A Christian study room was the perfect setting for this study, with students from across the Presbyterian Church, and from different denominations.
The purpose of this experiment was to test the ability of the participants to come up with a simple answer to a simple question.
The students were asked to think of a simple sentence, and then imagine that the sentence would be different in two different contexts.
They were then given a list of examples that were then asked questions like, “what’s the meaning of the sentence?”, “what does this mean?”, “does this mean anything?”, and “what should the person say?”.
Students then had to figure out which of these sentences would be answered correctly and which would be incorrect.
The researchers asked the students to do this for 20 minutes, and after each minute the students were given a new list of questions to complete.
After completing the task, students were then presented with a question from their list, and they were asked what they thought.
If they were able to come to the correct answer, they were given points and a certificate.
This was followed by a quiz, in which students were quizzed about their knowledge and abilities.
This quiz was very similar to the ones that students were required to do for the previous study.
For the quiz, students had to write their answer and the correct response, and to answer the question in the correct format, but the questions were different.
One of the students had a list that was full of words that were similar to words that the students used to answer a question, such as “I don’t like red potatoes”, but they were also given words that weren’t used in the list, such a “butter” and a “crab”.
Students were then required to write the correct answers for each word.
The quizzes were a good test of the ability to understand a simple set of words.
After the quiz was over, the students then had another 20 minutes to think about the sentence that was asked.
After that, they received the certificate.
The first question asked students to guess the meaning, but it didn’t ask the correct meaning of a word, so students had only one chance to guess correctly.
The second question asked the student to explain what the word meant.
This one was very simple.
The student had to explain the meaning in as few words as possible.
The third question asked for the student’s best guess for what the words meant.
The fourth question asked a simple math question, asking students to write a total of 20 different numbers.
After writing down their answer, the student was then given an extra 30 seconds to complete the test.
The final question asked them to guess a word in three different languages.
This question was very easy, but was a little tricky.
The answer had to be as simple as possible, with no context.
It was not asked what the meaning was, only what was the right answer.
Students were also asked to guess which of the two words was used in one of the three sentences, and that was the answer.
This wasn’t a good question, as the students didn’t know which of two sentences they were answering correctly, and the word they were actually guessing had no context or meaning.
Students had to guess whether or not a sentence was correct or not, and there were no questions that asked how many times the student had thought the word in question.
This made the quiz very difficult for students, because the answer was not presented as a total number, but instead as an approximate number of times the answer had been thought in a sentence.
As you can see, this quiz was a great way to test students’ understanding of the Bible, and it also showed the students their abilities to think in the language they were studying.