1. _____mate
2. di_____sion
3. m_____er
4. su_____er
5. a_____elerate
6. ta_____ng
7. mi_____ne
8. a_____dent
9. dr_____er
10. i_____ng
11. a_____se
12. o_____ssion
Read each direction and cross off the days on the calendar. You’ll be left with one date.
February
Sun Mon Tues Wed Thur Fri Sat
1 Groundhog
2 3 4
Day
5 6 7 8 9 10 11
12 13 Valentine’s
14 15 16 17 18
Day
19 20 21 22 23 24 25
26 27 28
1. It’s not three days before or three days after Valentine’s Day.
3. It’s not a day of the week that has the letter O in it.
Read each direction and cross off the days on the calendar. You’ll be left with one date.
January
Sun Mon Tues Wed Thur Fri Sat
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
3. It doesn’t fall on a date where the two digits are the same.
Find the opposites of the words on the list. They can be vertical, horizontal, or
diagonal.
N I G H T E L D I
A K M R A D U L T
Z W R O N G G A A
E N E A R N O B M
D E T L I E O U E
I S T Y A V D Y R
E O A E P E A C E
O L C S E R A L H
P C S U M M E R T
no open always
child work war
sit gather here
right winter far
bad truth hairy
wild day sell
6. What are six words that can be found in HEREIN without transposing a
single letter?
1. _________________________ 4. _________________________
2. _________________________ 5. _________________________
3. _________________________ 6. _________________________
Create words by moving from one letter to another that’s connected. You can use
a letter more than once. The letters must be connected on the wheel in the same
order as the word you want to build. The words should be three letters or more.
X Example: You can build the word east, but not the word seat because the
letter A isn’t connected to the letter T.
S N
T R
Fill in the answers on the grid using the clues. The letters in the circles will spell out
the answer to the question at the bottom of the page.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Cross out the letters as described in each item. The letters for each word are in order.
Then write both words on the line.
X Example: Cross out the bird and leave its home. r no e b is n t robin, nest
Cross out the letters as described in each item. The letters for each word are in order.
Then write both words on the line.
X Example: Cross out the bird and leave its home. r no e b is n t robin, nest
Separate the combined words in each item. The letters for each word are in order.
A clue is given for each set of words.
Separate the combined words in each item. The letters for each word are in order.
A clue is given for each set of words.
Use the clues to determine the saying in the puzzle. The numbers of the letters
correspond to the numbers in the puzzle.
A. proof that can be used in a trial ____ ____ ____ ____ ____ ____ ____ ____
45 12 3 37 29 49 17 8
H. one of the things in your mouth ____ ____ ____ ____ ____
46 27 39 19 30
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18
19 20 21 22 23 24 25 26 27 28 29
30 31 32 33 34 35 36 37
38 39 40 41
42 43 44 45 46 47 48 49 50
Use the clues to determine the saying in the puzzle. The numbers of the letters
correspond to the numbers in the puzzle.
E. not this one, but ______ one ____ ____ ____ ____
16 15 1 6
1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18
19 20 21 22 23 24 25 26 27
28 29 30 31 32 33 34 35 36 37
38 39 40 41 42 43
5. a voice-run computer
6. a dust-free house
We think analogously throughout the day. When we make comparisons between people,
we use analogous relationships (e.g., Mary has blonde hair, Susan is a redhead). When
we are trying to decide what to eat for lunch, we may process “If I am really hungry, I will
get a hamburger but if I am not very hungry, I will just get a salad.” If we are trying to decide
what breed of puppy to buy, we may think “the Labrador is friendly but the poodle is more
reserved.” This form of reasoning helps in our ability to compare and contrast items and to
make fact-based decisions based on the relationships.
Analogies incorporate multiple levels of verbal reasoning. They require your client to
determine the relationship between the first set of items. To do so, your client must use
the following processes:
• opposites • object/function
• part/whole • object/place
• synonyms • location
• characteristics • categorization
• word meaning • numerical reasoning
• associated words
Once your client has determined the relationship, he needs to retain the process and apply
it to the second set of items in the analogy. This is a difficult task as frequently your client
will try to solve the analogy as two separate entities. Thus, the format of the tasks in this
section approach solving analogies from various directions to stimulate flexibility and insure
that the process is truly understood and applied to both sets of the analogy.
Verbal Reasoning—Analogies
WALC 9: Verbal and Visual Reasoning 113 Copyright © 2007 LinguiSystems, Inc.
Completing Analogies
Verbal Reasoning—Analogies
WALC 9: Verbal and Visual Reasoning 114 Copyright © 2007 LinguiSystems, Inc.
Analogies—Complete the Second Half
Verbal Reasoning—Analogies
WALC 9: Verbal and Visual Reasoning 115 Copyright © 2007 LinguiSystems, Inc.
Analogies—Complete the Second Half
Verbal Reasoning—Analogies
WALC 9: Verbal and Visual Reasoning 116 Copyright © 2007 LinguiSystems, Inc.
Analogies—Complete the Second Half
Verbal Reasoning—Analogies
WALC 9: Verbal and Visual Reasoning 117 Copyright © 2007 LinguiSystems, Inc.
Analogies—Complete the First Section
Verbal Reasoning—Analogies
WALC 9: Verbal and Visual Reasoning 118 Copyright © 2007 LinguiSystems, Inc.
Analogies—Complete the First Section
Verbal Reasoning—Analogies
WALC 9: Verbal and Visual Reasoning 119 Copyright © 2007 LinguiSystems, Inc.
Paragraph Comprehension
The paragraphs in this section not only involve understanding and recalling content but
the questions involve making inferences or reading between the lines. This ability to make
inferences is a necessary component in effective verbal reasoning. Your client cannot make
accurate determinations if he cannot identify, interpret, and apply the inferential information.
This is a skill needed in daily life. For example, when medication specifies Take on an empty
stomach, you need to make the inference that the pill should be taken before a meal. If the
label on a shirt says to wash in cold water only, the inference needs to be made that the
shirt is not to be washed in warm water. If an employer says that he wants a worker to make
better use of his time, the worker needs to take the appropriate steps to improve his time
management skills.
