Really like when you guys do review questions like this...it helps not to forget former lessons...only critique is there should maybe be more review questions like this one throughout the curriculum.
I HATE flaw but as soon as I read "apparent discrepancy" and realized it was RRE I immediately gained confidence and got this right. What mind fuckery.
Although I wish there were more Flaw questions in this section, I appreciate the sneaky “review” of this random RRE. It keeps me on my toes, just as the test will. Forward thinking!
The Flaw questions are more difficult, at least for myself, because of the abstract language in the ACs that I often have a more difficult time comprehending. Here, I was pleasantly surprised at how much nicer the specific language is in review. lol.
Anyhow, I’ve come to learn that reading the question stem should always be step 1. It’ll save time already knowing what the question is looking for, rather than reading the stimulus and having to go back to see what’s being asked. Then, of course, you have to read the stimulus again.
going to vomit if another different question type gets snuck into the very topic specific lesson of a completely different topic type
my brain gets so hardwired doing one question type all day that i dont even process the different question type because I'm so focused in on understanding what IM CURRENTLY TRYING TO LEARN
7sage sometimes sneaks in a question toward the end of a current lesson that isn't related to the material being taught, but was part of a previous lesson we should have already completed up to this point.
I personally don't mind this because on the LSAT, we're not going to have the luxury of doing the same type of questions consecutively. I find that interjecting questions from previous lessons is not only a stark reminder that we need to be diligent reading the question stem, but also a mental exercise that helps us move from one type of question to the next.
A lot of these are pretty easy, you just read the stimulus and think... what's wrong with this? Why wouldn't people choose the option they say they want if they say they want it? The answer is probably something like D, where they just don't know that what they want is an option! I find the trick to solve these, from 1 star to 5 is literally just what sounds simple enough to break the reasoning. Yep.
I don't understand why E is wrong. I didn't see E as ignoring the fact that the students expressed a preference. What I thought was that 'preference' does not equate to choosing someone on the basis of that preference. Just because I prefer to do something, doesn't mean I'll NECESSARILY do something? It could be that the person chosen in the poll was just someone the students thought so well-suited to the job of president that it overwhelmed their earlier-stated preference.
I think for this question, you need to take the preference idea at face value. You are right about the preference not meaning you will actually do something, but in this case where the only information we get is that they prefer someone with experience and they picked someone without, we need to just assume that they were going to pick someone more experienced.
JY has also said before that multiple answer choices could be correct, but we have to pick the one that MOST helps to account for the discrepancy. E doesn't fully cover that. It seems to me that we have to make more assumptions to make it work. If I said I preferred chocolate ice cream but chose vanilla ice cream at the shop, AC D would say "Chocolate wasn't available." AC E would say "Oftentimes vanilla is just as good as chocolate." But if I love chocolate, why wouldn't I get chocolate? It's totally viable that I could still choose vanilla, but there would be a lot more questions I would need to field to explain why I chose that over chocolate. If someone knows you well and you randomly go against what you always choose, they're going to wonder why. And if you said there just wasn't chocolate, then chances are they would totally get it. Otherwise, if you said, sometimes I want vanilla, they could ask if you now hate chocolate, or if you just weren't feeling it that day, or did you change vanilla to be your preference now? There are just too many things to explain away, which is why AC D is correct
I do not know if this helps, but what stuck out to me during RRE lessons is that most of the correct answers are not simple solutions/statements. So next time you do RRE questions, look for something more complex that may explain the discrepancy.
It seems like for these RRE mixed with Flaw, the "gap" is something you might initially doubt. For instance, the students DO know they wanted a person with experience yet chose the opposite.
From there, it might have been chance that they picked such an ironic person. Every other answer aside from this seemed to add more context rather than the heft of the problem.
I understand that we apply the principle of charity here, but if an answer choice were to say something like "the poll was poorly conducted," or "the sample size for one of the polls was not random/or not large," then would that be a correct answer?
@cherry That would be in conflict with the Stimulus, as students chose "someone who has never served as a university president". So, if students did in fact pick someone with no experience as a university president, then the poll could not have been comprised of all candidates with university president experience.
45 comments
I felt a little on edge after the question we studied in the previous lesson.
lol glad I wasn't the only one.
Really like when you guys do review questions like this...it helps not to forget former lessons...only critique is there should maybe be more review questions like this one throughout the curriculum.
#feedback
yes, I love this! its also reassuring because I knew it was an RRE question immediately. More of this please! #feedback
Saw the question stimulus and was like this is NOT a flaw type question, panicked, and still got it right. Maybe there's hope for me after all.
Oh how easy we used to have it before NA, SA and flawed questions started showing
@JosephTrischitta lol yea right
Did not even realize it was RRE. Explains why I got it correct easily.
@tjh361508 RRE?
hello confidence booster!
