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LSAT Logical Reasoning Clues

Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. 1. No conclusion. When a stimulus does not have a conclusion and contains a paradox - expect a Resolve question 2. Language of contradiction exp: but - however - yet - although - paradoxically - surprisingly.






2. A. Eliminate any alternate causes for the stated effect. B. Show that when the cause occurs - the effect occurs. C. Show that when the cause does not occur - the effect does not occur. D. Eliminate the possility that the stated relationship is revers






3. 1. The info in the stimulus is suspect. There are often reasoning errors present and depending on the question - you will help shore up the argument in some way. 2. The answer choices are accepted as given - even if they include 'new' info. Your task






4. If the stimulus contains an argument - determine whether the argument is strong or weak.






5. 1. Incomplete info. The author fails to consider all of the possibilities or relies upon evidence that is incomplete. This flaw can be attacked by bringing up new possibilities or info. 2. Improper comparison. The author attempts to compare two or mo






6. Percent - proportion - fraction - ratio - incidence - likelihood - probability - segment - share. n






7. First Family The correct answer choice will be a rephrasing of the main conclusion of the argument. The conclusion is either in the middle or beginning of the stimulus. The correct answer choice must not only be true it also must summarize the author






8. If all 5 answer choices appear to be 'losers' - return to the stimulus and re-evaluate the argument.






9. Premises + answer choice = conclusion When approaching answers - separate them into winners and losers - then apply the justify formula.






10. 1. Stimulus will contain an argument. Must isolate and identify and assess the premises and the conclusion. 2. Focus on the conclusion. Almost all correct Weaken answers impact the conclusion. 3. The info in the stimulus is suspect. There are often r






11. Thus - therefore - hence - consequently - as a result - so - accordingly - clearly - must be that - shows that - conclude that - follows that - for this reason.






12. 1. You must accept the stimulus info- even if it contains an error in reasoning-and use it to prove one of the answer choices must be true. 2. Any info in an answer choice that does not appear either directly in the stimulus or as a combination of it






13. 1. if you recognize the form of reasoning used in the stimulus (causal - conditional - etc.) immediately attack the answers and search for the answer with similar reasoning (analogy - circular reasoning) 2. The Conclusion - match the conclusions - to






14. Occurs when an author improperly equates a percentage with a definate quantity or vice versa. n






15. Prephrase: after reading the question stem - take a moment to mentally formulate your answer to the question stem.






16. 1. Watch for answers starting with the phrase 'at least one' or 'at least some'. When an assumption answer choice starts with one of these phrases it is usually right. But ALWAYS verify with A.N.T. 2. Avoid answers that claim an idea was the most imp






17. Think about the structure of the argument before examining the answer choices. Do not expect to see the exact prephrase - there are too many variations. Make an abstract prephrase then examine each answer to see if it paraphrases the prephrase.n






18. Amount - quantity - sum - total - count - tally.n






19. Stimulus (accepted) --/-> answer choices (affected or determined) cannot be true.






20. They can be in the premises or conclusion. If they are in the conclusion the argument is flawed. Classic mistaken cause and effect reasoning refers to occurences when a causal assertion is made in the conclusion or the conclusion presumes a causal re






21. Caused by because of responsible for reason for leads to induced by promoted by determined by produced by product of played a role in was a factor in is an effect of.






22. Negates both conditions - creating a statement that does not have to be true. Given: A+ --> Study Mistaken Negation: Not A+ --> Not Study






23. The mistake involves assuming that conditions will remain constant over time - and that what was the case in the past will be the case in the future or present. n






24. 1. Increasing percentages automatically lead to increasing numbers. This is not necessarily true because the overall size of the group could get smaller. 2. Decreasing percentages automatically lead to decreasing numbers 3. Increasing numbers automat






25. The author assumes as true What is supposed to be proved. exp: 'this essay is the best because it is better than all the others'n






26. Refer to the amount or quantity in the relationship. Examples: (do not need to memorize) all - every - most - many - several - sole - only - not all - none - few.