The police officer was apprehensive about entering the abandoned apartment
building. She wasn’t sure if the electricity was working and it was dark outside.
She knew there were at least two gunmen inside. She decided to wait to go
inside until backup officers arrived.
She went to the supermarket on the way home from work. It took her several
minutes to find an empty parking space. Once inside, she walked through the
aisles trying to decide what to have for dinner. She knew her husband would like
to cook fish, but her children would rather eat tacos. She decided to get chicken
instead, which is her favorite.
Nine students from the Hiking Club decided to take a hike through the state
park. When they started out, the sun was directly overhead. After hiking several
hours, they were tired, hungry, and hot. They began to argue about what they
should do next. Half of the group decided to head for home. The remaining
students continued to hike directly toward the setting sun.
In the middle of the week, a woman took her car to the car dealer to get
a tune-up and have her air conditioning repaired. She had to wait several
minutes before someone waited on her. When the mechanic finally appeared,
he apologized for the wait. He explained that many of the workers were on
their lunch break. She told the mechanic what she wanted done and gave
him the keys. The mechanic said her car would be ready the next morning.
A family entered the animal shelter to choose a puppy. They stood for a long
time trying to decide if they wanted the golden retriever or the beagle. The
mother asked to see the two puppies. Her child played with each puppy for a
few minutes. They decided to buy the beagle because she was the only female
and seemed friendlier. They also thought the smaller dog would be better for
where they live.
1. Why was it a good idea for the family to choose a puppy from the animal shelter?
2. At least how many people are in this family?
3. Why did the mother want her child to play with each puppy?
4. What differences are there between the two puppies?
5. Why would a friendly dog be important for the family?
6. Where do you think the family lives? How can you tell?
The couple has been preparing since early this morning. They hope everything
will be perfect. The guests are expected to arrive any minute. The couple works
together to set the table and to make sure everything is ready. They hear the
doorbell ring and people begin coming in. At the end of the evening, everyone
thanks the hosts for a wonderful time. Everything turned out great but now the
couple is exhausted. They decide to leave the mess and head straight for bed.
Visual reasoning involves visually perceiving information and interpreting it in the correct
manner. When something is perceived incorrectly, problem solving and reasoning skills
are affected. The tasks in this section provide a variety of levels of visual stimuli, including
pictures, shapes, and figures, to improve your client’s ability to see visual stimuli correctly
and to correctly interpret it. As your client works through these exercises, he will need to
think logically and make judgments about the information he sees. The skills he uses to
interpret the visual information will improve his ability to solve problems in his daily life.
Visual Analogies
The analogies in this section include solving picture analogies and completing figural
analogies. Analogies require your client to determine the relationship between the first
set of items. Then your client must retain the relationship and apply it to the second set
of items in the analogy. This process stimulates thinking logically and linking two sets
together.
In the picture analogies, your client will need to determine relationships based on
associations, function, object/agent, part/whole, location, and progression. In the figural
analogies, your client will need to determine relationships based on size, direction/rotation,
shading, part/whole, number of sides or parts, and shape. Effective visual reasoning is
contingent upon the ability to identify and utilize these processing patterns.
We utilize the ability to think visually analogously throughout the day. For example, when
parking a car, we know that a small car will fit in a small parking spot just as a larger car
will fit in a large parking spot or that a large suitcase will fit in a car trunk if it is placed on
its side whereas a gym bag will fit upright. Frequently, someone who has brain dysfunction
is not able to effectively use this level of visual reasoning in his daily life. The analogies in
this section will aid in reestablishing the ability to visually reason which will help determine
correct actions in daily activities.
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Look at each analogy pair. Then draw its match to complete each analogy.
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Look at each analogy pair. Then draw its match to complete each analogy.
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The tasks in this section provide practice perceiving and locating a form or object within a
busy field. This skill is needed when trying to locate a screwdriver amidst other tools in the
tool box, when trying to locate the tomato soup can amidst the many other varieties of soup
cans on the supermarket shelf, or when trying to locate your car in a parking lot.
These tasks provide practice locating multiple items within the whole and locating a part
within a whole. Both of these abilities are needed when using figure-ground skills to aid
a person’s visual reasoning abilities.
The three shapes on the left are in the box on the right. The shapes will be the same
size but may be rotated. Shade in each one you find.
Total = _____
Total = _____
Total = _____
Total = _____
Look at the figures in the small boxes. Two of them are in the larger picture. Shade
the shapes on the larger picture. The shapes will be the same size and won’t be
rotated.
Look at the figures in the small boxes. Two of them are in the larger picture. Shade
the shapes on the larger picture. The shapes will be the same size and won’t be
rotated.
Look at the figures in the small boxes. Two of them are in the larger picture. Shade
the shapes on the larger picture. The shapes will be the same size and won’t be
rotated.
Look at the figures in the small boxes. Two of them are in the larger picture. Shade
the shapes on the larger picture. The shapes will be the same size and won’t be
rotated.
The tasks in this section address two different visual sequencing skills. The tasks in this
section address two different visual sequencing skills.
The ability to determine and use a progression in visual stimuli is needed for such things
as trying to determine what size pants a child may wear in a few months, determining
how the weather may change from season to season, or knowing when and how things
are growing in a vegetable garden. The ability to connect one object or picture to another
to develop a successful visual plan is needed for such things as putting up a wallpaper
border, setting a table, or arranging things on a shelf so they are aesthetically pleasing.
Both of these skills are needed to make effective and logical reasoning decisions regarding
visual sequencing.
This connect-the-dots puzzle has pictures instead of numbers. Each picture begins
with a different letter of the alphabet (A-R) and the letters are used once. Figure
out what word each picture illustrates, then connect the dots in alphabetical order—
starting with A. (Hint: A = arrow)
Connect the dots in order to make a picture. First try to visualize what the picture
will be. Then start at 1 and connect one dot to the next without picking up your pencil.
