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






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






3. Argument Part - If you do see the main conclusion at the end of a Method-AP problem - be prepared to answer a question about a part of the arguement other than the conclusion.n






4. 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






5. 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






6. 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






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






8. 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.






9. 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






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






11. Always read each of the five answer choices. If an answer choice appears somewhat attractive - interesting or even confusing - keep it as a contender and move to the next answer.






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






13. 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






14. As an argument progresses - the author must use each term in a constant - coherent fashion. using a term in different ways is inherently confusing and undermines the integrity of the argument. n






15. 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






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






17. 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






18. 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






19. 1. The survey uses a biased sample 2. The survey questions are improperly constructed 3. Respondents to the survey give inaccurate responses. People do not always tell the truth when responding to surveys.n






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






21. 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






22. 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






23. 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






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






25. 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






26. 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






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






28. 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






29. 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.






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

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31. 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






32. 1. Any 'new' element in the conclusion will appear in the correct answer. 2. Elements that are common to the conclusion and at least one premise normally do not appear in the correct answer. 3. Elements that appear in the premises but not the conclus






33. 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






34. 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






35. 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?






36. 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






37. 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






38. 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






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






40. 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.






41. 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






42. 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






43. 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






44. 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






45. 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






46. 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+.






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






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






49. 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






50. Quantity: All = 100 Not all = 0-99 Some = 1-100 None = 0 Time: Always - Not always - Sometimes - Never Space: Everywhere - Not everywhere - Somewhere - No where.