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U.S. Postal Inspection Service –
Delivering a World of Career Opportunities
Welcome to the Preparation Guide for the Postal Inspector Entrance Examination. This guide is
designed to help prepare you for the online examination process. The Postal Inspector Entrance
Examination is the second step, following the application, for employment consideration as a U.S.
Postal Inspector.
U.S. Postal Inspectors are federal law enforcement agents with investigative jurisdiction in all
criminal matters involving the integrity and security of the U.S. Postal Service. The mission of the
U.S. Postal Inspection Service is to protect the U.S. Postal Service, its employees and its
customers from criminal attack, and protect the nation’s mail system from criminal misuse. To
accomplish this mission, Postal Inspectors investigate criminal, civil, and administrative violations
of postal-related laws, often using forensics and cutting-edge technologies.
Inspectors are required to carry firearms, make arrests, provide testimony, serve subpoenas,
execute search warrants, and prepare comprehensive reports. It is essential that Postal
Inspectors be in sound physical condition and be capable of performing vigorous physical
activities on a sustained basis. Inspectors must be able to make arrests, conduct searches,
pursue and restrain suspects, and protect themselves and others from imminent danger.
Inspectors work long and irregular hours, and must be willing to relocate.
The U.S. Postal Inspection Service is an equal opportunity employer.
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Copyright Protection
The Postal Inspection Service controls all copyright in the Preparation Guide for the Postal
Inspector Entrance Examination. We provide this guide to help you apply for the Postal Inspector
position. This preparation guide is not for use by anyone interested in making profits off scam
projects that exploit hopeful applicants.
This preparation guide is published in paper and is also available on the Internet. You may make
copies of the paper version or download the complete online version or portions of the
preparation guide for personal, noncommercial, or nonprofit use. Other uses are not permitted.
Copies of the preparation guide may not be sold or distributed as part of any service or product
for which a fee is charged, or in connection with such products or services. This guide may not be
distributed by any person or organization that claims to help people: (1) prepare for or score well
on Postal Inspection Service tests, (2) get hired by the Postal Inspection Service, or (3) find
Postal Inspection Service job openings.
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Contents
U.S. Postal Inspection Service.....................................................................................ii
Copyright Protection....................................................................................................iii
Postal Inspector Entrance Examination ......................................................................1
What distinguishes the Postal Inspection Service from other law enforcement
organizations.......................................................................................................................................... 1
What this preparation guide offers........................................................................................................ 2
Consumer alert....................................................................................................................................... 2
Don’t fall for these rip-offs...................................................................................................................... 2
Get help.................................................................................................................................................. 2
What this preparation guide does not do.............................................................................................. 3
Why we test our potential employees ................................................................................................... 3
How to get reasonable accommodation for the test............................................................................. 3
What happens when you qualify ........................................................................................................... 3
What is required to meet further eligibility and suitability requirements.............................................. 3
What advantages exist for veterans seeking Postal Inspection Service employment........................ 4
How to access the online test................................................................................................................ 4
Requirements for completing the online test ........................................................................................ 4
Testing site ............................................................................................................................... 4
Computer requirements ........................................................................................................... 5
Testing environment................................................................................................................. 5
Testing time .............................................................................................................................. 5
Applicant integrity..................................................................................................................... 5
General test taking tips.......................................................................................................................... 6
Contents of Postal Inspector Entrance Examination............................................................................ 7
Preparing for the Postal Inspector Entrance Examination................................................................... 7
Part I. Deductive reasoning................................................................................................... 7
Part II. Inductive reasoning..................................................................................................... 9
Summary of tips for answering deductive and inductive reasoning tests............................ 10
Part III. Life experience.......................................................................................................... 10
Appendix A – Additional Preparation Material for Deductive and Inductive
Reasoning Test Parts................................................................................................A-1
Appendix B – Additional Sample Questions for Deductive and Inductive
Reasoning Test Parts................................................................................................B-1
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Postal Inspector Entrance Examination
What distinguishes the Postal Inspection Service from other law
enforcement organizations?
In the words of a few of our Inspectors…
My job has taken me from Anchorage to Acapulco and from Buffalo to Buenos Aires on a wide
variety of investigations, including international child exploitation rings, armed robberies,
organized crime, international drug trafficking, identity theft rings, and mail bombs—not to
mention international terrorism. In my opinion, the U.S. Postal Inspection Service is the best job in
federal law enforcement.
Postal Inspector
San Diego Field Office
It’s been a positive, life-changing experience to be part of the Postal Inspection Service family. I
work with some of the best people in the law enforcement community and have the autonomy to
conduct quality criminal investigations from beginning to end. Not only have I received some of
the best training in the business, I’m compensated with a pay and benefits package equal to or
better than other law enforcement agencies.
Postal Inspector
Charlotte Division
As a new Inspector graduating from Basic Inspector Training at the Career Development Division,
I was tasked with following the prime suspect in the largest Federal Reserve heist in our history. I
tailed him for 250 miles through rural Alaska, and he never once spotted me. For a girl raised on
the streets of Brooklyn, New York, it was a pretty outrageous experience. I’ve also worked
undercover on a variety of investigations, including the largest art fraud investigation in our
history. I’ve traveled to places in the United States I never dreamed existed and have met some
fascinating and great people through my job. There are simply no limits to what you can
experience and achieve as a U.S. Postal Inspector. I wouldn’t trade what I do for anything.
Postal Inspector
New York Division
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What this preparation guide offers
In this guide, we familiarize you with the testing process and its key features so that you:
ß Know what to expect on the test and are prepared to do your best.
ß Have a better chance of success.
ß Understand the testing process and are less likely to be victimized by fraudulent
advertisements for Postal Service jobs or exam scams (see Consumer alert below).
ß Can take the online Postal Inspector Entrance Examination feeling more confident and at
ease.
Consumer alert
You never have to pay for information about job vacancies or employment opportunities with the
Postal Service!
Scam artists are victimizing people by selling information about federal job opportunities. They
advertise in classified sections of newspapers and offer — for a fee — to help job seekers find
and apply for federal jobs. Some even try to confuse consumers with names similar to federal
agencies, such as U.S. Agency for Career Advancement or the Postal Employment Service.
These scam artists may also lie about the availability of federal job openings. If someone alerts
you to a Postal Service job, check with the local Postal Service facility or on the Internet at
www.usps.com/employment to determine whether or not a job is available and an exam is
required for eligibility.
The Postal Service does not charge application fees or guarantee employment.
Don’t fall for these rip-offs
It’s deceptive for anyone to guarantee a high score on Postal Service entrance tests. The Federal
Trade Commission (FTC), the U.S. Office of Personnel Management, and the Postal Service urge
job seekers to avoid falling for deceptions like these:
ß Classified ads or verbal sales pitches that imply an affiliation with the federal government,
and guarantee high test-scores or jobs.
ß Ads that offer information about hidden or unadvertised federal jobs.
ß Ads that refer to a toll-free number where an operator encourages you to buy a valuable
booklet containing job listings, practice test questions, and tips for entrance exams.
ß Toll-free numbers that direct you to other pay-per-call numbers for more information.
Under federal law, any solicitations for pay-per-call numbers must contain full disclosures
about cost. Also, the solicitation must make clear if there is an affiliation with the federal
government. You must have a chance to hang up before you incur any charges.
Get help
If you have concerns about a company’s advertisement for employment services, contact:
ß Federal Trade Commission: 1-877-FTC-HELP (382-4357) or on the Internet at
http://www.ftc.gov.
ß U.S. Postal Inspection Service: local office listed in the blue (government) pages of the
local telephone directory.
ß Your state attorney general or local Better Business Bureau.
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What this preparation guide does not do
The sample exercises provided are neither practice tests, nor simulations of actual testing
conditions for the Postal Inspector Entrance Examination. However, they do resemble the actual
test in style and format.
Note: Completing the sample exercises does not ensure an increase in your test score or in your
aptitude to perform Postal Inspection Service work. Neither does attending workshops nor
studying exam techniques guarantee a higher exam score or a better application.
Why we test our potential employees
The test provides a screening process on job-related criteria for job applicants and allows
applicants to compete for positions. Postal Inspectors investigate criminal, civil, and
administrative violations of postal-related laws. Certain skills and abilities related to reasoning,
decision making, drawing conclusions, and relating to others are needed to conduct
investigations effectively. The Postal Inspector Entrance Examination helps identify individuals
with important job-related abilities and personal characteristics.
