for answer e, can i eliminate it becasue we do not know if the company developing medication m even cares to make good tasting medicine? that's how i thought of it to eliminate it
@JessicaVerdugoLopez The vast majority of LR questions don't involve diagramming conditional logic. I would assume you shouldn't diagram as a default. But when you get the feeling that the question is about connecting different conditional together, that's when I'd decide to diagram.
Also, keep in mind that often diagramming in video explanations is for the purpose of explanation -- this doesn't mean you need to be doing it on paper, particularly if there's only 1 conditional involved or there's a basic argument form that you can keep in your head.
When I read the stim, my mind was thinking things like soft gel manufacturing is very hard to acquire. It was only when I read AC B that the assumption I had been making all along slapped my face.
The assumption is so in your face that I missed it at first.
I see several conditional indicators in this stimulus, why didn't J.Y. translate them into Lawgic? How will I know when it is and is not appropriate to translate conditional relationships into Lawgic? Translating into Lawgic helps me visualize the relationship. Would it have been incorrect or unnecessary to translate these premises into Lawgic?
@PaulinaBaczkowski It's sort of like MSS on steroid--you're not just choosing an answer choice that MSS the stimulus but you have to keep in mind the argument's application of the general rule and the correct answer will connect back to the rule
7Sage's tutorials would benefit students more if they presented all answer choices upfront, allowing students to think through in real time instead of spoon feeding answers one by one.
@kk558 Yeah it appears to be a functional workaround to the pre-baked videos. If the video's were done right, they would instanly pop up stimulus & set of AC before the explanation begins thereby giving students a window of opportunity to pause it and apply it right there. one click nation.
#feedback Did you remove the ability to view the question in its entirety with quick view at the beginning of these lessons? I found that very helpful, and I would love to have that feature back
Answer Choice C talks about Logic Games (LG) and various rules. I understand that LG is no longer part of the LSAT, but the LSAT writers will try to test the logic formerly involved in LG through LR. Will we be introduced to some of the LG logic and rules like the ones described in Answer Choice C more formally/systematically?
#feedback this lesson builds on the rule-application reasoning, but I dont see it anywhere in the previous lessons. Was it moved in 2.0? I can't find a link to it.
#feedback PLEASE standardize these videos so that they all allow the playback speed to be adjusted. Why is this not a feature in all the videos? Do you guys not code the website so that the video player has these settings by default? Is there a box or line of code that someone forgets to implement each time a modular page like this is created for a lesson?
Given my knowledge of coding and website development, I just don't understand why this is even an issue. If one of the main selling points of this website is that there are video lessons, how can something as simple as this be an issue, making sure that all your video files are played through the same, standardized, video player?
I assume whoever coded the website made it so that non-coding-savvy people can create lessons and add videos to each page. However, that leaves me to assume that these end users must have some sort of option, upon uploading or adding a video to the page, to enable or disable the feature of the video player that allows the options of video playback speed and whatnot. If this is true, then there must be some sort of default setting upon upload. Is it that these features are off by default and the people editing the lesson are forgetting to turn on the playback speed options? If so, then why is the default to not have these features enabled?
This is so frustrating!
J.Y. does not speak at the same speed in every video, and I absolutely cannot blame him for that. It's natural with every person depending upon their mood, the time of day, and what they've consumed. However, I would like to have the ability to make up for these fluctuations, and I do so via playback speed options. I can still go back to an older video that has these options available to me (since the settings are site-wide), but I shouldn't be required to go to another web page, change settings, go back to my current lesson, refresh the lesson page, and position the video scrubber back to the same time-stamp as it was before. That's just ridiculous and so unfriendly to us as users.
If you press the period or comma key on your keyboard it speeds up or slows down the video speed! Period to speed up, comma to slow down! it works for every video and you don't need to have the playback speed option on the screen
Yes but not always. In some cases comparatives could be used in every single answer choice and at that point you gotta pick one. But in most cases, "Best Way" i.e., "Medication M is the most effective medication against colds", and "Comparatives" like Letter E in this problem can be eliminated.
In the Loophole LR Book, there's an entire section that talks about strong answers and weak answers. Best Way and Comparative's show up on the Weak Answer section. I have the loophole and use it when I'm lost on possible answers where I am just not sure of which one it could be. I would highly recommend checking out the book.
Yes, comparative answers can often be ruled out as the correct answer in certain types of LSAT questions, especially when the question is asking for causal reasoning or strengthening/weaken the argument.
The difference between the two is the direction of support. For MSS, the support is coming from the stimulus to the answer choices. In S the support is coming from the answers to strengthen the stimulus and more specifically the conclusion.
Using the question stem from this question as an example... "The conclusion is most strongly supported by the reasoning in the argument if which one of the following is assumed?" Do you see how it is asking for the answer to give support to the stimulus rather than for the stimulus to support the answer?
Compare that to a MSS question stem, "The statements above, if true, most strongly support which of the following?" That stem is clearly asking for the stimulus to support the answer.
