UPSC Insta–DART (Daily Aptitude and Reasoning Test) 3 Feb 2026

Considering the alarming importance of CSAT in UPSC CSE Prelims exam and with enormous requests we received recently, InsightsIAS has started Daily CSAT Test to ensure students practice CSAT Questions on a daily basis. Regular Practice would help one overcome the fear of CSAT too.We are naming this initiative as Insta– DART – Daily Aptitude and Reasoning Test. We hope you will be able to use DART to hit bull’s eye in CSAT paper and comfortably score 100+ even in the most difficult question paper that UPSC can give you in CSP-2021. Your peace of mind after every step of this exam is very important for us.

Looking forward to your enthusiastic participation (both in sending us questions and solving them on daily basis on this portal).

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• Question 1 of 5 1. Question Let us examine the personality traits and soft skills that employers look for during the selection process for their ﬁrst job or for advancement in the early stages of their career. The key soft skills that are important at this stage are (a) Communication skills, (b) Teaming and Interpersonal skills and (c) Positive attitude. Communication Skills A person’s communication skills send a powerful signal to the rest of the organization about his personality. Some people are crisp and forceful in their articulation; some are verbose and long-winded; while some are outright curt. Some are right on the mark on the topic being deliberated upon, while some are way off the bulls-eye and miss the point completely. This is further compounded in verbal communication, when the speaker’s body language, listening skills and gestures are visible to the audience and assume increased signiﬁcance. Teaming and Interpersonal Skills Likewise teaming and interpersonal skills are critical at this stage of a person’s career, in view of the need to work with peers to achieve a common goal, with customers to win new business, with industry partners to reach a shared objective. With the need for interactions today extending beyond the realm of a local workgroup, the criticality of this vector to also encompass a global collaboration mindset is gaining increasing importance. Positive Attitude Finally, the presence or absence of a positive outlook at work is vital. It is easy for all to see those who are infectious with their enthusiasm and positive approach. They spread their positive energy all around, and usually have a conﬁdent demeanor about themselves. Their can-do attitude is hard to miss, and has an electrifying effect on those who interact with them. On the contrary, the cynicism and toxicity of some people spread rapidly across multiple layers of the organization and quickly leads to dismay and frustration. (307 words) Based on the given passage, the following assumptions have been made: Companies are looking for candidates with realistic outlooks and verbose communication skills. Young people need to have strong collaborative skills to be valuable to employers. Organizations value soft skills like empathy and decision making over technical abilities. Which of the following assumptions is/are correct? (a) 1 only (b) 2 only (c) 3 only (d) 1, 2 and 3 Correct Answer: B Justification: Statement 1 is not correct because the passage says that a positive outlook and strong and succinct written and verbal communication skills are important. Statement 2 is correct because the passage shows the importance of being able to work in a team. Statement 3 is not correct because the passage does not highlight these soft skills or contrast them with technical skills. Incorrect Answer: B Justification: Statement 1 is not correct because the passage says that a positive outlook and strong and succinct written and verbal communication skills are important. Statement 2 is correct because the passage shows the importance of being able to work in a team. Statement 3 is not correct because the passage does not highlight these soft skills or contrast them with technical skills.

#### 1. Question

Let us examine the personality traits and soft skills that employers look for during the selection process for their ﬁrst job or for advancement in the early stages of their career. The key soft skills that are important at this stage are (a) Communication skills, (b) Teaming and Interpersonal skills and (c) Positive attitude.

Communication Skills A person’s communication skills send a powerful signal to the rest of the organization about his personality. Some people are crisp and forceful in their articulation; some are verbose and long-winded; while some are outright curt. Some are right on the mark on the topic being deliberated upon, while some are way off the bulls-eye and miss the point completely. This is further compounded in verbal communication, when the speaker’s body language, listening skills and gestures are visible to the audience and assume increased signiﬁcance.

Teaming and Interpersonal Skills Likewise teaming and interpersonal skills are critical at this stage of a person’s career, in view of the need to work with peers to achieve a common goal, with customers to win new business, with industry partners to reach a shared objective. With the need for interactions today extending beyond the realm of a local workgroup, the criticality of this vector to also encompass a global collaboration mindset is gaining increasing importance.