How to get reasonable accommodation for the test
The Postal Service considers requests for reasonable accommodations by qualified job
applicants with disabilities on a case-by-case basis. Applicants requesting accommodations
should understand that this can be a lengthy process requiring the review of medical
documentation to support the claim, and may significantly delay the recruitment process. If you
think you may qualify for reasonable accommodations, please send your request to: U.S. Postal
Inspection Service, Security Investigations Service Center, Attn: Recruitment, 225 N. Humphreys
Blvd, 4th Floor South, Memphis, TN 38161-0001.
What happens when you qualify
A passing score on the Postal Inspector Entrance Examination qualifies you to continue in the
hiring process but does not guarantee employment with the Postal Inspection Service. If you
qualify, you are invited to complete the next step in the assessment process — a verification test.
The verification test is a longer version of the Postal Inspector Entrance Examination. It is
administered online in a secure setting at designated testing sites.
What is required to meet further eligibility and suitability requirements
The Postal Inspection Service ensures the public’s trust and confidence by maintaining the
security and reliability of the mail. The public has the right to expect the Postal Service to
maintain the privacy of the mail. Postal Inspection Service employees have the right to expect a
safe environment in which to work. Thus, Postal Inspectors must have integrity and be honest,
trustworthy, and reliable.
Along with completing the verification test described above, applicants must complete the
following steps to continue the hiring process:
n Completion of the Comprehensive Application Packet, including forms used to initiate the
National Agency Check for obtaining the Top Secret Security Clearance required for all
Postal Inspectors.
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n Language proficiency test, if applicable.
n Assessment Center evaluation – Simulation exercises are used to assess core knowledge,
skills, and abilities needed by successful Postal Inspectors.
n Polygraph examination to validate information obtained during the application process.
n Background suitability investigation.
n Management interview.
n Drug screening.
n Medical examination – An employment physical will only be administered to candidates who
have received a contingent offer of employment. Successful completion of the employment
physical is the final step in the selection process.
What advantages exist for veterans seeking Postal Inspection
Service employment
We examine and select applicants for employment in compliance with legal and regulatory
requirements, including those in the Veterans’ Preference Act of 1944. This law influences our
administrative structure for examining and hiring applicants, particularly certain veterans and
some family members of disabled or deceased veterans who have met the requirements for
veterans’ preference. Veterans’ preference is evaluated and approved by our human resource
specialists or, if applicable, by the U.S. Office of Personnel Management. By law, disabled
veterans who are selected after successfully completing the application process receive
consideration prior to non-preference applicants.
How to access the online test
Once it has been determined that you have met all minimum qualification based on responses to
your online application, you will receive instructions for accessing the online Postal Inspector
Entrance Examination.
Requirements for completing the online test
Testing Site. The Postal Inspector Entrance Examination is an online test. For your convenience,
you are permitted to complete the assessment at a location of your choosing. Many applicants
may prefer to complete the test at their residence. Alternatively, you may complete the test at
another facility with computer access. Below are examples of free and fee-for-service Internet
access sites.
ß Local libraries
ß Colleges and universities
ß One-Stop Career Centers. The One-Stop Centers, run by the Employment & Training
Administration Office of U.S. Department of Labor, serve a variety of functions including
vocational testing and assessment. They are equipped with computers with Internet
access. The One-Stop Centers are located nation wide. To locate a One-Stop Center
near you call toll-free: 1-877-US2-JOBS (872-5627) or go to www.servicelocator.org.
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ß Cyber/Internet Cafes. These can be found at public locations such as shopping malls,
airports, and convention centers across the country. There is generally a fee based on
per minute or hour of Internet use. (See http://www.world66.com/netcafeguide for a full
listing of the cyber cafes across the country).
Computer Requirements. The following computer specifications are required:
ß PC-based computer
ß 666 MHz Pentium or better
ß High-speed Internet (will work slowly on dial-up)
ß Operating system: ME, NT 4.0, Windows 2000 or higher
ß 128 MB of RAM or better (256 MB of RAM is recommended)
ß 100 MB of hard drive space before launching the test
ß 1024 x 768 screen resolution or higher, 16 million colors (24 bit)
ß 15”, 17”, or 19” video monitor, vertically aligned
ß Machine-compatible mouse and keyboard
ß Internet Explorer 5.5 or higher
ß Netscape 4.77 or higher
Testing Environment. You will need to identify a 90-minute period when you will not be
interrupted. It is important that your testing environment be free from distractions. Ensure that
your testing environment is also well lit and that you have adequate work space. Make sure the
information on your computer screen will not be seen by others.
Testing Time. There are three parts to this test. The three test parts are timed. You have a total
of 27 minutes to complete the first two parts: Deductive Reasoning and Inductive Reasoning. You
have 30 minutes to complete the last section: Life Experience. A timer will be visible on your
computer screen that will allow you to determine how much time you have remaining on each part
of the exam. There are opportunities to take breaks between each of the test sections.
Applicant Integrity. All applicants are required to complete the test independently. You are
NOT permitted to accept assistance from others or share test information with others.
Copying, reproducing, printing, photographing, saving, sharing, accepting or
transcribing, in part or in whole, the online test and/or its contents at anytime is strictly
prohibited and deemed an ethical violation. Later steps in the selection process, including
a verification test and a polygraph examination, are specifically designed to verify your scores
on this assessment. Integrity and honesty are critical competencies required for this position.
Deliberate attempts to falsify information or falsely represent yourself will be grounds for not
selecting you or for dismissing you from the Postal Inspection Service following acceptance.
You will be required to agree to the following pre- and post-test verification statements.
Pre-Test Verification Statement. All applicants are required to complete the online
assessment independently and without assistance. Later steps in the selection process,
including a verification test and a polygraph test, are specifically designed to verify your
scores on this assessment. Deliberate attempts to falsify information or misrepresent
yourself will be grounds for not selecting you or for dismissing you from the Postal
Inspection Service following acceptance. Printing, copying, discussing, or otherwise
sharing or accepting information about the test items is strictly prohibited. By agreeing to
the statement below, you are confirming that you:
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(1) Understand these conditions and this warning,
(2) Have not received any information regarding specific test items prior to taking this test
(3) Will not attempt to copy, print, photograph, save, share, accept or transcribe, in part or
in whole, the online test and/or its contents with anyone
(4) Are a genuine applicant for the Postal Inspector position
Failure to agree to the statement below will disqualify you from further consideration as a
Postal Inspector.
A. Yes, I understand and agree to the testing requirements.
B. I no longer wish to be considered for a Postal Inspector position.
Post-Test Verification Statement. All applicants are required to complete the online
assessment independently and without assistance. Later steps in the selection process,
including a verification test and a polygraph test, are specifically designed to verify your
scores on this assessment. Deliberate attempts to falsify information or falsely represent
yourself will be grounds for not selecting you or for dismissing you from the Postal
Inspection Service following acceptance. Printing, copying, discussing, or otherwise
sharing or accepting information about the test items is strictly prohibited. By agreeing to
the statement below, you are confirming that you:
(1) Understand these conditions and this warning
(2) Are the individual that is applying
(3) Have not received any assistance during this test
(4) Have not printed, copied, photographed or otherwise recorded any of the test items
(5) Have reviewed your responses to this questionnaire for accuracy,
(6) Verify that your responses accurately describe your current level of experience and
capability
Failure to agree to the statement below will disqualify you from further consideration as a
Postal Inspector.
A. Yes, I understand and agree to this statement.
B. I no longer wish to be considered for a Postal Inspector position.
General test-taking tips
1. Get a good night’s sleep. To be rested and prepared, it is important to get adequate sleep
the night before you take the test.
2. Although you may be a bit nervous before take the test, it is
important to eat something. By doing so, you will increase your energy level.
3. You will do your best on the test if you stay calm and relaxed. Take a few deep, slow
breaths to help you maintain your calm.
4. Pay careful attention to all directions before beginning.
5. Answer the easier questions first. Skip questions you find to be very difficult and come
back to them later.
6. For each question, read the entire question and all response options carefully before
deciding upon an answer.
