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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. 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






2. 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.






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






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


5. 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






6. 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






7. To logically negate a conditional statement - negate the necessary condition. Example: neither...nor becomes either...or.






8. 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.






9. 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






10. 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






11. 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






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






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. 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






16. 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.






17. 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






18. 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.






19. 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






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






21. 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.






22. 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.






23. 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






24. 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






25. 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






26. 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






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






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






29. 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






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






31. 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






32. 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+.






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. 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






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






36. 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






37. 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






38. 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






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






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






41. 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






42. 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






43. 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 -






44. 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






45. 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






46. 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






47. 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?






48. 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






49. 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






50. 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