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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. assuming a causal relationship on the basis of the sequence of events 2. assuming a causal relationship when only a correlation exists 3. failure to consider an alternate cause for the effect or an alternate cause for both the cause and the effect






2. 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






3. 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






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






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






6. 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?






7. 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






8. 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?






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






10. 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






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






12. 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






13. 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






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






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






16. 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






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






18. If an answer choice describes an event that did not occur in the stimulus - then that answer is incorrect. Watch for answers that are partially true - that is answers that contain a description of something that happened in the argument but that also






19. 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+.






20. 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.






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






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






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






24. 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






25. 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






26. 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






27. 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






28. 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






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. 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






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






32. 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






33. 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.






34. 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






35. 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






36. 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






37. 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






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






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. 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.






41. 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






42. 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






43. 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






44. 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






45. 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.






46. 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






47. 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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48. Then - only - only if - must - required - unless - except - until - without.






49. 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






50. Separate the answer choices into 'contenders' and 'loser'. After completing this process - review the contenders and decide which answer correct.