Positive Attitude Finally, the presence or absence of a positive outlook at work is vital. It is easy for all to see those who are infectious with their enthusiasm and positive approach. They spread their positive energy all around, and usually have a conﬁdent demeanor about themselves. Their can-do attitude is hard to miss, and has an electrifying effect on those who interact with them. On the contrary, the cynicism and toxicity of some people spread rapidly across multiple layers of the organization and quickly leads to dismay and frustration. (307 words)

Based on the given passage, the following assumptions have been made:

• Companies are looking for candidates with realistic outlooks and verbose communication skills.

• Young people need to have strong collaborative skills to be valuable to employers.

• Organizations value soft skills like empathy and decision making over technical abilities.

Which of the following assumptions is/are correct?

• (a) 1 only

• (b) 2 only

• (c) 3 only

• (d) 1, 2 and 3

Justification:

Statement 1 is not correct because the passage says that a positive outlook and strong and succinct written and verbal communication skills are important. Statement 2 is correct because the passage shows the importance of being able to work in a team. Statement 3 is not correct because the passage does not highlight these soft skills or contrast them with technical skills.

Justification:

• Question 2 of 5 2. Question The brain is made up of numerous brain cells called neurons. An average human brain has 1000 million neurons with over 15,000 connections to other cells. The second group of cells called glial cells provides support to the neurons and provides nutrients. But their most important is to provide a myelin (a fatty substance) sheath covering the neurons and insulating them. This makes the electrical transmission across the brain more effective. Most of the myelination occurs after two years of age. The neuronal cell is divided into dendrites, a cell body, an axon and terminal buttons. A dendrite receives signals from other neurons, transmits into the cell body, which passes it on to the axon and cell buttons. There is a gap between the cell button and the dendrite of the next cell. Special chemical signals which jump this gap are called the neurotransmitter. This jump is called the synapse. The communication network is made of both electrical and chemical modes. Development of neurons begins at embryonic stage and most of them are present by the seventh month. The neurons are generated at the rate of 2,50,000 per minute. This means that connections are constantly made and lost so that optimal learning takes place in childhood. There is plasticity in the brain where the lost functions are rebuilt. Thus, the brain is constantly growing new cells, and undergoing repairs as well. All the neural activities are related to environmental events. The development of the brain is critically dependent on environmental experience. However, environment cannot produce changes in the brain if the brain is not mature or receptive. It is a two-way interaction. Readiness of the brain to receive the environmental input is essential. (283 words) Which of the following views corroborates the above passage? (a) Electric transmissions in the brain are helped by the myelin sheath. (b) The axon passes signals to the dendrites. (c) Neurotransmitters are part of the neuronal cell. (d) Development of neurons occurs within two years of age. Correct Answer: A Justification: Statement 1 is true as shown by the passage. Statement 2 is false as dendrites of one neuron pass signals to the cell body and axon. Statement 3 is false as neurotransmitters are chemical signals which jump the synapse. Statement 4 is false as development of neurons happens during the embryonic stage. Incorrect Answer: A Justification: Statement 1 is true as shown by the passage. Statement 2 is false as dendrites of one neuron pass signals to the cell body and axon. Statement 3 is false as neurotransmitters are chemical signals which jump the synapse. Statement 4 is false as development of neurons happens during the embryonic stage.

#### 2. Question

The brain is made up of numerous brain cells called neurons. An average human brain has 1000 million neurons with over 15,000 connections to other cells. The second group of cells called glial cells provides support to the neurons and provides nutrients. But their most important is to provide a myelin (a fatty substance) sheath covering the neurons and insulating them. This makes the electrical transmission across the brain more effective. Most of the myelination occurs after two years of age.

