To answer the question, I could now look at the possibilities: I know know that the difference from sequence numbers 2 to 3 and from sequence numbers 4 to 5 is "-5." For sequence numbers 1 to 2, 3 to 4 and 5, I can see that the relationship is multiplying by an increasingly larger integer (3 x 3 is 9, 4 x 4 is 16, 11 x 5 is 55). so the answer would be 55.

Therefore, for the above example, the pattern would be "3 (x 3) 9 (-5) 4 (x 4) 16 (-5) 11 (x 5) 55." By writing the possible sequences down on the scratch paper, it becomes much clearer and one can see the pattern much more quickly. There were no tricky fractions or other strange patterns on the test -- just adding, subtracting, multiplying and dividing integers to the previous number.

### Pictorial Analogies

Tithe last type of question on the test are the pictorial analogies. Just like the analogies portion, questions are in a form similar to _____ is to ______ as ______ is to _____.

The difference is that geometric shapes are used and one has to determine which of the multiple choice answers matches the third shape in the same way the second picture matches the first (Guide Note: See the example at the top-right of this page. In the example shown, the correct answer would be #2, as it matches object 3 in the same way that object 1 matches object 2.)

Object 2 is cut in half, diagonally and the colors are inverted. Answer 2 is also cut in half diagonally and color inverted. On the EDPT, there are five choices rather than just 3. Just as in the sequencing and number patterns, it may be easiest to draw the object on the scratch paper and try to replicate the relationship between the first two objects. Some of them will be rotated, cut, or otherwise manipulated, but there is always a reasonably discernable relationship.

Do not expect to be able to answer all the questions on the test. A quick look at the number of questions and time allowed shows that one has only about 45 seconds per question and many of the word problems require at least that much time just reading and deciphering what information is necessary, then putting the data into a workable problem.

I recommend answer all the easier questions first, then (time permitting), go back and start working on the harder ones.(I found myself playing "christmas tree" during the last two minutes to make sure all questions were answered- remember: it's definitely wrong if it's not answered at all).

There is nothing overly difficult about the test- and I am positive a large number of people could score VERY well if the test were longer, say 3 hours rather than 90 minutes. It's the relatively short time allowed that makes scoring well on the test more difficult.

I am not sure what scores are needed for other services, but in the Air Force, a score of 71 is needed for the AFSC of computer programming (3C0X2) and 57 for Technical Applications Specialist (9S100). The test has nothing to do with either job at first glance, but what it does accomplish is determine one's ability to think logically. All four parts of the test require the testee to think logically and that is essentially what computer programming is.