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7. If you do not know the answer to a question, eliminate the response options that you
know to be incorrect or probably incorrect and then guess from the remaining response
options.
8. Your score is based only on the number of questions you answer correctly. You are not
penalized for answering questions incorrectly. Therefore, you should answer every
question, even questions that you must guess.
9. If you finish before time is up in a given test part, go back and check your answers.
10. Ignore any patterns of A’s, B’s, C’s, D’s, or E’s. These correct answer positions are
chosen randomly and there is no way to improve your chances by guessing based on
response patterns.
Contents of Postal Inspector Entrance Examination
This assessment contains three parts: Deductive Reasoning, Inductive Reasoning, and Life
Experience. Each part is timed. The following table describes the test parts, the number of items,
and time allotted for completion of each test part.
Test Part Number of Items Time Allowed
I. Deductive Reasoning 10 22 min
II. Inductive Reasoning 2 4 min
III. Life Experience 60 30 min
Preparing for the Postal Inspector Entrance Examination
Descriptions for each test part, including instructions, sample questions, and explanations of each
correct response, are described below.
Part I. Deductive Reasoning
The examination for the Postal Inspector occupation measures the thinking skills that are critical
for making decisions and solving problems on the job. In general, the questions deal with topics
that are related to Government business. However, no job knowledge is required to answer these
questions correctly.
In each of these questions you will be given a paragraph which contains all the information
necessary to identify the correct answer. Use only the information provided in the paragraph.
Do not speculate or make assumptions that go beyond this information. Also, assume that all
information given in the paragraph is true, even if it conflicts with some fact that is known to you.
You will be asked to select the only response option that can be validly concluded from the
paragraph. These questions provide a paragraph followed by the statement “From the information
given above, it can be validly concluded that” and five response options.
Pay attention to negated verbs (for example, “are not”) and negative prefixes (for example,
“incomplete” or “dis
organized”). Also pay special attention to words such as “all,” “none,” and
“some.” Keep in mind that, in some tests, words such as “all” and “none” often give away
incorrect response options. That is not the case in this test. Some correct answers have the
words “all” or “none” in them.
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Sample Question. The Supreme Court’s power to invalidate legislation that violates the Constitution is
a strong restriction on the powers of Congress. If an Act of Congress is deemed unconstitutional by the
Supreme Court, then the Act is voided. Unlike a presidential veto, which can be overridden by a two-
thirds vote of the House and the Senate, a constitutional ruling by the Supreme Court must be accepted
by the Congress.
From the information given above, it can be validly concluded that
A) if an Act of Congress is voided, then it has been deemed unconstitutional by the Supreme Court
B) if an Act of Congress has not been voided, then it has not been deemed unconstitutional by the
Supreme Court
C) if an Act of Congress has not been deemed unconstitutional by the Supreme Court, then it is voided
D) if an Act of Congress is deemed unconstitutional by the Supreme Court, then it is not voided
E) if an Act of Congress has not been voided, then it has been deemed unconstitutional by the Supreme
Court
The correct answer is response B. The essential information in the paragraph is contained in the
second sentence, which states that if an Act of Congress has been deemed unconstitutional, then
it is voided. In response B, we are told that an Act of Congress is not voided; therefore, we can
conclude that it has not been deemed unconstitutional by the Supreme Court. Response A is not
supported by the paragraph because the paragraph does not indicate whether an Act of Congress
is voided only when it has been deemed unconstitutional or if it could be voided for other reasons.
Response C, like response A, cannot be inferred from the paragraph because the paragraph does
not indicate whether or not an Act of Congress would be voided if the Supreme Court did not
declare it to be unconstitutional. Responses D and E are incorrect because they both contradict
the paragraph.
Sample Question. Law enforcement agencies use scientific techniques to identify suspects and to
establish guilt. One obvious application of such techniques is the examination of a crime scene. Some
substances found at a crime scene yield valuable clues under microscopic examination. Clothing fibers,
dirt particles, and even pollen grains may reveal important information to the careful investigator.
Nothing can be overlooked because all substances found at a crime scene are potential sources of
evidence.
From the information given above, it can be validly concluded that
A) all substances that yield valuable clues under microscopic examination are substances found at a
crime scene
B) no potential sources of evidence are substances found at a crime scene
C) some substances found at a crime scene are not potential sources of evidence
D) some potential sources of evidence are substances that yield valuable clues under microscopic
examination
E) some substances that yield valuable clues under microscopic examination are not substances found
at a crime scene
The correct answer is response D. The essential information in the paragraph is contained in the
third and fifth sentences. The third sentence tells us that “some substances found at a crime
scene yield valuable clues under microscopic examination.” The fifth sentence explains that “...all
substances found at a crime scene are potential sources of evidence.” Therefore, we can
conclude that “some potential sources of evidence are substances that yield valuable clues under
microscopic examination.” Response A cannot be inferred because the paragraph does not
support the statement that all substances which yield valuable clues are found exclusively at a
crime scene. It may be that valuable clues could be found elsewhere. Responses B and C are
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incorrect because they contradict the fifth sentence of the paragraph, which clearly states that “all
substances found at a crime scene are potential sources of evidence.” Response E is incorrect
because the paragraph provides no information about the value of substances found somewhere
other than at the crime scene.
Part II. Inductive Reasoning
Postal Inspectors frequently must make decisions and draw conclusions when they have
incomplete information. In such cases, their conclusions have some probability of being true, but
they are not definitely true. In each of the questions of this type, you will be presented with a
paragraph of information and five response options. Your task is to select the response option
that can be validly concluded from the information given in the paragraph. Use only the
information provided in the paragraph. Do not speculate or make assumptions that go beyond
this information. Also, assume that all information given in the paragraph is true, even if it
conflicts with some fact that is known to you. Keep in mind that each question has only one
correct answer. In general, the questions deal with topics that are related to Government
business. Remember, however, that no job knowledge is required to answer the questions
correctly.
Sample Question. The alphanumeric coding of a fingerprint is a systematic description of the main
patterns on the print. Within a certain metropolitan district, 90% of the population have fingerprints that
can be alphanumerically coded.
From the information given above, it can be validly concluded that the fingerprints of a person from this
district, selected at random,
A) can be alphanumerically coded, with a probability of 10%
B) can be alphanumerically coded, with a probability of less than 90%
C) cannot be alphanumerically coded, with a probability of 10%
D) cannot be alphanumerically coded, with a probability of up to 90%
E) may be coded alphanumerically, but the probability is unknown
The correct answer is response C. We know from the second sentence that 90% of the people in
this district have fingerprints that can be coded. Therefore, we know that 10% (100%-90%=10%)
have fingerprints that cannot be coded. Given this information, the chance of selecting a person
from this district with fingerprints that can be coded is 90% and the chance of selecting a person
from this district with fingerprints that cannot be coded is 10%. Response A is incorrect because a
probability of 10% is an underestimate of the probability that the fingerprints of a person from this
district can be coded. Response B is incorrect because, like response A, it is an underestimate.
Response D is incorrect because it is an overestimate of the probability that the fingerprints of a
person from this district cannot be coded. Response E is incorrect because the probability that
the fingerprints can be coded is known to be 90%.
Sample Question. The printed output of some computer-driven printers can be recognized by
forensic analysts. The “Acme Model 200” printer was manufactured using two different inking
mechanisms, one of which yields a “Type A” micropattern of ink spray around its characters. Of all
Acme Model 200 printers, 70% produce this Type A micropattern, which is also characteristic of some
models of other printers. Forensic analysts at a crime lab have been examining a kidnap ransom note
which clearly exhibits the Type A micropattern.
From the information given above, it can be validly concluded that this note
A) was printed on an Acme Model 200 printer, with a probability of 70%
B) was printed on an Acme Model 200 printer, with a probability of 30%
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C) was not printed on an Acme Model 200 printer, with a probability of 70%
D) was not printed on an Acme Model 200 printer, with a probability of 30%
E) may have been printed on an Acme Model 200 printer, but the probability cannot be estimated
The correct answer is response E. We know from the third sentence that the Type A
micropattern exists in 70% of all Acme Model 200 printers and in some other models of printers.
