I think these kinds of questions are a good example of the importance of ONLY drawing from info in the stimulus and avoid giving into outside knowledge
@Carolinehink1 This is a level one difficulty. If you click on "show question" on top (near the comments tab) and then go to analytics, it will show you. I'm using a mac and that's how it shows up for me. Hope this helps!
I understand that this is a feature not yet ready for this curriculum version, but it would be really nice to have a quick view to read the excerpt, question, and ACs together at the same time. This lesson was particularly frustrating because the only time when all were on-screen was when the ACs were marked up, giving us no opportunity to try the question out ourselves first.
Typically you can pause right before mark A and all the answers are present with no markings. I fast forwarded to right before answer A was given and answered it myself before watching the rest of it.
Completely off topic but the way 7sage breaks down sentences in the stimulus would be so helpful for learning languages and knowing how each part of a sentence modifies the meaning
C felt extremely obvious. I got the answer within like 15 seconds of reading the answers after the stimulus. Should it feel that obvious? All the other answer choices were clearly incorrect to me.
Answers feeling obvious is a great sign that things are becoming more intuitive for you. However, this is a very easy question. There will be many more questions whose answer will not feel obvious whatsoever, especially under time restraints. So it is good to learn how to answer questions even when you are unsure.
Taking the time to carefully translate and understand the stimulus increases my chances of selecting the correct answer. I focus on thoroughly comprehending the passage, and that is my main focus when reviewing the answer choices. I also make sure to highlight indicators to avoid selecting the wrong answer. I tend to fall short when i do not focus on indicators also. it changes the meaning almost instantly.
Like other comments I was also thinking A could be supported because of the "over time" line in the stim. But that relies on an assumption I was making about how long these whales have been around boats. I was assuming they have been around boats for their whole lives. But, if boats showed up yesterday, the older and younger whales would have been around them for the same amount of time, having the same hearing damage.
#feedback the explanation for why B is wrong would have made much more sense if it started with the relevant text (Though... engines) instead of discussing a hypothetical analogy that we shouldn't make.
I see why the correct answer is what it is, but this question is a good example of something I have been struggling with, which is differentiating between making assumptions and using context clues from the stimulus. I feel like sometimes it is wrong to use context clues (this stimulus is a good example), but other times it is good to use them... Can someone help me with this? I tend to do this A LOT and don't know how to not overthink it like I do.
Here is an example for this passage. When the stimulus said "engine noise from boats can be loud enough to damage their hearing over time", I look at answer choice A and think:
"well, older killer whales would have more exposure to the noise than younger ones would, which is supported by the "over time" part of the stimulus, and since damaged things tend to not be able to tolerate whatever damaged it in the first as well as one that is less damaged, then it should be that older whales are able to tolerate the noise less than younger ones, so that could make sense."
I see how that might be flawed because you assume that older whales have more exposure to the noise than younger ones do, but does anyone have any advice on how to stop overthinking questions like this? I always use up time and end up getting the wrong answer by doing this.
I completely agree. I have read books that contradict this information. We will be doing one section and the author says that the LSAT does not care what you know of the real world, we stick to what they type as being true, but then in answering other questions that same author has said, "Now we know that this is not at all true just by living, so we can eliminate these answer choices, and that has made me struggle trying to maintain when I can use real world knowledge to get to certain answers on certain tests.
Even went as far as saying on Necessary Assumption questions, the answer does not come from neither the conclusion or the support alone, but directly from the relationship of the reasoning between the two, so that is how I answered a few questions with that mindset and got them wrong because the answer was directly a restatement of the conclusion.
This is a well known author with well known books. To say I have restarted all of my fundamentals to focus on each type to not be confused is an understatement.
I think the main challenge here is to look at ONLY what the passage says. The passage is the only thing where we can get any kind of support from to come up with a conclusion because the question type is not asking us to infer anything from the choices. The only things we have to go off of to formulate a conclusion are said explicitly in the rest of the passage.
Another thing is that "over time" is vague, and nothing about time is inherently correlated with age like what choice A is getting at. For example, let's assume exposure to a certain sound frequency over time is bad for a dolphin's ability to communicate, but does that mean it has to be exposed from birth until a certain age for the deleterious effects to kick in? What if the dolphin is middle aged and suddenly gets a lot of exposure to boat noise in that range? Or a geriatric dolphin lives in a place where a new boating route is established and it gets repeated exposure? Isn't the effect (reduced ability to communicate) the same for all of these groups? Again, nothing about time is inherently correlated with age like what choice A is getting at, and we have to make assumptions (which isn't what this question type wants us to do) for A to be right.
While it's a great skill to think about A and find a way to make A work, the question type isn't about finding a way to make it work. That talent will be more helpful with other question types tho!
I find it hard to focus on his videos but I feel as if in the initial video the speaker tends to over-explain or like confuse me more than when I started. Does anyone feel the same or is it just me?
@AamaniThompsonlaw25 No i definitely agree.a lot of explanations are hella confusing I get he’s trying to break it down so everyone can understand but he definitely over explains the smallest shi
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After completing all the lessons for logical reasoning, it is crazy how clear most of this is now! Stick with it ladies and gentlemen!
@josephmgomez02822 sticking with it
This was an absolutely fantastic video #feedback
u cooked on this one
@ZachistheLawyerinCharge No better way to put it Zach who is indeed in charge.
I think these kinds of questions are a good example of the importance of ONLY drawing from info in the stimulus and avoid giving into outside knowledge
This was a great lesson, definitely helped clear up a bit of the confusion from the previous lesson
what a breakdown, wow! so good!! #feedback
#feedback it would be interesting to see the difficulty of these sample questions
@Carolinehink1 This is a level one difficulty. If you click on "show question" on top (near the comments tab) and then go to analytics, it will show you. I'm using a mac and that's how it shows up for me. Hope this helps!