The more questions we do, the more innate that direction of support should become when reading the question stems.
If you hit the little Quick View button with the + inside the magnifying glass, you can see the question and answers! I think this was a recent update though, because I don't remember seeing it last week.
many times during strengthening questions, the correct answer choice will be a necessary assumption that was already assumed by the argument. Obviously, these answer choices don't sound as "powerful" as many strengthening answer choices but they bridge the gap from premise to conclusion.
I had the same issue, but then realized that you have to click on the tiny "quick view (+)" tab and it opens up the question in full. So I do that now, try it out and then see the explanation. Before the explanation video, I do recommend spending 5 minutes on each answer choice and think why is this wrong or why is this "maybe right"? Then you'll get the logic from the explanation video more, instead of it coming from "left field" or even thinking "how did he conclude that from this, etc.."
The quote from the text really struck me "Generally speaking, the strength of the conclusion cannot exceed the strength of its premises". Even though that seems so intuitive, it definitely is helpful to keep this in mind when evaluating answer choices.
#feedback it would be helpful in the written explanation to say what the acronyms stand for. I always forget what PSA, PAI, etc. I feel like I'd remember the acronyms better if I see them written out more.
I keep a running note of all the acronyms because they show up as drill tags as well and I also cannot keep all of them straight yet lol. I do the same for vocab words I come across that I'm not familiar with, and drill them on quizlet once a week. Not sure if you're a list making person, but if you are, this has worked for me!
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46 comments
for answer e, can i eliminate it becasue we do not know if the company developing medication m even cares to make good tasting medicine? that's how i thought of it to eliminate it
I started translating things into Lawgic and got so frustrated because I got confused! Turns out I didn't need to do Lawgic at all for this question!
@JessicaVerdugoLopez The vast majority of LR questions don't involve diagramming conditional logic. I would assume you shouldn't diagram as a default. But when you get the feeling that the question is about connecting different conditional together, that's when I'd decide to diagram.
Also, keep in mind that often diagramming in video explanations is for the purpose of explanation -- this doesn't mean you need to be doing it on paper, particularly if there's only 1 conditional involved or there's a basic argument form that you can keep in your head.
You have to be really careful with these.
When I read the stim, my mind was thinking things like soft gel manufacturing is very hard to acquire. It was only when I read AC B that the assumption I had been making all along slapped my face.
The assumption is so in your face that I missed it at first.
I see several conditional indicators in this stimulus, why didn't J.Y. translate them into Lawgic? How will I know when it is and is not appropriate to translate conditional relationships into Lawgic? Translating into Lawgic helps me visualize the relationship. Would it have been incorrect or unnecessary to translate these premises into Lawgic?
is this not just a MSS question?
@PaulinaBaczkowski It's sort of like MSS on steroid--you're not just choosing an answer choice that MSS the stimulus but you have to keep in mind the argument's application of the general rule and the correct answer will connect back to the rule
7Sage's tutorials would benefit students more if they presented all answer choices upfront, allowing students to think through in real time instead of spoon feeding answers one by one.
@SchmoozerClick on "Show question," which is under the lesson name and next to "Discussion
@kk558 Yeah it appears to be a functional workaround to the pre-baked videos. If the video's were done right, they would instanly pop up stimulus & set of AC before the explanation begins thereby giving students a window of opportunity to pause it and apply it right there. one click nation.
#feedback Did you remove the ability to view the question in its entirety with quick view at the beginning of these lessons? I found that very helpful, and I would love to have that feature back
Looks like it's already back! Not sure if that was just a glitch on my end, but if not, thank you for bringing this feature back!
adding for others - the question preview function changed names from "quick view" to "show question" and is located beneath the lesson name
Answer Choice C talks about Logic Games (LG) and various rules. I understand that LG is no longer part of the LSAT, but the LSAT writers will try to test the logic formerly involved in LG through LR. Will we be introduced to some of the LG logic and rules like the ones described in Answer Choice C more formally/systematically?
#feedback this lesson builds on the rule-application reasoning, but I dont see it anywhere in the previous lessons. Was it moved in 2.0? I can't find a link to it.
So is it a good rule of thumb to say that the assumption questions can be thought of as what, if true, most strongly supports/weakens the argument?
#feedback PLEASE standardize these videos so that they all allow the playback speed to be adjusted. Why is this not a feature in all the videos? Do you guys not code the website so that the video player has these settings by default? Is there a box or line of code that someone forgets to implement each time a modular page like this is created for a lesson?
Given my knowledge of coding and website development, I just don't understand why this is even an issue. If one of the main selling points of this website is that there are video lessons, how can something as simple as this be an issue, making sure that all your video files are played through the same, standardized, video player?
I assume whoever coded the website made it so that non-coding-savvy people can create lessons and add videos to each page. However, that leaves me to assume that these end users must have some sort of option, upon uploading or adding a video to the page, to enable or disable the feature of the video player that allows the options of video playback speed and whatnot. If this is true, then there must be some sort of default setting upon upload. Is it that these features are off by default and the people editing the lesson are forgetting to turn on the playback speed options? If so, then why is the default to not have these features enabled?
