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.
@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.
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 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.
what confuses me is that in earlier lessons, we were taught to accept the premises in any given stimulus as being true -- namely, to not question the studies presented. How do we know when to apply this rule or not, since in this prompt, we didn't apply it.
For this question there is no reason to assume that these kids are really well informed on all of the candidates. The poll is still right and everything in the premises are valid, but that does not mean that these kids know their level of experience.
If we changed the wording in answer choice A from "Because, several of the candidates........" to "Although, several of the candidates......" could this then become an answer that would reconcile at least some of the discrepancy exhibited?
I understood the students "preference" to mean that there are other (perhaps more important) factors the students might consider when choosing their university president. However, I understand that I smuggled the assumption that the students did in fact have other criteria in mind that might have overridden their want for a president with experience when I chose answer A.
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.
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.
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41 comments
Got it right but it definitely gave me a run for my time.
Oh how easy we used to have it before NA, SA and flawed questions started showing
@JosephTrischitta lol yea right
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.
why an RRE question in the middle of Flaw training?? 🧐
hello confidence booster!
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.
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.
oooo this question almost got me lol
J.Y. asked if there are other reasons that could explain the phenomenon. My first thought was.
AC) All the candidates who had extensive experience were recently involved in a corruption scandal.
that would makes sense because the stim doesn't tell us if experience is the only thing the students value.
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.
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 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.
I would like to have Dumbledore as president too JY
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
what confuses me is that in earlier lessons, we were taught to accept the premises in any given stimulus as being true -- namely, to not question the studies presented. How do we know when to apply this rule or not, since in this prompt, we didn't apply it.
For this question there is no reason to assume that these kids are really well informed on all of the candidates. The poll is still right and everything in the premises are valid, but that does not mean that these kids know their level of experience.
If we changed the wording in answer choice A from "Because, several of the candidates........" to "Although, several of the candidates......" could this then become an answer that would reconcile at least some of the discrepancy exhibited?
I understood the students "preference" to mean that there are other (perhaps more important) factors the students might consider when choosing their university president. However, I understand that I smuggled the assumption that the students did in fact have other criteria in mind that might have overridden their want for a president with experience when I chose answer A.
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.
"3 seconds slower than target" dude just let me be happy.
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.
They were trying to rig it for Jeff. Investigations into this matter are needed.
Did not even realize it was RRE. Explains why I got it correct easily.
@tjh361508 RRE?
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
SMH thought that since its question 25 they would want to trick me so I chose AC E -_-
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
had D but changed to A in BR. I was confused because I thought this was a flaw question and questioned answer choice D