27. To weaken a conditional conclusion - attack the necessary condition by showing that the necessary condition does not need to occur in order for the sufficient condition to occur. With a combo of a conditional reasoning stimulus and a weaken question






28. A statement or judgement that follows from one or more reasons. Ask: What is the author driving at? What does the author want me to believe? What point follows from the others?






29. Authors misuses info to such a degree that they fail to provide any info to support their conclusion or they provide info that is irrelevant to their conclusion. n






30. The makers of the LSAT do not think that there are multiple causes for the same effect. When an LSAT speaker concludes that one occurance caused another - that speaker also assumes that the stated cause is the only possible cause of the effect and th






31. 1. The stem uses the word strengthen or a synonym (support - helps - most justifies) 2. The stem indicates that you should accept the answer choices are true.






32. 1. Whatever term is modified by 'unless' - 'except' - 'until' or 'without' becomes the necessary condition 2. The remaining term is negated and becomes the sufficient condition.






33. Supporter - the traditional linking role - where an assumption connects pieces of the argument. (often new or rogue pieces) They also can close gaps. Ex: All male citizens of athens had the right to vote. Therefore - Socrates had the right to vote in






34. 1. If conditional statements are linked together in the argument - the correct answer choice for an assumption question will typically supply a missing link in the chain or the contrapositive to that link. 2. If you see a conditional conclusion and t






35. 1. Appeal to authority - uses the opinion of an authority in an attempt to persuade the reader. The flaw is that the authority may not have relevant knowledge or all of the info regarding the situation - to there may be a difference of opinion among






36. Always ask: Do the given facts support the conclusion? Do the premises strongly suggest that the conclusion would be true? Does the conclusion feel like an inevitable result of the premises? Or Does the conclusion go beyond the scope of the info in t






37. Stimulus (accepted) ----> Answer Choices (affected or determined) AKA: must be or prove family must be true - main point - point at issue - method of reasoning - flaw in the reasoning - parallel reasoning.






38. An event or circumstance whose occurrence indicates that a necessary condition must also occur.






39. This type of flawed argument attacks the person (or source) instead of the argument they advance. because the LSAT is concerned solely with argument forms - a speaker can never validly attack the character or motives or a person; instead - a speaker






40. A. Eliminates an alternate cause for the stated effect B. Shows that when the cause occurs - the effect occurs - assumption answers affirm the cause/effect relationship C. Show that when the cause does not occur - the effect doe not occur D. Eliminat






41. Occurs when the author uses an analogy that is two disimilar to the original situation to be applicable. n






42. Allows you to decide between contenders or to confirm that the answer you have chosen is correct. 1. Logically negate the answer choices under consideration. Usually consists of taking a 'not' out of a sentence or putting a 'not' in a sentence. 2. Th






43. 1. The stem uses the word assumption - presupposition or some variation 2. The stem NEVER uses the word 'if' or any other sufficient condition indicator. The stem will likely contain a necessary condition indicator such as required or unless. The cor






44. Involves judgements made about groups and parts of a group. an error or composition occurs when the author attributes a characteristic of part of the group to the group as a whole or to each member of the group Error of division - author attributes c






45. 1. new element answers - an answer that describes something that did not occure or describes an element new to the argument cannot be correct 2. Half right - half wrong answers - LSAT makers like to start off with something that happened - then end w






46. Take the statements under consideration and place them in an arrangement that forces once to be the conclusion and the other(s) to be the premise (s). Use premise and conclusion indicators to achieve this end. Once the pieces are arranged - determine






47. They h ave failed to fully and accurately identify the conclusion of the argument. If a conclusion is present - you MUST identify it prior to proceeding on to the question stem.






48. Occurs when an author attempts to attack an opponent's position by ignoring the actual statements made by the opposing speaker and instead distorts and refashions the argument - making it weaker in the process. Often prephrased by 'what you're saying






49. To raise a viewpoint at the beginning of the stimulus and then disagree with it immediately thereafter. The stimulus often begins with: Some people claim... Some people propose... Many people believe... Some argue that... Some critics claim... Some s






50. Immediately look for the repeat or contrapositive in the answer choices. Avoid mistaken reversals and mistaken negations.