Try to scan ahead with your eyes and make a continuous movement.
12 15
11 13
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30
8 14
9
28
16 27
7
17
6
5
22
26
4 21
18
25
3
24
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2
20
19
Connect the dots in order to make a picture. First try to visualize what the picture
will be. Then start at 1 and connect one dot to the next without picking up your pencil.
Try to scan ahead with your eyes and make a continuous movement.
Pattern: Connect the dots by alternating numbers and letters (1, A, 2, B, 3 . . .).
Connect the dots in order to make a picture. First try to visualize what the picture
will be. Begin at START and connect one dot to the next without picking up your
pencil. Try to scan ahead with your eyes and make a continuous movement.
Pattern: Connect the dots to spell “This is for integration of cognitive skills.”
The tasks in this section provide a variety of stimuli for your client to improve his visual
closure and reasoning skills. Visual closure skills are needed to determine if visual stimuli
is complete or if it is missing salient features. This skill is needed when scanning a check
to insure that all blanks have been completed or to determine if all sections of a garden
have been planted as mentally planned. Not only does your client need to determine
completeness, he must have adequate visual reasoning skills to accurately fill in the
missing information. These tasks address the identification and completion skills needed
for effective visual closure.
The mirror images and figural grid activities add additional components to the visual
reasoning tasks. When providing a mirror image, your client must reverse the information
in order to draw the figure correctly. When completing the figural grid, your client must
determine two different relationships (i.e., the actual figures used and what goes inside
the figures) and determine the direction the relationship flows in the grid. These tasks will
help your client improve his ability to manipulate factors which will lead to greater thought
flexibility and more versatile reasoning skills.
When determining the differences between pictures, multiple processes become involved.
Your client must be able to visually scan all quadrants of a picture and then compare
that stored information to a visually similar picture. In addition, your client will anticipate
possibilities for what he feels might be changed and then visually reason and compare
to determine if his thoughts were correct. These types of skills are needed for a variety
of daily activities, such as scanning a dinner table to determine if all needed items are
on the table as well as realizing that differences will occur from one night to the next.
The picture inference tasks will help your client interpret visual stimuli which leads to making
an inferential decision. Your client needs to be able to interpret what he sees and to make
fact-based deductions about the information in order to have effective visual reasoning skills.
The picture tasks with false information will help your client identify when incongruities are
being presented. This skill is needed for determining when an error might have been written
in instructions or in a recipe, when dressing and making sure your socks match and only
one sweater is worn, or when trying to decide what is factual verses inferential information
presented in an advertisement.
Complete each grid. There is one thing that is the same for the items across each
row. There will also be one thing the same down each row. Each grid will have
different factors.
Complete each grid. There must be one thing that is the same for the items across
each row. There will also be one thing the same down each row. Each grid will have
different factors.
What might have caused the plant to wilt? Why might the man be taking his dog here?
What is this couple doing? Why isn’t this deli open for business?
Why might the police officer have What time of day is it? How do
stopped this car? you know?
How might this woman have gotten a Why might this man be upset?
flat tire? What do you think will happen next?
Why might this girl have mixed feelings What problem do you think this couple
about her report card? is having? How can you tell?
Why do you think this boy is in bed? Why might the dog be looking at an
How do you know? empty dish?
Why might this man be crawling under What is about to happen? What will
the bed? the cat do? What will the boy do?
The three tasks in this section are very high level and require multiple levels of visual
reasoning, including organization and the ability to mentally manipulate visual plans in
your head. These tasks should be used with clients who have a specific need for this
type of visual task (e.g., architect, engineer, interior designer). The tasks involve multiple
levels of deduction and visual planning which can help your client be successful in his job.
Visual Reasoning—Drawing
WALC 9: Verbal and Visual Reasoning 180 Copyright © 2007 LinguiSystems, Inc.
Directions—Grid
Sketch out Kathy’s vacation route on the grid. Then answer the questions.
Starting from the beach house (B), she travels 4 miles south to the beach, then
5 miles east to the boat dock, 2 miles north to the souvenir store, then 3 miles
west to Arthur’s Seafood Restaurant, and 2 miles north to pick up the kids from
the miniature golf course. From there, she goes directly home to the beach house.
1. How far is the beach house from the miniature golf course?
Visual Reasoning—Drawing
WALC 9: Verbal and Visual Reasoning 181 Copyright © 2007 LinguiSystems, Inc.
Draw Figure to Scale
Draw the railroad crossing sign to scale on the grid provided. It is recommended that
you start at the base and work upward.
Visual Reasoning—Drawing
WALC 9: Verbal and Visual Reasoning 182 Copyright © 2007 LinguiSystems, Inc.
Floor Plan Sketch
Using the grid on the next page, sketch a floor plan of a living room. It must include
all of the following items. Make sure that you make it proportional. There are multiple
ways it can be done, so design the room however you want.
Items to include:
Windows:
1. Bay window – 6 ’ wide; it has a 9 ’’ windowsill that juts into the room.
2. One window – 3 ’ wide.
Doors:
There are two doorways leading to other parts of the house; each is 3’ wide.
Furniture:
1. Sofa is 6½ ’ long and 3 ’ wide.
2. Recliner is 3 square feet when not extended – 5 ’ when extended.
3. Two end tables are 2 ’ x 2 ’.
4. One floor lamp – its base is 9 ’’ in diameter.
5. Entertainment Center is 6 ’ x 3 ’.
6. Bookshelf is 4 ’ x 1½ ’.
7. Two table lamps are average size.
8. Magazine rack is 1 ’ x 1½ ’.
9. Straight-back chair is 1½ ’ x 1½ ’.
10. Coffee table is 5 ’ x 2 ’.
Visual Reasoning—Drawing
WALC 9: Verbal and Visual Reasoning 183 Copyright © 2007 LinguiSystems, Inc.