This is so frustrating!
J.Y. does not speak at the same speed in every video, and I absolutely cannot blame him for that. It's natural with every person depending upon their mood, the time of day, and what they've consumed. However, I would like to have the ability to make up for these fluctuations, and I do so via playback speed options. I can still go back to an older video that has these options available to me (since the settings are site-wide), but I shouldn't be required to go to another web page, change settings, go back to my current lesson, refresh the lesson page, and position the video scrubber back to the same time-stamp as it was before. That's just ridiculous and so unfriendly to us as users.
If you refresh the page it shows up again
If you press the period or comma key on your keyboard it speeds up or slows down the video speed! Period to speed up, comma to slow down! it works for every video and you don't need to have the playback speed option on the screen
sometimes if i just exit out and go back into the same lesson it will appear, annoying tho
Bro is so confusing for absolutely no reason.
Could somebody please explain how PSA questions are different than sufficient assumption/follows logically questions?
Key Difference:
Sufficient Assumption: You’re looking for an assumption that makes the conclusion guaranteed. If the assumption is true, the argument works perfectly.
PSA: You’re looking for an assumption that makes the argument fail. If the assumption is false, the argument falls apart.
In Short:
Sufficient Assumption = Find what guarantees the conclusion.
PSA = Find what makes the argument fail by showing the assumption is not always true.
but this example's assumption made the conclusion more valid rather than fail as you claimed.
This is a strengthen question that uses the reasoning of rule-application, not a PSA.
is it safe to say that comparative answers can usually be ruled out as the correct answer??
Yes but not always. In some cases comparatives could be used in every single answer choice and at that point you gotta pick one. But in most cases, "Best Way" i.e., "Medication M is the most effective medication against colds", and "Comparatives" like Letter E in this problem can be eliminated.
In the Loophole LR Book, there's an entire section that talks about strong answers and weak answers. Best Way and Comparative's show up on the Weak Answer section. I have the loophole and use it when I'm lost on possible answers where I am just not sure of which one it could be. I would highly recommend checking out the book.
Yes, comparative answers can often be ruled out as the correct answer in certain types of LSAT questions, especially when the question is asking for causal reasoning or strengthening/weaken the argument.
How can I distinguish between a MSS question stem and a S question stem when they both often use "most strongly support"?
The difference between the two is the direction of support. For MSS, the support is coming from the stimulus to the answer choices. In S the support is coming from the answers to strengthen the stimulus and more specifically the conclusion.
Using the question stem from this question as an example... "The conclusion is most strongly supported by the reasoning in the argument if which one of the following is assumed?" Do you see how it is asking for the answer to give support to the stimulus rather than for the stimulus to support the answer?
Compare that to a MSS question stem, "The statements above, if true, most strongly support which of the following?" That stem is clearly asking for the stimulus to support the answer.
The more questions we do, the more innate that direction of support should become when reading the question stems.
THANK YOU for this!!!
A little annoying that the answers aren't presented here, meaning that you can't actually attempt the question. #feedback
If you hit the little Quick View button with the + inside the magnifying glass, you can see the question and answers! I think this was a recent update though, because I don't remember seeing it last week.
I loveeee love love the timestamps for stimulus and each of the answers!! #feedback
i didnt want to choose b as the right answer bc it just seemed too easy? the lsat writers are fucking with me
many times during strengthening questions, the correct answer choice will be a necessary assumption that was already assumed by the argument. Obviously, these answer choices don't sound as "powerful" as many strengthening answer choices but they bridge the gap from premise to conclusion.
Love how I predicted the answer choice before it appeared. JY has helped me so much
It would be nice to be able to see the full question before the video. I like being able to attempt the question on my own first.
Yes!
I had the same issue, but then realized that you have to click on the tiny "quick view (+)" tab and it opens up the question in full. So I do that now, try it out and then see the explanation. Before the explanation video, I do recommend spending 5 minutes on each answer choice and think why is this wrong or why is this "maybe right"? Then you'll get the logic from the explanation video more, instead of it coming from "left field" or even thinking "how did he conclude that from this, etc.."
The quote from the text really struck me "Generally speaking, the strength of the conclusion cannot exceed the strength of its premises". Even though that seems so intuitive, it definitely is helpful to keep this in mind when evaluating answer choices.
#feedback it would be helpful in the written explanation to say what the acronyms stand for. I always forget what PSA, PAI, etc. I feel like I'd remember the acronyms better if I see them written out more.
I keep a running note of all the acronyms because they show up as drill tags as well and I also cannot keep all of them straight yet lol. I do the same for vocab words I come across that I'm not familiar with, and drill them on quizlet once a week. Not sure if you're a list making person, but if you are, this has worked for me!
#feedback I completely agree!!
PSA: pseudo-sufficient assumption
PAI: point-at-issue
first