If anyone took November's exam and this one I would be interested to hear how you thought they compared in terms of difficulty.

I'm probably the odd one out here, but I actually haven't used the 7sage curriculum for this (I'm here for the forums, analytics, blind review, and problem sets), so this might be overly simplistic advice. But I did go from being able to complete maybe one logic game to all of them, so maybe this will be helpful as a different perspective on LG technique.

What I look for in the question is, firstly, numbers. You're given your group of variables. Let's say a bunch of people named ABCDEF being selected to attend a dinner, so there are 6 moving variables you're considering. You want to look for language like that tells you how many people you care about - do you care about all of them or just some? So there might be triggers like "5 people will be selected to attend a dinner". OR the stimulus might indicate that all of them are attending the dinner (which means you're not selecting anything and this isn't an in/out game). Or - my least favorite - "Guests will be selected FROM ABCDEF", in which case there isn't a fixed number of attendees. That language will tell you whether or not you're dealing with an in/out game (what I think of as a selection game). Look for numerical cues and quantity indicators (which includes phrasing like "will be selected from", indicating that you're pulling from a pool but not necessarily pulling the entire pool.) The word from should draw your attention immediately, as should selected even if it appears without "from". If either of those or their synonyms shows up, you're almost certainly dealing with a game that's at least partially in/out. A few example rules for this type of game would be "If A is selected B is selected" or "If C is selected D is not selected" or "Either C or E, but not both, is selected".

As for grouping, you want to look for phrasing like "will be placed in 2/4/6/etc teams/tables/units/etc". Anything that indicates that you're dividing things up points to grouping. The stimulus might or might not tell you how many people there are in a group or how many groups there are, but the common factor is that you're being asked to split things up (or put things together). The language might not always imply dividing things up; maybe people are choosing different things to eat or places to go, but the common factor is that you've got a bunch of people and you're differentiating them based on some factor. You can usually find a clue for this in the rules, because it will say something like "A and B cannot be on the same team" or "C and E must be in the same rowboat" or "D must be in group 2" or "if C is in group 1 then F is in group 3" or even trickier clues like "Tickets1 and 2 are the same color." Look for things that indicate you're pairing up at least two variables based on some specific criteria. Same, different, and their synonyms are what you want to look out for.

These tactics work together; you should look for indicators of both. They're not mutually exclusive (like you said, sometimes games are a mix of both). This might sound obvious, but look for those little key words I mentioned that tell you what the game is asking you to do, especially when they're connected to numerical indicators or indicating some variables must or cannot go together. If a game tells you you're pulling variables from a pool (either with or without a specific number of variables indicated) and that some of those variables either must or cannot go together, you've probably found a combination game. Hope this helps, sorry if it doesn't!

I want to second (or third, or fourth) all the recommendations related to requesting extended time accommodations. You can also request breaks between each section if you need to give your mind a few minutes to recenter. Personally, I've found that my ADHD makes it difficult to move on from a problem (I realize this hits everyone to some extent, but for me it's very severe - just hyperfixating on a LG problem and completely forgetting about the rest of the exam entirely.) I also find that I tend to stop and stare at the words on the page or the work I've already done instead of moving quickly through things like I need to. The extended time gives me just enough leeway to compensate for this, and it's all very test-specific, not a reflection of my overall potential; I'm sure your ADHD-related standardized testing problems aren't a reflection of your potential either! I had never had accommodations for anything before in my life but I've also never had such an unforgiving exam in terms of not even having a second to be distracted. I think you should try to take a practice test with the 53 minutes per section accommodation setting and see if your performance changes when you have a little breathing room.

Unfortunately I don't have any study-specific tips for you but it seems like there are other people who've shared great ones!