Floor Plan Sketch
Visual Reasoning—Drawing
WALC 9: Verbal and Visual Reasoning 184 Copyright © 2007 LinguiSystems, Inc.
Resources
X Evidence-Based Research Articles Regarding Therapy for Cognitive-Communication Disorders
American Speech-Language-Hearing Association. (2006). Treatment efficacy summary: Aphasia resulting
from left hemisphere stroke. Retrieved 12/23/06 from www.asha.org.
Boghal, S.K., Teasell, R.W., Foley, N.C., & Speechley, M.R. (2003). Rehabilitation of aphasia: More is better.
Topics in Stroke Rehabilitation, 10(2), 66-76.
Carney, N., Chestnut, R., Maynard, H., Mann, N.C., Patterson, P., & Helfand, M. (1999). Effect of cognitive
rehabilitation on outcomes for persons with traumatic brain injury: A systematic review. Journal of Head
Trauma Research, 14(3), 277-307.
Cicerone, K.D., Dahlberg, C., Kalmar, K., Langenbahn, D.M., Malec, J., Bergquist, T.F., et al. (2000).
Evidence-based cognitive rehabilitation: Recommendations for clinical practice. Archives of Physical
Medicine and Rehabilitation, 81(12), 1596-1615.
Cicerone, K.D., Dahlberg, C., Malec, J., Langenbahn, D.M., Felicetti, T., Kneipp, S., et al. (2005). Evidence-
based cognitive rehabilitation: Updated review of the literature from 1998 through 2002. Archives of
Physical Medicine and Rehabilitation, 86(8), 1681-1692.
Coelho, C.A., DeRuyter, F., & Stein, M. (1996). Treatment efficacy: Cognitive-communication disorders
resulting from traumatic brain injury in adults. Journal of Speech and Hearing Research, 39(5), S5-S17.
Winocur, G., Craik, F.I.M., Levine, B., Robertson, I.H., Binns, M.A., Alexander, M., et al. (2007).
Cognitive rehabilitation in the elderly: Overview and future directions. Journal of the International
Neuropsychological Society, 13, 166-171.
X Books
Elman, R. (Ed.). (2006). Group treatment of neurogenic communication disorders: The expert clinician’s
approach. (2nd ed.). San Diego: Plural Publishing, Inc.
Helms-Estabrooks, N., & Albert, M.L. (2005). Manual of aphasia and aphasia therapy. Austin, TX:
Pro-Ed, Inc.
Hillis, A. (2002). The handbook of adult language disorders. NY: Psychology Press, an imprint of the
Taylor & Francis Group.
Keith, R.L., & Schumacher, J.G. (2001). Speech and language rehabilitation. (4th ed.). Austin, TX:
Pro-Ed, Inc.
LaPointe, L.L. (2005). Aphasia and related neurogenic language disorders. (3rd ed.). NYC: Thieme
Publishers.
Sarno, M.T., & Peters, J.F. (Eds). (2004). The aphasia handbook: A guide for stroke and brain injury
survivors and their families. NYC: National Aphasia Association.
WALC 9: Verbal and Visual Reasoning 185 Copyright © 2007 LinguiSystems, Inc.
X Organizations
American Speech-Language-Hearing Association (ASHA)
Promotes the interests of and provides the highest quality services for professionals in audiology, speech-
language pathology, and speech and hearing science; advocates for people with communication disabilities
www.asha.org
Action Center: 800-498-2071 (members); 800-638-8255 (non-members)
www.queendom.com
This website includes psychological tests, just-for-fun tests, mind games, and puzzles.
WALC 9: Verbal and Visual Reasoning 186 Copyright © 2007 LinguiSystems, Inc.
Answer Key
The most likely answers are listed here. Accept other logical, appropriate answers as correct.
WALC 9: Verbal and Visual Reasoning 187 Copyright © 2007 LinguiSystems, Inc.
3. The cup of tea on 6. You can’t teach an 19. turtle, frog 11. disgusted
the table is not mine. old dog to do a new 20. helicopter 12. square
That’s not something trick. You can’t change 13. draw
I like to do. someone. page 48 14. wait
4. He threw a stone and 1. bird 15. visitation
killed two birds. He got page 44 2. tablecloth 16. book
two things done at the 1. d 3. water 17. silver
same time. 2. i 4. suitcase, box 18. increase
5. Leave the sleeping 3. g 5. plants, people 19. steel
dogs alone. Don’t get 4. k 6. rubber band 20. ticket
people riled up; leave 5. a 7. choir, wedding
things as they are. 6. h 8. pen, newspaper, candy page 55
6. Her husband sat in the 7. b 9. sponge 2. dogs
back seat to drive. Her 8. l 10. sky, colors 3. toys
husband told her how 9. c 11. hair 4. fruit
to drive as she was 10. j 12. sneakers, shirt, cat 5. TV shows
driving. 11. e 13. money, wallet, keys 6. colors
12. f 14. log, sponge, person 7. residences
page 42 15. ping-pong ball 8. trees
2. You should take page 46 16. soda pop, juice 9. clothing
something off your 1. coal, tar 17. people, animals 10. vehicles
chest. You should talk 2. truck, mountain 18. refrigerator, TV, 11. footwear
about what is bothering 3. tea computer 12. body parts
you. 4. car, house 19. video games 13. musical instruments
3. She wrapped his body 5. apple, tomato 20. driving 14. silverware
around her finger. He 6. ball 15. animals
did everything she said. 7. people, cars pages 49-52
4. He has a poker chip 8. bubble, balloon Answers will vary. page 56
balanced on his 9. stick, glass 2. candy