Wow, this really is like a puzzle set, you find two pieces and so you try to find the right piece to fit in with those two pieces (or more)
Is it safe to say that would should eliminate any new info outside of the passage in our answer choices?
Whatever you feel would help you the most, do it.
i like that it has lessons to review
This was excellent
I understand that this is a feature not yet ready for this curriculum version, but it would be really nice to have a quick view to read the excerpt, question, and ACs together at the same time. This lesson was particularly frustrating because the only time when all were on-screen was when the ACs were marked up, giving us no opportunity to try the question out ourselves first.
#feedback
Typically you can pause right before mark A and all the answers are present with no markings. I fast forwarded to right before answer A was given and answered it myself before watching the rest of it.
Completely off topic but the way 7sage breaks down sentences in the stimulus would be so helpful for learning languages and knowing how each part of a sentence modifies the meaning
I also thought B was wrong because it says it doesn't change their behavior and communicating is a behavior.
C felt extremely obvious. I got the answer within like 15 seconds of reading the answers after the stimulus. Should it feel that obvious? All the other answer choices were clearly incorrect to me.
Answers feeling obvious is a great sign that things are becoming more intuitive for you. However, this is a very easy question. There will be many more questions whose answer will not feel obvious whatsoever, especially under time restraints. So it is good to learn how to answer questions even when you are unsure.
Taking the time to carefully translate and understand the stimulus increases my chances of selecting the correct answer. I focus on thoroughly comprehending the passage, and that is my main focus when reviewing the answer choices. I also make sure to highlight indicators to avoid selecting the wrong answer. I tend to fall short when i do not focus on indicators also. it changes the meaning almost instantly.
Great video!
Like other comments I was also thinking A could be supported because of the "over time" line in the stim. But that relies on an assumption I was making about how long these whales have been around boats. I was assuming they have been around boats for their whole lives. But, if boats showed up yesterday, the older and younger whales would have been around them for the same amount of time, having the same hearing damage.
got it in seconds it just seemed proper, dunno if thats a good or bad thing
#feedback the explanation for why B is wrong would have made much more sense if it started with the relevant text (Though... engines) instead of discussing a hypothetical analogy that we shouldn't make.
I see why the correct answer is what it is, but this question is a good example of something I have been struggling with, which is differentiating between making assumptions and using context clues from the stimulus. I feel like sometimes it is wrong to use context clues (this stimulus is a good example), but other times it is good to use them... Can someone help me with this? I tend to do this A LOT and don't know how to not overthink it like I do.
Here is an example for this passage. When the stimulus said "engine noise from boats can be loud enough to damage their hearing over time", I look at answer choice A and think:
"well, older killer whales would have more exposure to the noise than younger ones would, which is supported by the "over time" part of the stimulus, and since damaged things tend to not be able to tolerate whatever damaged it in the first as well as one that is less damaged, then it should be that older whales are able to tolerate the noise less than younger ones, so that could make sense."
I see how that might be flawed because you assume that older whales have more exposure to the noise than younger ones do, but does anyone have any advice on how to stop overthinking questions like this? I always use up time and end up getting the wrong answer by doing this.
I completely agree. I have read books that contradict this information. We will be doing one section and the author says that the LSAT does not care what you know of the real world, we stick to what they type as being true, but then in answering other questions that same author has said, "Now we know that this is not at all true just by living, so we can eliminate these answer choices, and that has made me struggle trying to maintain when I can use real world knowledge to get to certain answers on certain tests.
Even went as far as saying on Necessary Assumption questions, the answer does not come from neither the conclusion or the support alone, but directly from the relationship of the reasoning between the two, so that is how I answered a few questions with that mindset and got them wrong because the answer was directly a restatement of the conclusion.
This is a well known author with well known books. To say I have restarted all of my fundamentals to focus on each type to not be confused is an understatement.
I think the main challenge here is to look at ONLY what the passage says. The passage is the only thing where we can get any kind of support from to come up with a conclusion because the question type is not asking us to infer anything from the choices. The only things we have to go off of to formulate a conclusion are said explicitly in the rest of the passage.
Another thing is that "over time" is vague, and nothing about time is inherently correlated with age like what choice A is getting at. For example, let's assume exposure to a certain sound frequency over time is bad for a dolphin's ability to communicate, but does that mean it has to be exposed from birth until a certain age for the deleterious effects to kick in? What if the dolphin is middle aged and suddenly gets a lot of exposure to boat noise in that range? Or a geriatric dolphin lives in a place where a new boating route is established and it gets repeated exposure? Isn't the effect (reduced ability to communicate) the same for all of these groups? Again, nothing about time is inherently correlated with age like what choice A is getting at, and we have to make assumptions (which isn't what this question type wants us to do) for A to be right.
While it's a great skill to think about A and find a way to make A work, the question type isn't about finding a way to make it work. That talent will be more helpful with other question types tho!
is this super easy for anyone else? i knew the answer right away
@DillonDavidesfahani yes. I would love lessons like this on some of the level 5 difficulty questions. Maybe those will appear later in the course
@DillonDavidesfahani Do you want a cookie?
I find it hard to focus on his videos but I feel as if in the initial video the speaker tends to over-explain or like confuse me more than when I started. Does anyone feel the same or is it just me?
@AamaniThompsonlaw25 I agree, I've realized sometimes it helps if I end the video early and move on.
@AamaniThompsonlaw25 No i definitely agree.a lot of explanations are hella confusing I get he’s trying to break it down so everyone can understand but he definitely over explains the smallest shi
I normally despise these questions when I see them, but ngl this really helped me see how to solve them perfectly.
this was really nice! helpful to keep in mind