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






2. Used to introduce other premises that support the conclusion but are sometimes non-essential to the conclusion furthermore - moreover - besides - in addition - whats more - after all.

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3. Usually have one male and one female. The female uses sound reasoning and the male uses flawed reasoning or makes a mistake. This is not always true - but more often than not.n






4. 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






5. Whenever you identify a causal relationship in the conclusion of an LSAT problem - immediately prepare to either weaken or strengthen the argument. Tasks for Weaken questions...must always identify a causal conclusion. Then ask if there relationship






6. 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






7. 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






8. They often feature 2 conclusions (main and sub.) - when the main conclusion is typically place in the first or second sentence and the last sentence contains the sub. conclusion. The sub. conclusion is set off by conclusion indicators while the main






9. Stimulus (affected or determined) ---> answer choices (accepted) AKA: Help Family assumption - justify the conclusion - strengthen/support - resolve the paradox.






10. 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






11. 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






12. 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






13. Refer to the likelihood of occurence or the obligation present - as in 'The mayor should resign.' 'the law will never pass.' Examples: (do not need to memorize) must - will - always - not always - probably - likely - would - never - rarely - could -






14. 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






15. 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






16. 1. You can use only the info in the stimulus to prove the correct answer choice 2. Any answer choice that describes an element or a situation that does not occur in the stimulus is incorrect Method of Reasoning questions use a variety of formats - bu






17. 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






18. 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






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






20. An event or circumstance whose occurrence is required in order for a sufficient condition to occur.






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






22. 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.






23. Introduce something that actually contains an idea that is counter to the argument. By raising opposition - the author can minimize the damage that would be done by the objection if it were raised elsewhere. but yet - however - on the other hand - ad






24. 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.






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






26. 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






27. Determine whether the stimulus contains an argument or if it is only a set of factual statements. MUST recognize whether a conclusion is present.






28. Read closely and know precisely what the author said. DO NOT GENERALIZE!.






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






30. Mis-assessing the force of evidence is a frequent error committed by LSAT authors 1. Lack of evidence for a position is taken to prove that position is false 2. lack of evidence against a position is taken to prove that position is true 3. some evide






31. Carefully read and identify the question stem. DO NOT assume that certain words are automatically associated with certain questions types.






32. 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






33. 1. An indication that the answer choices should be accepted as true 2. Keywords that indicate your task is to resolve the problem Action: Problem: Resolve Paradox Explain Contradiction Reconcile Discrepancy Conflict Puzzle *Attempt to prephrase Corre






34. 1. The stimulus will almost always contain an argument you must identify - isolate and assess the premises and the conclusion of the argument 2. Focus on the conclusion. Almost all correct answer choices impact the conclusion 3. The info in the stimu






35. 1. Identify the conclusion - this is what you are trying to strengthen 2. Personalize the argument 3. Look for weaknesses in the argument 4. Arguments that contain analogies or use surveys rely upon the validity of those analogies and surveys. Answer






36. Weaken - attack - undermine - refute - argue against - call into question - cast doubt - challenge - damage - counter - When evaluating answers ask yourself: 'Would this answer choice make the author reconsider his position or force the author to res






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






38. 1. Stem uses the word 'if' or another sufficient indicator 2. Stem uses the phrase 'allows the conclusion to be properly drawn' or 'enables the conclusion to be properly drawn'. 3. Stem does not lessen the degree of justification. Never uses 'most ju






39. 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






40. If the stimulus contains an argument - identify the conclusion. If the stimulus contains a fact set - examine each fact.






41. Occurs when an author makes conflicting statements. n






42. Assumes that only 2 courses of action are available when there may be others. n






43. A fact - proposition or statement from which a conclusion is made. Ask: What reasons has the author used to persuade me? Why should I believe this argument? What evidence exists?






44. Takes a small number of intstances and treats those instances as if they support a broad - sweeping conclusion. Often appears as an incorrect answer.n






45. 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






46. 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.






47. 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.






48. Mistaken negation and reversal exp: taking the non-existence of something as evidence that a necessary precondition for that thing also did not exist' (MN) 'mistakes being sufficient to justify punishment for being required to justify it' (MR)n






49. 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.






50. 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







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