shoulder. He thinks he’s 10. dog, cat, car page 53 3. kitchen appliances
better than everyone. 11. person, tree 1. plain 4. pants
5. She should dig a hole 12. grass, hair 2. sticky 5. gymnastics
and bury a hatchet in 13. cat 3. reduce 6. bright/light colors
it. She should make 14. floor 4. spiral 7. precipitation
amends. 15. cheese 5. limit 8. beans
6. His eyes were really big. 16. people 6. ruler 9. wild animals
He took more food than 17. boat 7. fighting 10. tables
he could eat. 18. people, plants 8. theorize 11. plays, movies
19. subscription, insurance 9. voice 12. facial features
page 43 20. cake, hard-boiled egg 10. question 13. pain relievers
2. All shiny things are not 11. shocking 14. brass instruments
gold. Something may page 47 12. jealousy 15. jewelry
not be as good as it 1. rope, snake, speech 13. attend
looks. 2. refrigerator 14. basement page 57
3. You can take the skin 3. elbow, straw 15. pyramid 2. soda pop
off a cat in more than 4. car, hose 16. awful 3. bee, hornet, yellow
one way. There is more 5. ice, fish 17. math jacket, wasp
than one way to do 6. diamond, jewelry 18. whine 4. salt, pepper
something. 7. blanket 19. schedule 5. diamond, topaz
4. Eat an apple every day 8. stars 20. dirt 6. racket
and you won’t have to 9. apple, shirt, markers 7. dog, cat
see a doctor. Eating 10. knife, pencil page 54 8. Hello, Dolly!,
healthy food will keep 11. airplane, helicopter 1. joke The Sound of Music
you fit and you won’t 12. square, rectangle, desk 2. oven 9. sneakers, tennis shoes
have to see a doctor. 13. teeth, license 3. whim 10. spring, summer, fall,
5. The grass in your 14. chair, table 4. return winter
neighbor’s yard is 15. glass, window 5. impish 11. happy
greener than your 16. cell phone, 6. slow 12. Honda, Toyota
grass. Other people’s video camera 7. show 13. cheddar, Swiss
situations always look 17. tortoise, tree 8. horror 14. ambulance, fire truck
better. 18. newborn, cat 9. imagine 15. dandelion
10. snap
WALC 9: Verbal and Visual Reasoning 188 Copyright © 2007 LinguiSystems, Inc.
page 58 12. O 18. F president
car 13. O 19. F 8. sad, content, glad,
pets 14. F 20. T joyous
kitchen appliances 15. O 9. town, state, nation,
things to read page 66 continent
outerwear page 63 1. Sunday, Tuesday, Friday 10. hideous, ugly, plain,
birds 1. O 2. yesterday, today, pretty
Target, Wal-Mart 2. F tomorrow 11. ancient, old, present,
colors 3. F 3. second, minute, hour futuristic
rain 4. O 4. year, decade, century 12. impossible, possible,
winter sports 5. O 5. order, eat, pay or order, probable, definite
writing implements 6. F pay, eat 13. fast, snack, meal, feast
7. O 6. pack, depart, arrive 14. white, ivory, gray, black
page 59 8. F 7. kindergarten, junior 15. minute, small, medium,
weeds 9. F high, high school large
vegetables 10. O 8. caterpillar, cocoon,
duck 11. O butterfly page 69
body parts 12. F 9. shuffle, deal, play, win 1. inside
garden tools 13. O 10. seed, sprout, bud, 2. trace
chicken pox 14. F blossom 3. tender
sports 15. O 11. bait, cast, catch, clean 4. that
NyQuil, cough syrup 12. lose, search, find 5. creamy
food page 64 13. read, memorize, test 6. oatmeal
TV shows 1. F 14. January, May, August, 7. starfish
Earth, Mars 2. T October 8. tactful
3. F 15. dream, plan, build, 9. useful
page 60 4. F occupy 10. vanilla
2. animal, bear, polar bear 5. F 11. drags
3. medical profession, 6. T page 67 12. done
doctor, podiatrist 7. T 1. cool, cold, freezing 13. space
4. dairy, cheeses, 8. F 2. daughter, mother, 14. growing
extra-sharp cheddar 9. T grandmother 15. tone
5. toys, construction toys, 10. F 3. walk, jog, sprint 16. shots
Lincoln Logs 11. F 4. least, less, more, most 17. colder
6. dogs, sporting dogs, 12. F 5. glance, look, stare 18. police
Labrador retrievers 13. T 6. whimper, cry, sob 19. pancake
7. literature, novels, 14. F 7. rare, medium, well-done 20. items
Gone With the Wind 15. T 8. warm, simmer, boil 21. touchdown
8. transportation, air 16. T 9. bothered, angry, furious 22. hanging
transportation, jet 17. F 10. private, sergeant, 23. meeting
9. vacation spot, national 18. T general 24. camel
parks, Yellowstone 19. F 11. silent, quiet, loud 25. crank
10. flowers, spring 20. T 12. negative, neutral, 26. everyone
bloomers, tulips positive 27. maiden
11. entertainment, page 65 13. lower, middle, upper 28. changed
video game, 1. F 14. suspect, investigate, 29. apart
Search the Mountain 2. T convict 30. damage
12. furniture, chairs, 3. T 15. tiny, small, large, giant
rocking chairs 4. F page 70
5. T page 68
page 62 6. F 1. silence, whisper, talk,
1. O 7. F shout
2. F 8. T 2. grin, giggle, laugh,
3. F 9. F guffaw
4. O 10. T 3. shed, cabin, house,
5. F 11. T mansion
6. O 12. F 4. dark, dim, bright,
7. O 13. T brilliant
8. F 14. T 5. near, far, farther,
9. O 15. F farthest
10. F 16. T 6. drop, trickle, flow, gush
11. F 17. T 7. mayor, governor,
WALC 9: Verbal and Visual Reasoning 189 Copyright © 2007 LinguiSystems, Inc.