The neuronal cell is divided into dendrites, a cell body, an axon and terminal buttons. A dendrite receives signals from other neurons, transmits into the cell body, which passes it on to the axon and cell buttons. There is a gap between the cell button and the dendrite of the next cell. Special chemical signals which jump this gap are called the neurotransmitter. This jump is called the synapse. The communication network is made of both electrical and chemical modes. Development of neurons begins at embryonic stage and most of them are present by the seventh month. The neurons are generated at the rate of 2,50,000 per minute. This means that connections are constantly made and lost so that optimal learning takes place in childhood. There is plasticity in the brain where the lost functions are rebuilt.

Thus, the brain is constantly growing new cells, and undergoing repairs as well. All the neural activities are related to environmental events. The development of the brain is critically dependent on environmental experience. However, environment cannot produce changes in the brain if the brain is not mature or receptive. It is a two-way interaction. Readiness of the brain to receive the environmental input is essential. (283 words)

Which of the following views corroborates the above passage?

• (a) Electric transmissions in the brain are helped by the myelin sheath.

• (b) The axon passes signals to the dendrites.

• (c) Neurotransmitters are part of the neuronal cell.

• (d) Development of neurons occurs within two years of age.

Justification:

Statement 1 is true as shown by the passage. Statement 2 is false as dendrites of one neuron pass signals to the cell body and axon. Statement 3 is false as neurotransmitters are chemical signals which jump the synapse. Statement 4 is false as development of neurons happens during the embryonic stage.

Justification:

• Question 3 of 5 3. Question Morality can be considered at two levels: individual and societal. Individual morality has three components: these are cognitive, emotional and behavioural in nature. Children’s understanding of morality changes along with their developing cognitive abilities and socio-emotional development. Morality also depends largely on our emotions, especially on the feeling of empathy. Empathy is the ability to experience the same emotion as another person. Our thoughts and emotions become visible to others only through our behaviour. All the three aspects are important for the study of moral development. In addition, society too determines the parameters of moral standards. Initially children learn morality from the parents. They ‘internalize’ or initiate parental moral behaviour. But the child’s horizon widens to include others in school and beyond. These are pro-social (or altruistic) behaviour on one hand and aggression (i.e., anti-social) on the other. The psychoanalytic and learning theories will be dealt with briefly here. The main focus will be on Piagetian and Kohlbergian theories. Freud was the first one to define the development of the conscience (superego) which he believed occurred in the ‘phallic stage’ (3 to 6 years). He attributed it to ‘internalization’. Erik Erikson places the onset of morality to the second of his 8 stages of development, namely ‘autonomy versus shame and doubt’, which is parallel to the anal stage of Freud occurring between 1 and 3 ½ years. In Erikson’s third stage of ‘initiative versus guilt’ (4 to 6 years) the child wants to be like his parents. Once again internalization of parental rules and standards comes into play. If the parents are not highly controlling and punitive, the child will be able to achieve a balance between initiative and guilt. Learning theories and social learning theories too have their own view of moral development. Some of the observations may actually be very close to normal parental behaviour. For example, most children mimic normal behaviour of the adults around them without being told to do so. If a parent is polite the child too is polite. If the parents tend to tell lies, the child too does it without realizing that it is immoral. Parents, teachers and others lay down the moral rules. When children show good behaviour, they are met with approval and affection. While bad behaviours mostly are dealt with punishment: some harsh, like hitting and mild ones like ‘time outs’. Disciplining and explaining the reasons for it is usually found to be effective and is called inductive discipline. The child’s temperament is a variable that must be noted before using any of the behavioural methods successfully. Social learning involves having role models (good or bad). Imitation of their behaviour by children is quite often as important as deliberate teaching of morality. Such role models may be even picked up from visual media. ‘Am I a good role model?’, is something all teachers should introspect. (476 words) Which of the following statements is closest to the meaning of the passage? (a) Teachers should be good role models. (b) Children begin to develop morality at four years of age. (c) Children usually learn morality from adults around them. (d) All of the above. Correct Answer: C Justification: When looking for the statement that is closest to the meaning of the passage, one must identify the passage’s main idea. Here, the passage talks about morality in children and how it is learnt or internalized. The passage reiterates that children first learn morality from their parents, and this then broadens to include other trusted adults or role models like teachers. Hence, C is the best answer. Incorrect Answer: C Justification: When looking for the statement that is closest to the meaning of the passage, one must identify the passage’s main idea. Here, the passage talks about morality in children and how it is learnt or internalized. The passage reiterates that children first learn morality from their parents, and this then broadens to include other trusted adults or role models like teachers. Hence, C is the best answer.

