Logic games

For the game type, see Logic puzzle

Diagram of the basic linear question presented below.

Logic games, abbreviated LG, and officially referred to as analytical reasoning, was historically one of three types of sections that appeared on the Law School Admission Test (LSAT) before August 2024. A logic games section contained four 5-8 question "games", totaling 22-25 questions. Each game contained a scenario and a set of rules that govern the scenario, followed by questions that tested the test-taker's ability to understand and apply the rules, to draw inferences based on them. In the words of the Law School Admission Council (LSAC), which administers the test, it "measure[d] the ability to understand a structure of relationships and to draw logical conclusions about that structure". Like all other sections on the LSAT, the time allowed for this section is 35 minutes. While most students find this section to be the most difficult section on the LSAT, it is widely considered the easiest and fastest to improve at once the right strategies are learned and employed.

What made the games challenging was that the rules did not produce a single "correct" set of relationships among all elements of the game; rather, the examinee was tested on their ability to analyze the range of possibilities embedded in a set of rules. Individual questions often added rules or modify existing rules, requiring quick reorganization of known information.

The underlying skill tested by logic games is important to the practice of law in two aspects. First, American law often requires parties to prove essential elements of various multi-part tests to prevail on procedural motions or on the substantive merits of claims or defenses at trial. In other words, parties must present evidence to prove facts which go to each essential element to the satisfaction of the finder of fact (judge or jury). The parties' lawyers must work with imperfect information which may not evolve or develop as expected, and must be able to smoothly pivot between arguments and strategies as the record develops, especially during trial. That is, they must quickly think of another way to plug the facts as they develop into the elements the law says they must prove. Second, at trial, evidence is often inadmissible for one purpose against a party but may be admissible for another purpose, or admissible only against one side and not the other. The lawyers and the judge must evaluate admissibility in real time as evidence is introduced into the record, keeping in mind the relationships of each witness to the various parties and other witnesses and the potential purposes for which the evidence could be considered by the finder of fact.

In 2019 the LSAC reached a legal settlement with two blind LSAT test takers who claimed that it violated the Americans with Disabilities Act because they were unfairly penalized for not being able to draw the diagrams commonly used to solve the questions in the section. As part of the settlement, the LSAC agreed to review and overhaul the section within four years. In October 2023, it announced that the section would be replaced by a second logical reasoning section in August 2024.

Common game types

Basic linear

In a basic linear game, two sets of variables are provided. The first set of variables, sometimes referred to as the 'base variables,' is often days of the week, an order of arrival, or some other order. The second variable set is then matched to the first set according to a set of rules. For example:

Eight runners, F, G, H, I, J, K, L and M, are running a marathon. The runners arrive at the finish line one at a time. The following facts are known about the runners' order of arrival.

F does not arrive first or last.

H arrives either immediately before or immediately after K.

If G arrives before H, G also arrives before I.

M arrives fifth.

After setting the scenario, the game challenges the test-taker with questions such as:

If F arrives at the finish line second, and H third, which one of the following runners cannot arrive at the finish line first:

a. J

b. K

c. L

d. G

e. I

Advanced linear

Advanced linear games are similar to basic linear games, but three or more sets of variables are presented. For example:

Seven runners, F, G, H, I, J, K and L, are running a marathon. Each runner wears a shirt that is blue, red, yellow or purple. No runner's shirt has more than one color. The runners arrive at the finish line one at a time.

The game can then provide rules and pose questions relating to the order of arrival of a runner, the color of a specific runner's shirt, sequences of color that must or must not be present, the shirt color of the runner that comes first etc.

Grouping

Grouping games provide variables that must be assigned to groups, but not in a specific order or sequence. For example:

Eight soccer players, Q, R, S, T, U, V, W and X, must each be assigned to one of two groups, group 1 and group 2. No more than five players are assigned to one group.

T and U may not be in the same group.

If S and V are assigned to the same group, X is also assigned to that group.

Grouping linear combinations

Combination games follow a similar structure but include both linear and grouping elements.

Less common game types

In addition to the common games, the LSAT sometimes included other types of games that appeared less frequently. Examples of less common games were:

• Mapping – Distribution of marks or landmarks on a map.
• Pure sequencing – A variation on the basic linear games, but no placement rules are given, only sequencing rules.
• Circular linearity – Similar to linear games, but the variables are placed in a circle rather than a straight line, thus allowing spatial relationships in addition to the neighboring relationships.
• Pattern – A variation on the advanced linear games, but no placement rules are given, only pattern rules.

Method

To solve games quickly and efficiently, test-takers usually drew a master diagram at the bottom of the page. The rules and key inferences were written down in short symbols next to the diagram, and, where possible, marked on the diagram itself. A smaller diagram could also be drawn next to a specific question if that question posed any additional rules. On some games, it was helpful to create separate diagrams of all the possibilities and then use that to tackle questions.

See also

• Puzzle
• Process of elimination

External links

• http://www.lsac.org/jd
• http://www.lsac.org/jd/lsat/prep/analytical-reasoning