page 71 8. fear 6. race 6. river, creek, gulf
9. dogs 7. palm 7. book, letter, note
10. file 8. skate 8. shirt, jacket, slacks
11. eat 9. cheat 9. shoe, boot, slipper
12. form 10. north 10. snake, turtle, toad
13. care 11. salt 11. milk, soda, tea
14. east, eats 12. ride 12. dog, cat, fish
15. tone 13. meat 13. arm, foot, ankle
16. ripe 14. east 14. month, day, week
17. name 15. from 15. one, five, forty
18. table
19. stop page 78 page 82
20. news 1. reef 1. lime, cherry, grape
21. field 2. shore 2. brush, comb, curlers
22. idea 3. lead 3. glue, tape, staple
page 72 23. ride 4. sheet 4. truck, car, van
24. march 5. pots 5. branch, twig, stick
25. free 6. shrub 6. train, plane, bus
26. horse 7. night 7. salt, pepper, clove
27. rise 8. gear 8. touch, hear, smell
28. send, dens 9. much 9. tack, nail, bolt
29. robe 10. robe 10. wood, log, stick
30. tire 11. mane 11. golf, track, biking
12. idea or hiking
page 76 13. fare 12. face, neck, chin
1. mile 14. pierce 13. bowl, dish, glass
2. stale, steal 15. quiet 14. door, wall, floor
3. skit 15. rain, hail, snow
4. capes page 79
5. feat 1. colony page 83
page 73 6. came 2. periodical Answers will vary.
read between the lines 7. thing 3. commandment
forgive and forget 8. gear 4. sweetheart page 84
backhand 9. deal 5. percentage 1. 7 days of the week
long underwear 10. lose 6. equality 2. 52 cards in a deck
sandbox 11. face 7. surplus 3. 12 months in a year
buckle up for safety 12. rule 8. bandage 4. 50 states in the United
foot in the door 13. thermos, smother 9. center States
I understand 14. north 10. starboard 5. 60 minutes in an hour
tricycle 15. diet, tied 11. pint 6. 18 holes on a golf
high school 16. add 12. Times Square course
17. room 7. 4 quarters in a dollar
page 74 18. rate page 80 8. 3 sides on a triangle
downstairs 19. sure 1. starch 9. 52 weeks in a year
crossroads 20. cheap 2. percentile 10. 9 players on a baseball
blank check 21. these 3. pinch team
wish upon a star 22. gates 4. colonial 11. 24 hours in a day
monkey in the middle 23. draw 5. plush 12. 36 inches in a yard
turn of the century 24. tapes 6. heartburn 13. 100 years in a century
ship overseas 25. part 7. centipede 14. 2 pints in a quart
upset, set up 26. pace 8. commander 15. 365 days in a year
split level 27. beard, bared 9. periodic
three square meals 28. open, nope 10. android page 85
29. stake, steak, takes 11. equally a. run
page 75 30. teach 12. New York Times b. base
1. tale c. strike
2. page page 77 page 81 d. diamond
3. team 1. time 1. orange, green, yellow e. pitcher
4. plate 2. parts 2. gold, silver, copper f. glove
5. brag 3. bread 3. corn, peas, pumpkin g. ball
6. ever 4. tea 4. couch, chair, table h. out
7. tape 5. peach 5. year, hour, month baseball
WALC 9: Verbal and Visual Reasoning 190 Copyright © 2007 LinguiSystems, Inc.
a. trunk Lane 1: B.J., Camaro, third 5. accelerate (200) page 99
b. tire Lane 2: Drag, Trans Am, 6. taxing (11) 1. the letter U
c. roof second 7. midline (551) 2. the letter i
d. keys Lane 3: Race, Mustang, 8. accident (201) 3. invent
e. engine fourth 9. driver (4) 4. lounger
f. jack Lane 4: Willlie, Toyota, first 10. icing (101) 5. 9
g. hood 11. advise (506) 6. the letter E
h. fan page 90 12. omission (1001) 7. the letter G
car General: 15, U.S., WWII 8. 10 cents
Major: 5, France, WWII page 94 9. 9
page 86 Captain: 4, North Korea, Saturday, February 4th 10. the letter i
a. pupils Korean
b. pens Sergeant: 3, England, WWI page 95 page 100
c. class Corporal: 1, Laos, Vietnam Monday, January 21st 1. The doctor is his sister.
d. rulers 2. Pete is Chuck’s son.
e. examination, exam Banker: lilies, April page 96 3. your mother
f. subjects Lawyer: daffodils, 4. the son’s mother
g. English September 5. No, because it’s his
h. papers Doctor: roses, October mother.
school Singer: carnations, June 6. No, if she is a widow,
he is dead.
a. wing page 91 7. Danielle’s uncle
b. fly Stan: 4, Presbyterian, Africa 8. his father
c. ticket Larry: 7, Methodist, Ireland 9. her nephew, his brother
d. trip Clyde: 3, Lutheran,
e. seat Switzerland page 101
f. air Charles: 12, Mormon, 1. set
g. pilot Denmark page 97 2. sea
h. land Art: 9, Catholic, Belgium 1. bottle—$1.05, jar—$.05 3. store
airplane 2. 19 = XIX. Take away 4. tea
Channel 2: “Guess My Job,” the I and you have 5. teas
page 87 Barney XX (20). 6. ten
222: Burns, math Channel 5: “Rummy,” Bob 3. 18 days; he jumps 7. tease
223: Lee, computer Channel 7: “Clues,” Burt all the way out on 8. teaser
224: Miller, history Channel 9: “Win a Trip,” Billy the last day 9. ore
225: Johns, art Channel 11: “Deal ‘Em,” 4. 3 10. ores
226: Smith, Latin Buzz 5. 7 11. rot
6. he, her, here, ere, 12. rots
Sally: Jane, Dick page 92 rein, in, I 13. rote
Joe: Maria, Sam Diane: Skippy, terrier 14. roe
Mary: Paula, Pete Nancy: Fido, mixed page 98 15. nest
Tom: Theresa, Chuck Marla: Fifi, poodle 1. the Pacific Ocean; 16. net
Sarah: Bev, Gus Kathy: Cinnamon, chow It was the largest 17. nets
chow ocean even before 18. east
page 88 Ann: Rex, German shepherd it was discovered. 19. ease
Store 1: Mac, grocery store 2. 1; After eating one 20. sane
Store 2: Phil, drugstore Mary: senior, floor exercises, cracker, your stomach
Store 3: Leroy, barbershop Penn State isn’t empty. page 102
Store 4: Alice, card shop Megan: sophomore, balance 3. It wasn’t raining. 1. queen
Store 5: Henrí, pet store beam, Ohio State 4. holes 2. turtle
Maxine: freshman, uneven 5. because he earns 3. windy
dog: Jane, ranch parallel bars, University double giving two 4. acorn
horse: Dave, farm of Virginia haircuts vs. one 5. restaurant
cat: Carmen, apartment Molly: junior, vaulting, 6. by serving mashed 6. picture
fish: Tomas, town house University of Maryland potatoes 7. flippers
7. halfway because after 8. valley
page 89 page 93 she is halfway in, 9. bicycle
Rick: cab, NYC 1. climate (151) she is coming out 10. rotten
Pete: train, Philadelphia 2. division (6) 8. meat 11. different
Sam: plane, Chicago 3. mixer (9) 9. It was still light out quintillion
José: bus, Las Vegas 4. summer (2000) when she went to bed.