#### 3. Question

Morality can be considered at two levels: individual and societal. Individual morality has three components: these are cognitive, emotional and behavioural in nature. Children’s understanding of morality changes along with their developing cognitive abilities and socio-emotional development.

Morality also depends largely on our emotions, especially on the feeling of empathy. Empathy is the ability to experience the same emotion as another person.

Our thoughts and emotions become visible to others only through our behaviour. All the three aspects are important for the study of moral development. In addition, society too determines the parameters of moral standards. Initially children learn morality from the parents. They ‘internalize’ or initiate parental moral behaviour. But the child’s horizon widens to include others in school and beyond. These are pro-social (or altruistic) behaviour on one hand and aggression (i.e., anti-social) on the other.

The psychoanalytic and learning theories will be dealt with briefly here. The main focus will be on Piagetian and Kohlbergian theories.

Freud was the first one to define the development of the conscience (superego) which he believed occurred in the ‘phallic stage’ (3 to 6 years). He attributed it to ‘internalization’. Erik Erikson places the onset of morality to the second of his 8 stages of development, namely ‘autonomy versus shame and doubt’, which is parallel to the anal stage of Freud occurring between 1 and 3 ½ years. In Erikson’s third stage of ‘initiative versus guilt’ (4 to 6 years) the child wants to be like his parents. Once again internalization of parental rules and standards comes into play. If the parents are not highly controlling and punitive, the child will be able to achieve a balance between initiative and guilt.

Learning theories and social learning theories too have their own view of moral development. Some of the observations may actually be very close to normal parental behaviour. For example, most children mimic normal behaviour of the adults around them without being told to do so. If a parent is polite the child too is polite. If the parents tend to tell lies, the child too does it without realizing that it is immoral.

Parents, teachers and others lay down the moral rules. When children show good behaviour, they are met with approval and affection. While bad behaviours mostly are dealt with punishment: some harsh, like hitting and mild ones like ‘time outs’. Disciplining and explaining the reasons for it is usually found to be effective and is called inductive discipline.

The child’s temperament is a variable that must be noted before using any of the behavioural methods successfully. Social learning involves having role models (good or bad). Imitation of their behaviour by children is quite often as important as deliberate teaching of morality. Such role models may be even picked up from visual media. ‘Am I a good role model?’, is something all teachers should introspect. (476 words)

Which of the following statements is closest to the meaning of the passage?

• (a) Teachers should be good role models.

• (b) Children begin to develop morality at four years of age.

• (c) Children usually learn morality from adults around them.

• (d) All of the above.

Justification: When looking for the statement that is closest to the meaning of the passage, one must identify the passage’s main idea. Here, the passage talks about morality in children and how it is learnt or internalized. The passage reiterates that children first learn morality from their parents, and this then broadens to include other trusted adults or role models like teachers. Hence, C is the best answer.

• Question 4 of 5 4. Question Guilt, shame and embarrassment are called self-conscious moral emotions. Guilt and shame play significant roles in morality. Guilt is regret about one’s wrongdoing. One can make amends or punish oneself. Shame implies more self-hate and feeling of being exposed or degraded. Shame is negatively correlated with empathy and guilt is positively related to feelings for others. Parents understand it and often use it. Empathy based guilt will encourage the child to express regret. This is related to caring and moral behaviour. Excessive punishments cause children to experience less guilt and caring behaviour sympathy, empathy and perspective taking. Though sympathy and empathy are used interchangeably, empathy means understanding the other person’s emotion while sympathy involves concern for the other person. But both mean that one is moved by the plight of others. Perspective taking is yet another aspect of empathy. Standing in another person’s shoes, makes one demonstrate altruistic behaviour. Altruism is where one helps another person without any benefit to oneself, at times even unpleasant experience for self. Embarrassment is often used interchangeably with shame but is actually different. Embarrassment is the discomfort one feels when some aspect of our being or behaviour is revealed to others which affects the way others see us. Unlike shame, embarrassment is not morally wrong. (212 words) What is the most logical and critical inference that can be drawn from the passage? (a) Shame can have damaging effects on children’s psyche. (b) Empathy based guilt can help develop caring behaviour in children. (c) Excessive punishments can help children to experience guilt. (d) All of the above. Correct Answer: B Justification: The passage shows how parents use guilt to encourage children to feel for others. Guilt can help children develop empathy, sympathy and perspective taking which are important for moral growth. Hence, B. Incorrect Answer: B Justification: The passage shows how parents use guilt to encourage children to feel for others. Guilt can help children develop empathy, sympathy and perspective taking which are important for moral growth. Hence, B.