However, we know neither how many other models nor what percentage of other models use the
Type A micropattern. Hence, the probability that the note was printed on the Acme Model 200
printer cannot be determined. For that reason, responses A, B, C, and D are incorrect because
the probability is based only on the characteristic of the one model printer that we know, the
Acme Model 200, and not on all of the printer models that contain the Type A micropattern.
Summary of Tips for Answering Deductive and Inductive Reasoning Tests
1. Choose the only response option that can be validly concluded based on the
information provided in the paragraph.
2. Do NOT use any outside factual information to reach your conclusion.
3. Read the lead-in sentence and the paragraph very carefully. Also, read all the
answer choices before you mark the one you think is correct.
4. Pay special attention whenever the question uses words such as “all,” “some,” or
“none.” Other terms such as “unless” or “except” or “only” are also important. These
words help to define the facts from which you must draw conclusions.
5. Pay special attention whenever you see a negative prefix such as “non-“ or a
negative verb such as “disconnect” or “unfasten.” These may be crucial to
understanding the basic facts in the paragraph.
6. Ignore any advice you may have received in the past about avoiding an answer that
contains the word “all” or the word “none.” These may be signs of an incorrect
response in some tests, but not in this test. You will find these words in both right
and wrong response options.
7. Complete the sample questions provided and study the explanation for each of the
correct responses very carefully. This will help you fine-tune your reasoning on the
actual test.
Part III. Life Experience
Questions in the Life Experience section relate to your work- and education-related experiences.
Some questions draw on your experiences in working with and relating to others in a work setting.
If you are not currently in a work group, please answer the questions based on experiences you
may have had in previous jobs or in school, social, athletic, or volunteer organizations. No special
training or experience is required to answer these questions.
When completing this assessment, remember:
• Do not skip questions; it is in your best interest to answer every question.
• A response of “I don’t know” means that you would expect the other person not to know
or to have no basis for making a judgment if asked to describe you.
• The term “peer” refers to co-workers, classmates, or other close associates.
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Choose one answer from among the five alternatives presented. Answer each question or
statement as accurately as you can.
YOUR RESPONSES TO THESE QUESTIONS ARE SUBJECT TO VERIFICATION.
DELIBERATE ATTEMPTS TO FALSIFY INFORMATION MAY BE GROUNDS FOR NOT
EMPLOYING YOU OR FOR DISMISSING YOU FROM THE POSTAL INSPECTION SERVICE
FOLLOWING ACCEPTANCE.
Sample Question. In the past, when I have given a speech or presentation, I was likely to have
prepared ahead of time:
A) much less than others did
B) less than others did
C) about the same as others did
D) more than others did
E) much more than others did
Sample Question. When working as a member of a team, I prefer to:
A) do less complex tasks
B) keep a low profile
C) always take the lead
D) take on challenging tasks but not take the lead
E) take the lead at times
Note. There are no correct responses listed for the Life Experience sample questions because
answers to these questions will depend on your individual experiences, preferences, and
opinions.
A-1
Appendix A
Additional Preparation Material for Deductive and Inductive
Reasoning Test Parts
Logical
Reasoning
Reasoning is a critical competency for successful performance in the Postal
Inspector position. Correct reasoning is useful in decision-making and
problem solving activities that prevail on the job. In this part, you will read
some useful information about reasoning correctly.
The questions in this examination are designed to test your ability to
understand complicated written material and to derive correct conclusions
from it. The kind of reading that these questions ask you to do is different
from ordinary reading in which you just follow the general meaning of a series
of sentences to see what the writer thinks about a topic. It is the kind of
reading you have to do with complex material when you intend to take some
action or draw some conclusion based on that material.
The test asks you to make logical conclusions based on facts you are given
in various paragraphs. These conclusions need to be based only on the
facts in the paragraph. Therefore, answering requires careful reading and
focused thought about what information is given and what information is not
given.
The following information will give you some suggestions about how to
approach the questions and some information about how you can develop
your reasoning skills.
Reading the
Paragraph
Every reading paragraph in the test is drawn from some kind of written
material relating to law enforcement or Government work. There may be
facts in a paragraph that do not actually apply to every part of the Federal
Government or that may not always be true everywhere. In answering the
questions, it is important that you accept every fact in the paragraph as
true. Remember that you are not being judged on your knowledge of facts,
but rather on your ability to read and reason on the basis of given facts.
Not all information is of the same type. There can be information about
events and there can be information about groups (or categories) of things.
Information can also be positive or negative. Usually, information is positive
(for example, “these tire tracks are several days old”), but knowledge that
something is not the case is also useful information (for example, “these tire
tracks are not from a truck”).
A-2
Reading the
Lead-In or
Basic Question
In this test, you will find a paragraph, followed by a lead-in phrase that asks
you to complete a sentence by choosing one of several response options
labeled from (A) to (E). The lead-in phrase is:
“From the information given above, it can be validly concluded
that”
This lead-in phrase is followed by four invalid conclusions and one valid
conclusion. Your task is to find the valid one.
The lead-in phrase may also limit the possible answers in some way. For
example, a lead-in phrase such as “From the information given above, it can
be validly concluded that, during the 1990’s in California” means that there
might be different answers based on other times and places, but for the
purpose of the test question, only conditions in California during the 1990’s
(as described in the paragraph) should be considered.
Reasoning
About Groups
or Categories
As was stated before, not all information is of the same type. There can be
information about events or situations, and there can be information about
individuals and groups (or categories). Next, we discuss how to deal with
information about groups or categories.
“All”
Statements
A statement about two groups that begins with the words “all” or “every” gives
you some important information about how the two groups are related. The
words “all” and “every” tell you that everything in the first group is also in the
second group. For example, in the statement, “All the law enforcement
officers on the case are Federal law enforcement officers,” the first group,
consisting of law enforcement officers on the case, is totally included in the
second group, consisting of Federal law enforcement officers.
“All” and “Every” are KEY WORDS that signify important information about
how two groups are related.
The “all” statement does not provide sufficient information to determine
whether or not all members of the second group are included in the first
group. Suppose that a librarian told you “All the books on this set of shelves
are about law enforcement.” From this information, you might be tempted to
conclude that all of the library’s books on law enforcement (the second
group) are on that set of shelves (the first group), but this conclusion is
invalid. The books on those shelves might only be part of the entire group of
books on law enforcement. The sentence does NOT provide information on
whether or not other law enforcement books are placed elsewhere in the
library. The following examples provide an “all” statement (all of Group A are
Group B) followed by an invalid “all” statement (all of Group B are Group A).
To develop a good grasp of this concept, try to create some examples of your
own.
A-3
Table 1: Invalid Conclusions from “All” statements
True:
All the people at my party speak Spanish.
Invalid Conclusion:
All the people who speak Spanish are at my party.
True:
All Supreme Court justices are lawyers.
Invalid Conclusion:
All lawyers are Supreme Court justices.
True:
All U.S. Presidents were elected officials.
Invalid Conclusion:
All officials who were elected are U.S. Presidents.
True:
Every Postal Inspector works for the U.S. Government.
Invalid Conclusion:
Everyone working for the U.S. Government is a Postal Inspector.
True:
Every U.S. Senator is a member of the U.S. Congress.
Invalid Conclusion:
Every member of the U.S. Congress is a U.S. Senator.
Every “all” statement provides sufficient information to determine that
at least some members of the second group are included in the first
group. Returning to our previous examples, we can validly conclude
that “some Federal law enforcement officers are on the case” and
that “some of the books about law enforcement are on this set of
shelves.” Developing numerous examples on your own of a true “all”
statement (all of Group A are Group B) and a “some” statement
(some of Group B are Group A) will help you to develop a mastery of
this concept.
Table 2: Valid Conclusions from “All” Statements
True:
All the people at my party speak Spanish.
Valid Conclusion:
Some people who speak Spanish are at my party.
True:
All Supreme Court justices are lawyers.
Valid Conclusion:
Some lawyers are Supreme Court justices.
True:
All U.S. Presidents were elected officials.
Valid Conclusion:
Some officials who were elected are U.S. Presidents.
True:
Every Postal Inspector works for the U.S. Government.
Valid Conclusion:
Some employees of the U.S. Government are Postal Inspectors.
True:
Every U.S. Senator is a member of the U.S. Congress.
Valid Conclusion:
Some members of the U.S. Congress are U.S. Senators.