Ralph: trolley, San Francisco
WALC 9: Verbal and Visual Reasoning 191 Copyright © 2007 LinguiSystems, Inc.
page 103 11. shades, blinds J. is 8. radio, listen
1. lion, den 12. sight, smell K. dime 9. Boise, Idaho
2. Idaho, Boise 13. wasp, ant A mistake is evidence 10. banker, bank
3. flame, paper 14. fork, knife that someone has tried 11. curtain, window
4. oak, acorn 15. postcard, letter to do something. 12. cold, ice cream
5. happiness, smile 13. beans, vegetable
6. baseball, glove page 107 page 110 14. toes, foot
7. circus, clown 1. 6, 7, 8 A. night 15. boat, water
8. hearts, jack 2. 3, 4, 7, 8, 10 B. minute 16. ten, eight
9. June, Monday 3. 8, 10, 12 C. floor 17. tree, maple
10. cold, snowy 4. 7, 9, 11, 13 D. house 18. dress, woman
11. Pacific, Nile 5. 12, 11, 10 E. that 19. helmet, football
12. Franklin, electricity 6. 14, 12, 10 F. woman 20. walk, man
13. house, den 7. 20, 25 G. fork
14. cat, kitten 8. 80, 75, 70 H. hurt page 116
9. 40, 50 I. oat 1. turtle, reptile
page 104 10. 70, 60 J. ha 2. letters, words
1. flounder, worm 11. 15, 18 A minute of thought is worth 3. sand, desert
2. steak, coffee 12. 21, 18 more than an hour of talk. 4. leaves, green
3. dinner, cake 13. 15 5. strings, guitar
4. granite, copper 14. 82, 76 pages 111-112 6. ball, bat
5. college, English 15. 16, 20, 24 Answers will vary. 7. dry, powder
6. couch, satin 16. 32, 24, 20 8. Big Ben, England
7. carton, cereal 17. 45, 75 page 114 9. Navy, water
8. hockey, puck 18. 24, 32 1. blue, unhappy 10. Reader’s Digest,
9. August, Tuesday 19. 104, 208 2. money magazine
10. hammer, nail 20. 75 3. omelet 11. mouse, rodent
11. salt, shaker 4. bicycle 12. food, eat
12. jacket, zipper page 108 5. rodent 13. feet, people
13. bracelet, emerald 1. 62, 59 (x2, -3) 6. square, rectangle 14. dog, canine
14. bank, money 2. 46, 47 (x2, +1) 7. caution, slow down 15. oar, rowboat
3. 28, 32 (÷2, +4) 8. closed-in spaces, 16. aftershave, man
page 105 4. 28, 26 (+10, –2) small spaces 17. adult, grownup
1. book, magazine 5. 195, 200 (x3, +5) 9. Romeo 18. cold, ice
2. purple, green 6. 14, 22 (-4, +8) 10. cub 19. wheels, car
3. tiger, bear 7. 90, 110 (÷2, +20) 11. sidewalk 20. milk, dairy
4. chair, table 8. 98, 92 (÷3, -6) 12. shirt
5. shirt, pants 9. 43, 86 (+5, x2) 13. The Wizard of Oz page 117
6. leg, elbow 10. 44, 42 (-3, -2) 14. west 1. dogs, bones
7. ten, seven 11. 64, 32 (x4, ÷2) 15. digest food 2. light, day
8. picture, mirror 12. 43, 129 (-5, x3) 16. swallow 3. hand, glove
9. chef, barber 13. 122, 118 (÷2, -4) 17. library 4. goldfish, bowl
10. maple, spruce 14. 60, 64 (+12, +4) 18. sauerkraut 5. shaving cream, face
11. baseball, golf 15. 81, 162 (+3, x2) 19. ocean 6. siren, police car
12. robin, wren 16. 595, 594 (x5, -1) 20. furniture, floor 7. golf ball, hit
13. happiness, anger 17. 9, 14 (-2, +5) 8. bed, sleep
14. cake, pie 18. 168, 504 (+6, x3) pages 115-119 9. grass, lawn
15. pepper, cinnamon 19. 160, 480 (-5, x3) Answers will vary. 10. wolf, howl
20. 86, 172 (+10, x2) Some possible answers 11. Paris, France
page 106 are listed here. 12. frown, unhappy
1. jazz, rock page 109 13. cold, winter
2. orange, yellow A. evidence page 115 14. elbow, arm
3. boxing, track B. throne 1. finger, hand 15. cuff, pants
4. slippers, shoes C. maid 2. White House, 16. editor, book
5. bedroom, kitchen D. eon Washington, D.C. 17. bed, bedroom
6. blouse, coat E. takes 3. red, tomato 18. bowl, soup
7. pencil, crayon F. moats 4. cave, bat 19. bracelet, wrist
8. knife, scissors G. shag 5. graphite, pencil 20. petal, flower
9. ship, canoe H. tooth 6. black, licorice
10. flounder, tuna I. ties 7. flashlight, battery
WALC 9: Verbal and Visual Reasoning 192 Copyright © 2007 LinguiSystems, Inc.
