I knew it was A or C but chose C because it felt like the part of Simpson's argument that stated why the museum was small was context. It seemed like the reasoning (or premise) to his conclusion that the size of the museum was appropriate was because it is an art museum and not an ethnographic museum designed to collect every style of every period. Thus, C, not A. #help
This explanation video makes it so much more difficult to understand this problem. Bro is just yapping and yapping. He explains this question in the most overinvolved and convoluted way. Maybe there was a better problem to use as an example of the shit you're trying to teach in this lesson. The question was way easier to understand by just reading it directly on its own instead of watching this video.
negative rules in answers signal wrong answers because they give us nothing that can explain what rule applies to the premises and conclusion to make the reasoning justified.
#help Are purpose and intention really such divorced concepts? At what point are we allowed to just assume that synonyms are synonymous? Esepcially for PSAs (and MSSs for that matter) in which the focus is not on logical completeness, it seems extremely forced to draw a distinction between these two concept. In general, what is the line of synonyms being able to be treated as the same?
#feedback i found it much more helpful when the mapping that starts at 3:30 was introduced AFTER we read Simpson's argument. Because the mapping is 99% related to simpson's argument just like the question stem asks.
My understanding of simpson's argument is:
fact : it is small because curators believe there is very little high quality contemporary art.
-----------------------
conclusion: small size is appropriate
then the rule that can be applied to simpson's argument is: high quality art is a should factor for a museum to be appropriate
but then the right answer choice does not have "appropriate" in the rule. which is when we consider vandenburg's argument about a museum as a whole, including it's size and purpose.
not to be that person, but for a curriculum that's constantly telling us "grammar is key," you think it would know the difference between 'its curators' and 'it's curators'...
will answer choices always match the positive or negative language in the stimulus? or will it ever be the contrapositive? (C), (B), and (E). Can we always cross these out immediately?
#feedback This may be included in lessons later one; however, I think it would be beneficial to give a real-time analysis of how someone would solve this problem while taking the test. I know that with practice, we will become faster at answering these questions-- but using the logic in these videos is quite time-consuming and will not be efficient while taking the test. This could maybe be involved in the "review" lesson?
I wonder if you can get away with only reading Simpson's paragraph in such questions. In this particular question, you can, but can we skip reading paragraphs in every case?
Did this video need to be 17 mins long? I get understanding why wrong answers are wrong, but sometimes I feel like JY goes too deep into explaining that.
this one seems a lot harder than the last few because the answers did not include every aspect of the stimulus
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52 comments
I knew it was A or C but chose C because it felt like the part of Simpson's argument that stated why the museum was small was context. It seemed like the reasoning (or premise) to his conclusion that the size of the museum was appropriate was because it is an art museum and not an ethnographic museum designed to collect every style of every period. Thus, C, not A. #help
I watched like maybe 4 min, the explanation was so boring, i paused the explanation and tried to do the question on my own, and got it right.
#feedback this explanation is lowkey very convoluted and doesn't translate well to doing this question in 1-2 minutes on a real test
How do we get to that formal logic rule? I do not understand how it can be almost predicted what the rule should look like, before we get to that rule
This explanation video makes it so much more difficult to understand this problem. Bro is just yapping and yapping. He explains this question in the most overinvolved and convoluted way. Maybe there was a better problem to use as an example of the shit you're trying to teach in this lesson. The question was way easier to understand by just reading it directly on its own instead of watching this video.
Is the thing about negative rules applicable to all of these valid principle questions or just this one
negative rules in answers signal wrong answers because they give us nothing that can explain what rule applies to the premises and conclusion to make the reasoning justified.
is it just me or is all the talking so unnecessary like, actually makes it so much more confusing than it has to be????
#help Are purpose and intention really such divorced concepts? At what point are we allowed to just assume that synonyms are synonymous? Esepcially for PSAs (and MSSs for that matter) in which the focus is not on logical completeness, it seems extremely forced to draw a distinction between these two concept. In general, what is the line of synonyms being able to be treated as the same?
#feedback i found it much more helpful when the mapping that starts at 3:30 was introduced AFTER we read Simpson's argument. Because the mapping is 99% related to simpson's argument just like the question stem asks.
My understanding of simpson's argument is:
fact : it is small because curators believe there is very little high quality contemporary art.
-----------------------
conclusion: small size is appropriate
then the rule that can be applied to simpson's argument is: high quality art is a should factor for a museum to be appropriate
but then the right answer choice does not have "appropriate" in the rule. which is when we consider vandenburg's argument about a museum as a whole, including it's size and purpose.
blah blah proper name back story, get to the POINT
Say what?!
Question on ACs. Would D be correct if it didn't include "ethnographic" as a qualifier?
#help are correct AC's for PSA questions more likely to be stated in conditional language?
not to be that person, but for a curriculum that's constantly telling us "grammar is key," you think it would know the difference between 'its curators' and 'it's curators'...
#feedback more concise explanations - yap meter is too high
Damn, Simpson was so vile to Vanderburg
i dont know if its the lack of sleep, but this video made me very very angry
This video is stuck on double speed and none of the options are popping up to slow it down, pause, etc. Anybody have any suggestions? #feedback
swears, this explanation boggles my mind
will answer choices always match the positive or negative language in the stimulus? or will it ever be the contrapositive? (C), (B), and (E). Can we always cross these out immediately?
#feedback This may be included in lessons later one; however, I think it would be beneficial to give a real-time analysis of how someone would solve this problem while taking the test. I know that with practice, we will become faster at answering these questions-- but using the logic in these videos is quite time-consuming and will not be efficient while taking the test. This could maybe be involved in the "review" lesson?
I wonder if you can get away with only reading Simpson's paragraph in such questions. In this particular question, you can, but can we skip reading paragraphs in every case?
Did this video need to be 17 mins long? I get understanding why wrong answers are wrong, but sometimes I feel like JY goes too deep into explaining that.
this one seems a lot harder than the last few because the answers did not include every aspect of the stimulus