A-4
Reasoning From
“None” and
“Not”
Statements
Information that something is NOT true is useful information. For example,
you may learn that one group of things is NOT part of another group of
things. This is the same as saying that there is no overlap at all between the
two groups of things. Here, you can draw conclusions about either group as
it relates to the other since you can count on the fact that the two groups
have no members in common. If you can say that none of the stolen cars
recovered from the rail yards were cars stolen from Canada, you can also
say that none of the cars stolen from Canada were recovered from the rail
yards because you know that the first statement means that there is no
overlap between the two groups. In the test, you will see phrases or terms
such as “It is not the case that” or “Not all of” or words that begin with the
prefix “non-.” All of these are ways to say that a negative fact has been
established.
“No” and “not” are KEY WORDS that signify important information about how
two groups are related.
Sometimes, our ordinary speech habits can cause us to jump to conclusions.
Most people would not make a statement such as “Some of the pizza has no
pepperoni” unless they are trying to suggest at the same time that some of
the pizza does have pepperoni. By contrast, a detective might make a
statement such as “some of the bloodstains were not human blood” simply
because only part of the samples had come back from the laboratory. The
detective is trying to suggest that at least some of the bloodstains were not
human blood. The rest of the bloodstains might or might not be human
blood.
As you work through the practice test, think about each negative phrase or
term you find. Take care to assume only as much as is definitely indicated
by the facts as given, and no more.
Reasoning
About Parts of a
Group
The term “some” refers to a part of a larger group. For example, in the
statement “Some Postal Inspectors are taking specialized training,” the term
“some Postal Inspectors” refers to a portion of the group of all Postal
Inspectors. You should note, however, that the fact that we know that “some
Postal Inspectors are taking specialized training” implies nothing about the
remaining portion of the set of Postal Inspectors: other Postal Inspectors may
or may not be taking specialized training. Unless information is provided in
the paragraph to the contrary, treat “some” as meaning “at least some.”
A-5
Statements that refer to a portion of a set may contain other terms such as
“most,” “a few,” or “almost all.” Also, as discussed in the previous section,
they can be negative, as in “Many Postal Inspectors are not fluent in French.”
From this statement you may be tempted to infer that there are at least a few
Postal Inspectors who are fluent in French, but that would be jumping to a
conclusion. From this statement alone, you do not know about the entire
group of Postal Inspectors and whether or not they are fluent in French. In
these cases, you should remember that the term refers only to a part of the
group and that from this information on part of the group you cannot infer
anything about the rest of the group. Neglecting this principle of sound
reasoning can cause costly errors.
Unless information is provided in the paragraph to the contrary, treat “some”
as meaning “at least some.”
When you see a paragraph describing parts of a group, read the paragraph
carefully to see if that description is based on knowledge of the entire group
or only on knowledge of part of the group.
Reasoning
About “If-Then”
Statements
As was said before, there can be information about events or situations, and
there can be information about individuals and groups. Previously, we
discussed how to deal with information about groups. Next, we discuss how
to deal with information about the relationship between events or situations.
We are all familiar with the idea of a cause and effect in which one thing
leads to another thing, which in turn leads to a third thing, and so on. For
example, “if a financial institution suspects that a deposit of funds stems from
criminal activity, the institution is required to report the deposit transaction to
the authorities.” In this example, a suspicious deposit is a cause and the
institution reporting the deposit is the effect.
Cause and effect means that when the first thing happens, the later event
MUST follow. For example, if First Salem Bank suspects that Mr. Tubill
deposited funds stemming from criminal activity, First Salem Bank is required
to report Mr. Tubill’s deposit to the authorities.
A-6
The cause and effect relationship also informs you that if the effect never
occurred, the cause MUST NOT have occurred. For example, if First Salem
Bank is NOT required to report Mr. Tubill’s deposit to the authorities, then
First Salem Bank does NOT suspect that Mr. Tubill deposited funds
stemming from criminal activity.
The wording we typically use to indicate this kind of cause and effect linkage
between events includes the simple “if-then” sentence in which the first event
is in a statement tagged by “if” and the second event is in a statement tagged
by “then.” The “if-then” statement can also be used to express relationships
other than the cause and effect relationship. Permission is sometimes
expressed using the “if-then” statement. For instance, if an individual wishes
to open a checking account anonymously, the individual may not open the
account. Obligation is also sometimes expressed using the “if-then”
statement. For example, if an officer places an individual under arrest, the
arrestee must be provided with Miranda warnings.
What cause and effect, permission, and obligation all have in common is that
they relate one event or situation to another event or situation. In this
relationship, two things are always true. First, whenever the first event or
situation occurs, the second event or situation MUST occur. Second,
whenever the second event or situation has not occurred, then the first event
or situation MUST NOT have occurred.
“If” and “Whenever” signify that important information is presented.
It is important to realize that the relationship expressed by any “if-then”
statement works in one direction only: the converse of the “if-then” statement
is invalid. For example, you learn that “If the jet engines are reversed, then
the speed of the plane will decrease very rapidly.” This sentence does NOT
mean that the only possible cause of the plane decreasing speed very rapidly
is that the jet engines are reversed. Therefore, from this information you
cannot validly infer the converse statement, “If the speed of the plane
decreases very rapidly, then the jet engines have been reversed.” There
might be some other cause for the speed of the plane to decrease rapidly.
The following examples start with a true “if-then” sentence, followed by an
invalid “if-then” sentence with the relationship of the first and second
statements reversed.
Table 3: Invalid Conclusions from “If-Then” Statements
True:
If a person is a Postal Inspector, the person is an
employee of the U.S. Government.
Invalid Conclusion:
If a person is an employee of the U.S. Government, the
person is a Postal Inspector.
A-7
Table 3: Invalid Conclusions from “If-Then” Statements
True:
If a criminal receives a pardon, the criminal will be
released.
Invalid Conclusion:
If a criminal is released, the criminal has received a
pardon.
True:
If a person is convicted of murder, that person is guilty
of a felony.
Invalid Conclusion:
If a person is guilty of a felony, that person has been
convicted of murder.
True:
If a person lives in Germany, the person lives in
Europe.
Invalid Conclusion:
If a person lives in Europe, the person lives in
Germany.
True:
If a car has no gas, the car will not run.
Invalid Conclusion:
If a car does not run, the car has no gas.
Whenever the second event or situation has not occurred, then the first event
or situation MUST NOT have occurred. This means that you can validly
invert the relationship of these two statements as long as the statements
are negated (made opposite). For example, you learn that “If the jet engines
are reversed (the first statement), the speed of the plane will decrease very
rapidly (the second statement).” Given that the information is true, it cannot
be the case that the jet engines are reversed but the speed of the plane does
not decrease very rapidly. Therefore, you can validly infer that “If the speed
of the plane does not decrease very rapidly (the negation or opposite of the
second statement), then the jet engines have not been reversed” (the
negation or opposite of the first statement). The following examples start
with a true “if-then” sentence, followed by a true (or valid) “if-then” sentence
with the relationship of the first and second statements reversed and the
statements themselves made opposite (negated).
A-8
Table 4: Valid Conclusions from “If-Then” Statements
True:
If a person is a Postal Inspector, the person is an
employee of the U.S. Government.
Valid
Conclusion
If a person is not an employee of the U.S. Government,
the person is not a Postal Inspector.
True:
If a criminal receives a pardon, the criminal will be
released.
Therefore, True:
If a criminal is not released, the criminal has not received
a pardon.
True:
If a person is convicted of murder, that person is guilty of
a felony.
Therefore, True:
If a person is not guilty of a felony, that person has not
been convicted of murder.
True:
If a person lives in Germany, the person lives in Europe.
Therefore, True:
If a person does not live in Europe, the person does not
live in Germany.
True:
If a car has no gas, the car will not run.
Therefore, True:
If a car runs, the car has gas.
When the effect in a cause and effect relationship has not happened, the
cause must not have happened.
As was said before, you can infer the opposite of the first statement from the
opposite of the second statement. However, you cannot infer the opposite of
the second statement from the opposite of the first statement. For example,
you cannot validly infer that “If the jet engines are not reversed (the opposite
of the first statement), then the speed of the plane does not decrease very
rapidly” (the opposite of the second statement). The following examples start
with a true “if-then” sentence followed by an invalid “if-then” sentence in
which the first and second statements have been made opposite.
