LSAT 156 – Section 4 – Question 08

LSAT 156 - Section 4 - Question 08

July 2020

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Question
QuickView		 Type Tags Answer
Choices		 Curve Question
Difficulty		 Psg/Game/S
Difficulty		 Explanation
PT156 S4 Q08
+LR
Except +Exc
Strengthen +Streng
A
2%
139
B
87%
158
C
2%
146
D
1%
140
E
8%
147
130
138
146
 +Easier 147.09 +SubsectionMedium

Actors generally learn their lines by focusing on the meanings of the words, the motivations of the characters uttering them, and the physical and emotional dimensions of their own performances. It seems likely that memory can be enhanced by factors such as emotion, action, and context, so this approach is probably more effective than mere rote memorization.

Summarize Argument: Phenomenon-Hypothesis

The author concludes that actors learn lines more effectively by focusing on the meanings, motivations, and physical and emotional aspects of performance, rather than simply using rote memorization. She supports this by hypothesizing that factors like emotion, action, and context can likely improve memory.

Notable Assumptions

The author assumes that, because factors like emotion, action, and context can likely improve memory generally, they also likely improve memory in the context of learning lines. She also assumes that the actors’ approach is more effective than rote memorization without considering any potential benefits of rote memorization.

A
Test subjects are best able to remember items on a shopping list when they are also told how those items will be used.

This strengthens the argument by providing data to support the hypothesis that context improves memory. This then strengthens the conclusion that contextualization is an effective approach to learning lines.

B
The actors who are able to deliver the greatest amount of dialogue most effortlessly are those who have spent the most time learning their lines.

This does not strengthen the argument because it doesn’t address the memorization method used. We don’t know if the actors in (B) used the author’s described approach, rote memorization, or another method.

C
Actors are more readily able to remember lines learned while making an appropriate motion—for example, walking across a stage—than lines learned without an accompanying action.

This strengthens the argument because it provides an example that supports the hypothesis that emotion, action, and context can improve memory. If actors memorize better by linking lines to actions, the author’s conclusion that this is an effective approach is much stronger.

D
People who try to memorize information by imagining that they are conveying it to somebody else who needs the information show higher retention than those who try to memorize the material by rote.

This strengthens the argument by providing an example in which memorization that involves emotion, motivation, and contextualization is more effective than rote memorization.

E
People with no acting experience are able to memorize and deliver lines from a play more accurately after they have read and understood the entire play.

This strengthens the argument by showing that line-learning is enhanced by understanding the context of a play. This supports the hypothesis that context improves memory and thus also supports the conclusion that this is an effective approach to learning lines.

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LSAT PrepTest 156 Explanations

Section 1 - Reading Comprehension

Section 2 - Logical Reasoning

Section 3 - Reading Comprehension

Section 4 - Logical Reasoning

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