#### 4. Question

Guilt, shame and embarrassment are called self-conscious moral emotions.

Guilt and shame play significant roles in morality. Guilt is regret about one’s wrongdoing. One can make amends or punish oneself. Shame implies more self-hate and feeling of being exposed or degraded. Shame is negatively correlated with empathy and guilt is positively related to feelings for others. Parents understand it and often use it. Empathy based guilt will encourage the child to express regret. This is related to caring and moral behaviour. Excessive punishments cause children to experience less guilt and caring behaviour sympathy, empathy and perspective taking. Though sympathy and empathy are used interchangeably, empathy means understanding the other person’s emotion while sympathy involves concern for the other person. But both mean that one is moved by the plight of others. Perspective taking is yet another aspect of empathy. Standing in another person’s shoes, makes one demonstrate altruistic behaviour. Altruism is where one helps another person without any benefit to oneself, at times even unpleasant experience for self. Embarrassment is often used interchangeably with shame but is actually different. Embarrassment is the discomfort one feels when some aspect of our being or behaviour is revealed to others which affects the way others see us. Unlike shame, embarrassment is not morally wrong. (212 words)

What is the most logical and critical inference that can be drawn from the passage?

• (a) Shame can have damaging effects on children’s psyche.

• (b) Empathy based guilt can help develop caring behaviour in children.

• (c) Excessive punishments can help children to experience guilt.

• (d) All of the above.

Justification:

The passage shows how parents use guilt to encourage children to feel for others. Guilt can help children develop empathy, sympathy and perspective taking which are important for moral growth. Hence, B.

Justification:

• Question 5 of 5 5. Question A term that is at the other end of moral or pro-social behaviour is aggression. Aggression is defined as any behaviour that causes intentional harm, pain or injury to another. As against ‘pro-social’ the term anti-social has been used commonly. Aggression is its important feature. Aggression is of two types. Instrumental aggression while the child attacks another child who comes in the way of his or her getting something he or she wants. The other is hostile aggression where children will simply hit others. Hostile aggression could be verbal, physical or relational, to damage other children’s social standing using gossip, rumours and social exclusion. Preschool children manifest relational aggression (which is causing harm to someone’s social relationships). School children manifest hostile aggression. Physical aggression gives way to verbal aggression as one gets older. It must be noted, aggression is a fairly stable disposition and an aggressive preschooler will grow into an aggressive teenager. However, it is not necessary that all aggressive children grow into aggressive adults. There are gender differences in aggression. Boys tend to indulge in aggression across all ages when compared to girls. Girls, on the other hand, display underhand aggression rather than overt aggression. Causes of Aggression Aggression is biologically determined (as seen in gender difference; also in the higher levels of testosterone which is often found in violent adolescents) yet is influenced by environmental and social causes. Under the social information model3, some children who are naturally more aggressive tend to interpret ambiguous social situations as aggressive and respond with aggression. For example, if a ball accidentally hits an aggressive child, he/she would interpret it as deliberate, and hit the child who threw it. Aggressive children interpret ambiguous situations as aggressive and respond aggressively, thus starting a vicious cycle of aggression. Aggressive children usually have high self-esteem and believe that they are superior to others though their academic performance and relations with others may be poor. A significant environment context promoting aggression in children is parents who criticize and physically punish and discipline in an inconsistent manner. Aggressive children, parents and siblings engage in a cycle of aggression. It suggested that such children should be exposed to friendly groups to escape from the cycle of aggression. Thus, moral development consists of cognitive, emotional and behavioural components. Kohlberg and Piaget highlight the emotional and social learning explains how children learn moral behaviour. Moral action is expressed through empathy and pro-social behaviour, while aggression involves immoral behaviour. (409 words) Which of the following states, if false, would support the given passage? A cycle of aggression is created when aggressive parents punish children. Types of aggression displayed by a person stays constant through a lifetime. Select the correct answer using the code below: (a) 1 only (b) 2 only (c) 1 and 2 (d) Neither 1 nor 2 Correct Answer: B Justification: Statement 1 if true supports the passage which shows how aggression in parent and siblings usually leads to a cycle of aggression in children. Statement 2 if true does not support the passage which shows how children usually change from relational to hostile to verbal aggression with time. Hence, if this is false it would support the passage. Incorrect Answer: B Justification: Statement 1 if true supports the passage which shows how aggression in parent and siblings usually leads to a cycle of aggression in children. Statement 2 if true does not support the passage which shows how children usually change from relational to hostile to verbal aggression with time. Hence, if this is false it would support the passage.