A-9
Table 5: More Invalid Conclusions from “If-Then” Statements
True:
If a person is a Postal Inspector, the person is an
employee of the U.S. Government.
Invalid Conclusion:
If a person is not a Postal Inspector, the person is not
an employee of the U.S. Government.
True:
If a criminal receives a pardon, the criminal will be
released.
Invalid Conclusion:
If a criminal does not receive a pardon, the criminal will
not be released.
True:
If a person is convicted of murder, that person is guilty
of a felony.
Invalid Conclusion:
If a person is not convicted of murder, that person is
not guilty of a felony.
True:
If a person lives in Germany, the person lives in
Europe.
Invalid Conclusion:
If a person does not live in Germany, the person does
not live in Europe.
True:
If a car has no gas, the car will not run.
Invalid Conclusion:
If a car has gas, the car will run.
A Few Final
Cautions About
Wording
There are test preparation classes that train people to take tests. In some of
these classes, students are advised against choosing any answer in a
reasoning test if it starts with the word “all” or the word “none.” This is
supposed to be useful advice because it is believed that most correct
answers strike a balance between extremes and usually do not cover
subjects that can be summarized in sentences beginning with “all” or “none.”
If you have heard this advice before, you should ignore it for this test. “All”
statements and “none” statements occur in real-life situations and,
consequently, you will be asked to work with them in this test in the reading
paragraphs as well as in both correct and incorrect responses.
In general, you should pay attention to any words that provide information on
groups or on linked events. This includes a wide range of negative words
(such as “seldom” or “never” or “illegal” or “prohibited”) and negative prefixes
(such as “non-” “un-” or “dis-”). It also includes positive words (such as “all”
or “some” or “most” or “always”). You should also watch for connectors such
as “whenever” or “unless” or “except,” since these words sometimes contain
key information about relations among the facts given in the paragraph.
Look for KEY WORDS such as “all,” “some,” “none,” and “if” and for negative
prefixes such as “non-,” “un-,” or “dis-.”
English is a language that ordinarily uses single negatives. The word “not,”
by itself, does the job of making a formal English sentence into its opposite:
A-10
“That bird is NOT an eagle.” On this test, if you read a sentence such as “The
cord is not wound,” it means the cord is still unwound. When an English
sentence has two negatives, the sentence has a positive meaning. For
example, a sentence that reads “This application is NOT unworthy” means
that the application IS worthy. The sentence “The bell did ring” could be
stated, “It is NOT the case that the bell did NOT ring.”
Finally, it is extremely important to pay close attention to the use of the word
“ONLY.” A sentence such as “The door will open IF AND ONLY IF both keys
are used” is a very strong statement that means that there is just one way to
open the door—with both keys. If the sentence just said, “The door will open
if the key is used,” there may be several other ways to open the door. But
that is not the case when the expression “if and only if” is used.
Drawing
Probabilistic
Conclusions
When working on cases, Postal Inspectors frequently must make decisions
and draw conclusions that have some probability of being true, but they are
not definitely true. On the test, there are questions that ask you to apply this
type of logic. In each of the questions of this type, you will be presented with
a paragraph of information and five response options. Your task is to select
the response option that can be validly concluded from the information given
in the paragraph. Use only the information provided in the paragraph. Do not
speculate or make assumptions that go beyond this information. Also,
assume that all information given in the paragraph is true, even if it conflicts
with some fact that is known to you. Keep in mind that each question has
only one correct answer.
When you have information about a group, you can apply that information to
an individual member of that group with a degree of certainty. In other
words, you can establish the probability that the information you have about
the group applies to a single member of the group. For example, if most
felons are repeat offenders and K.B. is a felon, then you can conclude that
K.B. is most likely a repeat offender.
In order to establish a numerical probability, you must have information about
the entire group. Although it may not be immediately obvious, percentages
provide information about an entire group.
For example, if you know that 30% of all Postal Inspectors have led a fraud
investigation, you know that only 30% of Postal Inspectors have led a fraud
investigation. The percentage does not mean that at least 30% of Postal
Inspectors have led a fraud investigation. Because only 30% percent have
led such an investigation, you know that the remaining Postal Inspectors
have not led a fraud investigation. Therefore, of all Postal Inspectors, 70%
(100% - 30% = 70%) have not led a fraud investigation. The entire group of
Postal Inspectors has been accounted for: 30% have led a fraud investigation
and 70% have not.
Speaking more abstractly, we are dealing with statements about two groups
in which a percentage is used to modify the first group. The percentage tells
us that a portion of the first group is included in the second group, but the
remainder of the first group is not included in the second group. Thus, the
entire first group is accounted for. The following examples start with a true
statement expressing something about a portion of a group using a
percentage, followed by a true statement expressing the opposite about the
remaining portion of the group.
A-11
Table 6: Valid Probabilistic Conclusions
True:
Of all Government employees, 5% work for the
Department of Justice.
Therefore, True:
Of all Government employees, 95% do not work for the
Department of Justice.
True:
Eighty-five percent of state criminals did not receive
parole.
Therefore, True:
Fifteen percent of state criminals received parole.
True:
Of all the visa applications, 10% were denied.
Therefore, True:
Of all the visa applications, 90% were not denied.
To determine a probability, you apply the information about the group to an
individual member of the group. For example, if you pick one of the Postal
Inspectors at random, your chances of picking one who has led a fraud
investigation is equal to the percentage of Postal Inspectors who have led
such an investigation. Because 30% of all Postal Inspectors have led a fraud
investigation, you can conclude that any particular Postal Inspector has a
30% chance of having led such an investigation. Furthermore, if you pick
one of the Postal Inspectors at random, your chances of picking one who has
not led a fraud investigation is equal to the percentage of Postal Inspectors
who have not led such an investigation. You can validly conclude that any
particular Postal Inspector has a 70% chance of not having led a fraud
investigation because 70% of all Postal Inspectors have not led a fraud
investigation. The following examples start with a true statement about a
group, followed by two valid statements expressing probability about an
individual member of the group.
To determine a probability, you apply the information about the group to an
individual member of the group.
Table 7: More Valid Probabilistic Conclusions
True:
Of all Government employees, 5% work for the
Department of Justice.
Therefore, True:
There is a 5% chance that a Government employee
chosen at random works for the Department of Justice.
Therefore, True:
There is a 95% chance that a Government employee
chosen at random does not work for the Department of
Justice.
A-12
Table 7: More Valid Probabilistic Conclusions
True:
Eighty-five percent of state criminals did not receive
parole.
Therefore, True:
There is an 85% chance that a state criminal chosen at
random did not receive parole.
Therefore, True:
There is a 15% chance that a state criminal chosen at
random received parole.
True:
Of all the visa applications, 10% were denied.
Therefore, True:
There is a 10% chance that a visa application chosen at
random was denied.
Therefore, True:
There is a 90% chance that a visa application chosen at
random was not denied.
We looked at two types of valid conclusions. These valid conclusions were
based on applying the given percentage to a member of the first group. Now,
let us look at two types of invalid conclusions. These invalid conclusions are
based on mistakenly applying the given percentage to a member of the
second group.
Remember that a statement about two groups that begins with the word “all”
gives you information about how the two groups are related. The word “all”
tells you that everything in the first group is also in the second group.
However, the “all” statement does not provide sufficient information to
determine whether or not all members of the second group are included in
the first group. Likewise, statements that use a percentage to describe the
first group do not provide sufficient information to determine the portion of
members of the second group that are included in the first group.
Having information about the entire first group in the statement is not the
same as having information about the entire second group. For example,
knowing that 60% of Postal Inspectors have captured a fugitive (and, thus,
that 40% of them have not) is not the same as knowing that of everyone who
has captured a fugitive, 60% are Postal Inspectors. It may be the case that
60% of those who have captured a fugitive are Postal Inspectors, but it might
not be the case. There is insufficient information about the entire set of
people who have captured a fugitive to make exact percentage
determinations about them.
In these statements that relate two groups using a percentage, the percentage
given only applies to one group. In our example, the percentage applies to the
first group, Postal Inspectors, not to the second group (namely, those who
have captured a fugitive). The following examples start with a true statement
followed by two invalid statements where the percentage is incorrectly applied
to the second group.