page 118 1. at the supermarket page 125 page 131
1. Paul Newman, 2. late afternoon, early toothpaste
Bill Clinton evening baseball
2. eye, ear 3. lots of people shopping shark
3. toes, fingers for dinner chicken
4. pretzel, water 4. drove, had to look for
5. picture, sound a parking space in the page 126
6. bench, nail parking lot screw
7. body, teeth 5. what to have for dinner eye
8. up, left 6. yes, Children implies coat
9. tire, wing more than one child. worm
10. paper, metal
11. February, November page 122 page 127
12. tissue, lightbulb 1. hot, sunny cat
13. snow, blood 2. noon, The sun was flashlight
14. hamburger, ham directly overhead. person page 132
15. robin, trout 3. 3-4 hours wrist
16. President, Pope 4. no, They were hungry
17. writer, actor and they didn’t have page 128
18. lemon, sugar any food. mouse
19. time, date 5. They were tired bird
20. breakfast, dinner of hiking. goalpost
6. east doghouse
page 119
1. dog, chair 1. noon page 129
2. word, number 2. Wednesday
3. 7, A 3. summer, woman
4. London, Paris needed her air
5. sing, read conditioning repaired
6. coal, snow 4. eating lunch
7. button, zipper 5. so he could move her page 133
8. truck, feather car to work on it
9. spaghetti, chow mein 6. get alternate
10. pedal, tire transportation, complain
11. morning, noon to the manager
12. Colorado, California
13. happy, sad page 123
14. 1000, 100 1. provides an unwanted
15. animal, weather dog with a home
16. west, north 2. two: mother and child page 130
17. bee, robin 3. to see how the puppies
18. pool, trail reacted to the child
19. happy, sad 4. size, temperament,
20. cap, helmet appearance, gender
of dog
page 121 5. less chance of having page 134
1. bad conditions, problems (e.g., biting)
gunmen inside 6. apartment or house;
2. dark and by the way chose a smaller dog
the building looks
3. She couldn’t see 1. dinner for guests
anything electrical 2. anniversary, birthday,
working inside. holiday, promotion
4. night 3. yes; because they
5. She saw them go in. “hope everything
6. safety, smarter to will be perfect”
wait for backup 4. yes; “people began
coming in” implies
lots of people
5. no
6. evening
WALC 9: Verbal and Visual Reasoning 193 Copyright © 2007 LinguiSystems, Inc.
page 135 page 139 page 144 page 151
17
13
page 145
15
13
page 146
page 147
page 149
WALC 9: Verbal and Visual Reasoning 194 Copyright © 2007 LinguiSystems, Inc.
page 155 page 159 page 164 page 168
page 160
page 169
horseshoe/mug on shelf
page 156 page 165 different picture in frame
flame on candle
box/bowl
book label in different place
longer cabinet on wall
page 161 fringe on rug
fewer trees outside
drawer pull different above
the bed
extra wrinkle on bedspread
throw pillow stripes going a
different way
clock shows two different
times
clock on wall/picture on wall
page 157 page 166 one panel on closet door
is different
closet handles are different
page 170
page 163 trees by corral are different
gate is open
two horses in corral
tractor
more bushes by house
more windows on house
black window on top story
smoke from house blowing
a different way
two cars on the road
page 158 page 167 top of silo a different color
apples not on one tree
golfer’s pants change color
golf flag
two golf balls
WALC 9: Verbal and Visual Reasoning 195 Copyright © 2007 LinguiSystems, Inc.
page 171 page 176 stove: mislabeled knobs,
lawn mower and rake in bed: looking for something different burners, knobs
the yard cat: The boy is about to step on door, front looks
mailbox at end of driveway on the cat’s tail; the cat like a clothes dryer
bush/plant by garage door will meow and run; road: sign says “No Cars
windows on garage door the boy will feel bad. Allowed,” sign says
shape of window on side pot: The pot is boiling over; “Merge Right” but road
of garage the heat is too high. merges to the left
smoke from chimney bus: She wants to get on
chimney made of brick/stone the bus. page 181
curtains at windows
window different on page 177
front door drugstore: stocks medical
more windows needs, not musical
different windows on needs; No Admittance
front of house sign
birds vs. clouds in sky map: Mexico and Canada
are reversed, USA is
page 172 misnamed
leaves are different colors boy: different sleeve lengths,
bird has different colors different pant lengths
rabbit has more whiskers and different material on 1. 2 miles
two rabbits pants, missing a shoe 2. west
deer drinking watch: 5 hands, two buckles, 3. 18 miles
two large rocks by rabbits wrong numbers
size/shape of lake page 182
more clouds page 178
different sun headstone: RSVP instead of
more trees RIP, no February 31st,
plants in water date of death written
snow on mountains wrong, died 10 years
before he was born
page 173 clinic: backward numbers on
plant: over-watered or not door, says “No Cats or
watered enough Dogs Allowed” but it’s a
dog: sick dog, getting shots vet’s office, no handle
couple: getting married on door
deli: had a fire/vandalism car: steering wheel on hood,
tree on roof, square
page 174 tire, front door is upside
police: speeding down
page 184
table: morning, breakfast washer: buttons mislabeled,
foods on the table picture of eyeglasses on
tire: ran over a nail/glass panel, two doors, dishes
man: wrong food/food not inside instead of clothes
cooked right; He will
get a new meal. page 179
chair: half rocking chair,
page 175 half cushion, head
report card: all As and one F, rest not done
surprised to get an F letter: address/stamp/return
couple: lost; They are address in wrong place,
looking at a map. zip code incomplete,
boy: sick; taking his says “Don’t Handle with
temperature, medicine Care,” phone number
nearby, holding a tissue instead of zip code
dog: He is hungry.
23-07-987654321
WALC 9: Verbal and Visual Reasoning 196 Copyright © 2007 LinguiSystems, Inc.