#### 5. Question

A term that is at the other end of moral or pro-social behaviour is aggression. Aggression is defined as any behaviour that causes intentional harm, pain or injury to another. As against ‘pro-social’ the term anti-social has been used commonly. Aggression is its important feature. Aggression is of two types. Instrumental aggression while the child attacks another child who comes in the way of his or her getting something he or she wants. The other is hostile aggression where children will simply hit others. Hostile aggression could be verbal, physical or relational, to damage other children’s social standing using gossip, rumours and social exclusion.

Preschool children manifest relational aggression (which is causing harm to someone’s social relationships). School children manifest hostile aggression. Physical aggression gives way to verbal aggression as one gets older. It must be noted, aggression is a fairly stable disposition and an aggressive preschooler will grow into an aggressive teenager. However, it is not necessary that all aggressive children grow into aggressive adults. There are gender differences in aggression. Boys tend to indulge in aggression across all ages when compared to girls. Girls, on the other hand, display underhand aggression rather than overt aggression.

Causes of Aggression

Aggression is biologically determined (as seen in gender difference; also in the higher levels of testosterone which is often found in violent adolescents) yet is influenced by environmental and social causes. Under the social information model3, some children who are naturally more aggressive tend to interpret ambiguous social situations as aggressive and respond with aggression. For example, if a ball accidentally hits an aggressive child, he/she would interpret it as deliberate, and hit the child who threw it. Aggressive children interpret ambiguous situations as aggressive and respond aggressively, thus starting a vicious cycle of aggression. Aggressive children usually have high self-esteem and believe that they are superior to others though their academic performance and relations with others may be poor. A significant environment context promoting aggression in children is parents who criticize and physically punish and discipline in an inconsistent manner. Aggressive children, parents and siblings engage in a cycle of aggression. It suggested that such children should be exposed to friendly groups to escape from the cycle of aggression.

Thus, moral development consists of cognitive, emotional and behavioural components. Kohlberg and Piaget highlight the emotional and social learning explains how children learn moral behaviour. Moral action is expressed through empathy and pro-social behaviour, while aggression involves immoral behaviour. (409 words)

Which of the following states, if false, would support the given passage?

• A cycle of aggression is created when aggressive parents punish children.

• Types of aggression displayed by a person stays constant through a lifetime.

Select the correct answer using the code below:

• (a) 1 only

• (b) 2 only

• (c) 1 and 2

• (d) Neither 1 nor 2

Justification:

Statement 1 if true supports the passage which shows how aggression in parent and siblings usually leads to a cycle of aggression in children. Statement 2 if true does not support the passage which shows how children usually change from relational to hostile to verbal aggression with time. Hence, if this is false it would support the passage.

Justification:

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