A-13
Table 8: Invalid Probabilistic Conclusions
True:
Of all Government employees, 5% work for the
Department of Justice.
Invalid Conclusion:
Of all employees of the Department of Justice, 5% work
for the Government.
Invalid Conclusion:
Of all employees of the Department of Justice, 95% do
not work for the Government.
True:
Eighty-five percent of state criminals did not receive
parole.
Invalid Conclusion:
Eighty-five percent of those who received parole were
not state criminals.
Invalid Conclusion:
Fifteen percent of those who received parole were state
criminals.
True:
Of all the visa applications, 10% were denied.
Invalid Conclusion:
Of all the denied applications, 10% were visa
applications.
Invalid Conclusion:
Of all the denied applications, 90% were not visa
applications.
Because the percentage applies to the first group, not the second group, any
statement of probability that is based on applying the percentage to the
second group is invalid. For example, there is insufficient information about
those who have captured a fugitive to determine the probability that a person
who has captured a fugitive is a Postal Inspector. Also, there is insufficient
information to determine the probability that a person who has captured a
fugitive is not a Postal Inspector. The following examples start with a true
statement followed by two invalid statements where a probability is
determined based on the inappropriate application of the percentage to the
second group.
Table 8: More Invalid Probabilistic Conclusions
True:
Of all Government employees, 5% work for the
Department of Justice.
Invalid Conclusion:
An employee of the Department of Justice chosen at
random has a 5% of working for the Government.
Invalid Conclusion:
An employee of the Department of Justice chosen at
random has a 95% of not working for the Government.
True:
Eighty-five percent of state criminals did not receive
parole.
Invalid Conclusion:
The chances are 85% that a person selected at random
who received parole was not a state criminal.
Invalid Conclusion:
The chances are 15% that a person selected at random
who received parole was a state criminal.
A-14
Table 8: More Invalid Probabilistic Conclusions
True:
Of all the visa applications, 10% were denied.
Invalid Conclusion:
The chances are 10% that a denied application chosen
at random is a visa application.
Invalid Conclusion:
The chances are 90% that a denied application chosen
at random is not a visa application.
B-1
Appendix B
Additional Sample Questions for Deductive and Inductive
Reasoning Test Parts
The sample questions below are similar to, but not exactly the same as, the questions on the real
test. The questions are followed by detailed explanations of each question. These explanations
will give you information about what is correct about the correct response options and what is
incorrect about the wrong response options. Understanding the reasons for the correct and
incorrect response options should assist you in distinguishing between a right and wrong answer
on the test.
Deductive Reasoning
In questions 1 through 6, select the only answer that can be validly concluded from the
paragraph. You must use only the information provided in the paragraph, without using any
outside information whatsoever to answer the questions.
It is suggested that you take not more than 13 _ minutes to complete questions 1 through 6.
1. Often, crimes are characterized as either malum in se—inherently evil—or malum
prohibitum—criminal because they are declared as offenses by a legislature. Murder
is an example of the former. Failing to file a tax return illustrates the latter. Some
jurisdictions no longer distinguish between crimes malum in se and malum
prohibitum, although many still do.
From the information given above, it can be validly concluded that
A) many jurisdictions no longer distinguish between crimes malum in se and malum
prohibitum
B) some jurisdictions still distinguish between crimes malum in se and malum
prohibitum
C) some crimes characterized as malum in se are not inherently evil
D) some crimes characterized as malum prohibitum are not declared by a legislature
to be an offense
E) sometimes failing to file a tax return is characterized as malum in se
2. A trucking company can act as a common carrier—for hire to the general public at
published rates. As a common carrier, it is liable for any cargo damage, unless the
company can show that it was not negligent. If the company can demonstrate that it
was not negligent, then it is not liable for cargo damage. In contrast, a contract
carrier (a trucking company hired by a shipper under a specific contract) is only
responsible for cargo damage as spelled out in the contract. A Claus Inc. tractor-
trailer, acting under common carrier authority, was in a 5-vehicle accident that
damaged its cargo. A Nichols Inc. tractor-trailer, acting under contract carrier
authority, was involved in the same accident, and its cargo was also damaged.
B-2
From the information given above, it can be validly concluded that, in reference to
the accident,
A) if Claus Inc. is liable, then it can show that it was not negligent
B) if Claus Inc. cannot show that it was not negligent, then it is not liable
C) if Claus Inc. can show that it was not negligent, then it is not liable
D) if Nichols Inc. is liable, then it cannot show that it is negligent
E) if Nichols Inc. can show that it is not negligent, then it is not liable
3. Phyllis T. is a former Federal employee who was entitled to benefits under the
Federal Employee Compensation Act because of a job-related, disabling injury.
When an eligible Federal employee has such an injury, the benefit is determined by
this test: If the beneficiary is married or has dependents, benefits are 3/4 of the
person’s salary at the time of the injury; otherwise, benefits are set at 2/3 of the
salary. Phyllis T.’s benefits were 2/3 of her salary when she was injured.
From the information given above, it can be validly concluded that, when Phyllis T.
was injured, she
A) was married but without dependents
B) was not married and had no dependents
C) was not married but had dependents
D) was married and had dependents
E) had never been married
4. Some 480,000 immigrants were living in a certain country in 1999. Although most of
these immigrants were not employed in professional occupations, many of them were.
For instance, many of them were engineers and many of them were nurses. Very few
of these immigrants were librarians, another professional occupation.
From the information given above, it can be validly concluded that, in 1999, in the
country described above,
A) most immigrants were either engineers or nurses
B) it is not the case that some of the nurses were immigrants
C) none of the engineers were immigrants
D) most of those not employed in professional occupations were immigrants
E) some of the engineers were immigrants
5. Police officers were led to believe that many weapons sold at a certain gun store were
sold illegally. Upon investigating the lead, the officers learned that all of the weapons
sold by the store that were made by Precision Arms were sold legally. Also, none of
the illegally sold weapons were .45 caliber.
B-3
From the information given above, it can be validly concluded that, concerning the
weapons sold at the store,
A) all of the .45 caliber weapons were made by Precision Arms
B) none of the .45 caliber weapons were made by Precision Arms
C) some of the weapons made by Precision Arms were .45 caliber weapons
D) all of the .45 caliber weapons were sold legally
E) some of the weapons made by Precision Arms were sold illegally
6. Explosives are substances or devices capable of producing a volume of rapidly
expanding gases that exert a sudden pressure on their surroundings. Chemical
explosives are the most commonly used, although there are mechanical and nuclear
explosives. All mechanical explosives are devices in which a physical reaction is
produced, such as that caused by overloading a container with compressed air. While
nuclear explosives are by far the most powerful, all nuclear explosives have been
restricted to military weapons.
From the information given above, it can be validly concluded that
A) all explosives that have been restricted to military weapons are nuclear explosives
B) no mechanical explosives are devices in which a physical reaction is produced,
such as that caused by overloading a container with compressed air
C) some nuclear explosives have not been restricted to military weapons
D) all mechanical explosives have been restricted to military weapons
E) some devices in which a physical reaction is produced, such as that caused by
overloading a container with compressed air, are mechanical explosives
Inductive Reasoning
Postal Inspectors must make decisions and draw conclusions using a limited amount of
information. In questions 7 and 8, your task is to select the response option that can be
validly concluded based on the information given in the paragraph. You must use only
the information provided in the paragraph, without using any outside information
whatsoever.
For example, from information that “Eight out of ten computers in an office are
connected to a computer network,” you would be expected to choose an answer similar
to the following: “Any given computer in this office is connected to a computer network,
with a probability of 80% (.80).”
It is suggested that you take not more than 4 _ minutes to complete questions 7 and 8.
7. The alphanumeric coding of a fingerprint is a systematic description of the main
patterns on the print. Within a certain metropolitan district, 90% of the population
B-4
have fingerprints that can be alphanumerically coded.
