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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. 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






2. 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






3. 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?






4. 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






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






6. 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.






7. 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






8. 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






9. 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






10. 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






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






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






13. 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.


14. If - when - whenever - every - all - any - people who - in order to.






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






16. Because - since - for - for example - for the reason that - in that - given that - as indicated by - due to - owing to - this can be seen from - we know this by.






17. 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






18. 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






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






20. 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






21. 1. ethical versus factual situations - when the stimulus addresses something ethical - a factual answer would be incorrect and vice versa 2. dual agreement or dual disagreement - often incorrect answer choices will supply statements that both speaker






22. 1. Opposite answers. These answers do the exact opposite of What is needed. 2. Shell game answers. Occurs when an idea or concept is raised in the stimulus and then a very similar idea appears in the answer choices - but the idea is changed just enou






23. 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






24. 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






25. 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.






26. 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






27. At least on of the two - possibly both.


28. 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






29. 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






30. 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






31. 1. The info in the stimulus is supect. There are often reasoning errors present - and you will further weaken the argument in some way. 2. The answer choices are accepted as given - even if they include 'new' info. The task is to determine which answ






32. 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






33. 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






34. 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






35. 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






36. 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






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






38. 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






39. Occurs when an author makes conflicting statements. n






40. 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






41. Stimulus (affected or determined)--/-> answer choices (accepted) Negative sign on the arrow reflects attacking or hurting the argument (weaken).






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






43. 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






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






45. 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.






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. 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






48. Switches the elements in the sufficient and necessary conditions - creating a statement that does not have to be true. Given: A+ --> Study Mistaken Reversal: Study --> A+.






49. 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






50. 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