I HATE flaw but as soon as I read "apparent discrepancy" and realized it was RRE I immediately gained confidence and got this right. What mind fuckery.
you sly dog... still got it right tho but had to read the question stem like 3 times bcz I was like huh
lol i was just confused on why we were doing rre
"3 seconds slower than target" dude just let me be happy.
why an RRE question in the middle of Flaw training?? 🧐
oooo this question almost got me lol
Although I wish there were more Flaw questions in this section, I appreciate the sneaky “review” of this random RRE. It keeps me on my toes, just as the test will. Forward thinking!
The Flaw questions are more difficult, at least for myself, because of the abstract language in the ACs that I often have a more difficult time comprehending. Here, I was pleasantly surprised at how much nicer the specific language is in review. lol.
Anyhow, I’ve come to learn that reading the question stem should always be step 1. It’ll save time already knowing what the question is looking for, rather than reading the stimulus and having to go back to see what’s being asked. Then, of course, you have to read the stimulus again.
going to vomit if another different question type gets snuck into the very topic specific lesson of a completely different topic type
my brain gets so hardwired doing one question type all day that i dont even process the different question type because I'm so focused in on understanding what IM CURRENTLY TRYING TO LEARN
7sage sometimes sneaks in a question toward the end of a current lesson that isn't related to the material being taught, but was part of a previous lesson we should have already completed up to this point.
I personally don't mind this because on the LSAT, we're not going to have the luxury of doing the same type of questions consecutively. I find that interjecting questions from previous lessons is not only a stark reminder that we need to be diligent reading the question stem, but also a mental exercise that helps us move from one type of question to the next.
A lot of these are pretty easy, you just read the stimulus and think... what's wrong with this? Why wouldn't people choose the option they say they want if they say they want it? The answer is probably something like D, where they just don't know that what they want is an option! I find the trick to solve these, from 1 star to 5 is literally just what sounds simple enough to break the reasoning. Yep.
I don't understand why E is wrong. I didn't see E as ignoring the fact that the students expressed a preference. What I thought was that 'preference' does not equate to choosing someone on the basis of that preference. Just because I prefer to do something, doesn't mean I'll NECESSARILY do something? It could be that the person chosen in the poll was just someone the students thought so well-suited to the job of president that it overwhelmed their earlier-stated preference.
I think for this question, you need to take the preference idea at face value. You are right about the preference not meaning you will actually do something, but in this case where the only information we get is that they prefer someone with experience and they picked someone without, we need to just assume that they were going to pick someone more experienced.
JY has also said before that multiple answer choices could be correct, but we have to pick the one that MOST helps to account for the discrepancy. E doesn't fully cover that. It seems to me that we have to make more assumptions to make it work. If I said I preferred chocolate ice cream but chose vanilla ice cream at the shop, AC D would say "Chocolate wasn't available." AC E would say "Oftentimes vanilla is just as good as chocolate." But if I love chocolate, why wouldn't I get chocolate? It's totally viable that I could still choose vanilla, but there would be a lot more questions I would need to field to explain why I chose that over chocolate. If someone knows you well and you randomly go against what you always choose, they're going to wonder why. And if you said there just wasn't chocolate, then chances are they would totally get it. Otherwise, if you said, sometimes I want vanilla, they could ask if you now hate chocolate, or if you just weren't feeling it that day, or did you change vanilla to be your preference now? There are just too many things to explain away, which is why AC D is correct
I do not know if this helps, but what stuck out to me during RRE lessons is that most of the correct answers are not simple solutions/statements. So next time you do RRE questions, look for something more complex that may explain the discrepancy.
Ah, I got it. Thank you for your help!
We did so many flaw questions so I did not even read the question. Answered it like a flaw and got it wrong. #Oops </3
I guess there’s a method to the madness. I got almost all of the RRE questions wrong during that lesson. I got this one right immediately.
New format for the question page is throwing me off ngl :/
It seems like for these RRE mixed with Flaw, the "gap" is something you might initially doubt. For instance, the students DO know they wanted a person with experience yet chose the opposite.
From there, it might have been chance that they picked such an ironic person. Every other answer aside from this seemed to add more context rather than the heft of the problem.
I would like to have Dumbledore as president too JY
SMH thought that since its question 25 they would want to trick me so I chose AC E -_-
I understand that we apply the principle of charity here, but if an answer choice were to say something like "the poll was poorly conducted," or "the sample size for one of the polls was not random/or not large," then would that be a correct answer?
I really had to put 2 and 2 together here but then it clicked after I thought about it a bit more.
For answer choice B, could it be correct if it was "all" instead of "most"?
@cherry That would be in conflict with the Stimulus, as students chose "someone who has never served as a university president". So, if students did in fact pick someone with no experience as a university president, then the poll could not have been comprised of all candidates with university president experience.
Got D but then chose A in blind review :(
same lol, i thought it was too ez for D so I picked A in the br