From the information given above, it can be validly concluded that the fingerprints of
a person from this district, selected at random,
A) can be alphanumerically coded, with a probability of 10%
B) can be alphanumerically coded, with a probability of less than 90%
C) cannot be alphanumerically coded, with a probability of 10%
D) cannot be alphanumerically coded, with a probability of up to 90%
E) may be coded alphanumerically, but the probability is unknown
8. The printed output of some computer-driven printers can be recognized by forensic
analysts. The “Acme Model 200” printer was manufactured using two different
inking mechanisms, one of which yields a “Type A” micropattern of ink spray around
its characters. Of all Acme Model 200 printers, 70% produce this Type A
micropattern, which is also characteristic of some models of other printers. Forensic
analysts at a crime lab have been examining a kidnap ransom note which clearly
exhibits the Type A micropattern.
From the information given above, it can be validly concluded that this note
A) was printed on an Acme Model 200 printer, with a probability of 70%
B) was printed on an Acme Model 200 printer, with a probability of 30%
C) was not printed on an Acme Model 200 printer, with a probability of 70%
D) was not printed on an Acme Model 200 printer, with a probability of 30%
E) may have been printed on an Acme Model 200 printer, but the probability cannot
be estimated
B-5
Analysis of Deductive and Inductive Reasoning Practice Test
Questions
1. Correct Answer:
B) some jurisdictions
still distinguish
between crimes
malum
in se
and
malum
prohibitum
This question is concerned with classification of crimes into sets—that
is, with the classification of crimes as either malum in se or malum
prohibitum. The last phrase in the last sentence tells us that many
jurisdictions make the distinction between these two categories of
crimes. Response B follows from that sentence, because if many
jurisdictions make the distinction, some jurisdictions make the
distinction. From the fact that many jurisdictions make the distinction,
it cannot be inferred that many do not make the distinction. Therefore,
Response A is incorrect.
Responses C, D, and E are based on erroneous definitions of the two
classes of crimes. The paragraph tells us that all crimes characterized
as malum in se are inherently evil. Response C is false because it
cannot be the case that SOME crimes characterized as malum in se are
NOT inherently evil. The paragraph also tells us that all crimes
characterized as malum prohibitum are declared as offenses by a
legislature. Response D is false because it cannot be the case that
SOME crimes characterized as malum prohibitum are NOT declared
by a legislature to be an offense. In the paragraph, we are told that
filing a tax return late is malum prohibitum, rather than malum in se.
Response E is incorrect because it cannot be the case that failing to file
a tax return is malum in se.
2. Correct Answer:
C) If Claus Inc. can
show that it was not
negligent, then it is not
liable
The second sentence states the liability rule for common carriers: all
common carriers are liable for cargo damage unless they can show that
they are not negligent; if they can show that they are not negligent,
then they are not liable for cargo damage. Claus Inc. is a common
carrier, and accordingly this rule applies to it. From this rule it follows
that if Claus Inc. can show it was not negligent, then it is not liable,
Response C. Response A contradicts this rule by claiming that when
Claus Inc. is liable it can show that it was not negligent. Response B
contradicts this rule by claiming that Claus Inc. is not liable even when
it cannot show that it is not negligent. Responses D and E concern
Nichols Inc., a contract carrier. However, the terms of the Nichols Inc.
contract were not disclosed in the paragraph, so neither response is
supported.
B-6
3. Correct Answer:
B) Phyllis T. was not
married and had no
dependents.
This question concerns an either/or situation. The paragraph states that
benefits under the Federal Employees Compensation Act are awarded
at one level (3/4 of salary) if a beneficiary is married or has dependents
when injured and at another level (2/3 of salary) if this is not true.
Phyllis T. is eligible for benefits under the Act. The paragraph states
that Phyllis T.’s benefit level was 2/3 of her salary. Given this benefit
level, it is clear that Phyllis T. did not meet either of the conditions for
the 3/4 level. Therefore, responses A, C, and D cannot be correct (A
states that she was married, C states that she had dependents, and D
states that she both was married and had dependents). Response E
goes beyond the facts given because prior marriages are not listed as a
factor relating to this benefit. The one correct conclusion is that
Phyllis T. did not meet either requirement to qualify for the higher
benefit level (3/4 of salary), so response B is the correct answer to the
question.
4. Correct Answer:
E) some of the
engineers were
immigrants
Response E is correct because it restates the third sentence in terms of
the overlap between immigrants and engineers in the country described
in the paragraph. Response A says that most immigrants are engineers
or nurses, which are professional occupations. However, the second
sentence says that most immigrants are not employed in professional
occupations, so Response A is false. Response B is false because it
denies that there is any overlap between immigrants and nurses, even
though this overlap is clear from the third sentence of the paragraph.
Response C is false because it denies the overlap between immigrants
and engineers. Because the paragraph does not give complete
information about the non-professionals (immigrant and non-
immigrant) in the country described in the paragraph, Response D is
invalid.
5. Correct Answer:
D) all of the .45 caliber
weapons were sold
legally
The second and last sentences are the two main premises in the
paragraph. These two sentences give information about three
categories of weapons: weapons made by Precision Arms, weapons
sold legally, and .45 caliber weapons.
The last sentence states that none of the illegally sold weapons were
.45 caliber. This means that none of the .45 caliber weapons were sold
illegally. Notice that this new statement is a double negative. In
affirmative form the statement means that all of the .45 caliber
weapons were sold legally, Choice D.
The information that all of the .45 caliber weapons were sold legally
(last sentence), combined with the information that all of the weapons
made by Precision Arms were sold legally (second sentence), allows
us to draw no valid conclusions about the relationship between the .45
caliber weapons and the weapons made by Precision Arms. There is
insufficient information about the entire group of weapons sold legally
to know whether the group of .45 caliber weapons and the group of
weapons made by Precision Arms overlapped entirely (Choice A),
partially (Choice C), or not at all (Choice B).
B-7
us to draw no valid conclusions about the relationship between the .45
caliber weapons and the weapons made by Precision Arms. There is
insufficient information about the entire group of weapons sold legally
to know whether the group of .45 caliber weapons and the group of
weapons made by Precision Arms overlapped entirely (Choice A),
partially (Choice C), or not at all (Choice B).
Choice E contradicts the second sentence and is, therefore, invalid.
6. Correct Answer:
E) some devices in
which a physical
reaction is produced,
such as that caused by
overloading a container
with compressed air,
are mechanical
explosives
The correct answer is E. The third sentence states the overlap between
all mechanical explosives and devices in which a physical reaction is
produced, such as that caused by overloading a container with
compressed air. From this, we can safely conclude that some devices
in which a physical reaction is produced, such as that caused by
overloading a container with compressed air, are mechanical
explosives.
Response A is incorrect because the paragraph does not provide
sufficient information to validly conclude that all explosives which
have been restricted to military weapons are nuclear weapons. It may
be that some types of explosives other than nuclear weapons also have
been restricted to military weapons.
Responses B and C are incorrect because they contradict the
paragraph. Response B contradicts the third sentence, and Response C
contradicts the last sentence.
Response D is incorrect because the paragraph provides no
information about whether or not mechanical explosives are restricted
to military weapons.
7. Correct Answer:
C) the fingerprints of a
person from this
district, selected at
random, cannot be
alphanumerically
coded, with a
probability of 10%
We know from the second sentence that 90% of the people in this
district have fingerprints that can be coded. Therefore, we know that
10% (100%-90%=10%) have fingerprints that cannot be coded. Given
this information, the chance of selecting a person from this district
with fingerprints that can be coded is 90% and the chance of selecting
a person from this district with fingerprints that cannot be coded is
10%. Response A is incorrect because a probability of 10% is an
underestimate of the probability that the fingerprints of a person from
this district can be coded. Response B is incorrect because, like
response A, it is an underestimate. Response D is incorrect because it
is an overestimate of the probability that the fingerprints of a person
from this district cannot be coded. Response E is incorrect because the
probability that the fingerprints can be coded is known to be 90%.
B-8
8. Correct Answer:
E) this note may have
been printed on an
Acme Model 200
printer, but the
probability cannot be
estimated
We know from the third sentence that the Type A micropattern exists
in 70% of all Acme Model 200 printers and in some other models of
printers. However, we know neither how many other models nor what
percentage of other models produce the Type A micropattern. Hence,
the probability that the note was printed on the Acme Model 200
printer cannot be determined. For that reason, responses A, B, C, and
D are incorrect because the probability is based only on the
characteristic of the one model printer that we know, the Acme Model
200, and not on all of the printer models that contain the Type A
micropattern.
