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Chapter 4: Problem 13

If you climb mountains, you will not live to a ripe old age. But you will be bored unless you climb mountains. Therefore, if you live to a ripe old age, you will have been bored. Which one of the following most closely parallels the reasoning in the argument above? (A) If you do not try to swim, you will not leam how to swim. But you will not be safe in boats if you do not learn how to swim. Therefore, you must try to swim. (B) If you do not play golf, you will not enjoy the weekend. But you will be tired next week unless you relax during the weekend. Therefore, to enjoy the weekend, you will have to relax by playing golf. (C) If you work for your candidate, you will not improve your guitar playing. But you will neglect your civic duty unless you work for your candidate. Therefore, if you improve your guitar playing. you will have neglected your civic duty. (D) If you do not train, you will not be a good athlete. But you will become exhausted easily unless you train. Therefore, if you train, you will not have become exhausted easily. (E) If you spend all of your money, you will not become wealthy. But you will become hungry unless you spend all of your money. Therefore, if you become wealthy, you will not become hungry.

Short Answer

Expert verified
Both (C) and (E) parallel the reasoning.

Step by step solution

01

Identify the Logical Structure

The argument's structure is: 1. If you do X, not Y happens. (If you climb mountains, you will not live to an old age.) 2. Unless you do X, Z happens (You will be bored unless you climb mountains.) 3. Therefore, if Y, then Z (If you live to a ripe old age, you will have been bored.)
02

Compare Each Option to the Structure

Compare each answer with the derived structure to see which one matches: - (A): If you do not do X, not Y happens. Unless not X, Z happens. Conclusion is necessary action, not matching the structure. - (B): If you do not do X, not Y happens. Unless not X, Z happens. Conclusion is conditional but doesn't match structure. - (C): Matches structure as it concludes in a similar manner. - (D): Starts off matching but concludes differently. - (E): Matches the structure completely.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Conditional Reasoning
Conditional reasoning is a crucial component in logical tests and reasoning tasks. It revolves around understanding relationships between conditions, usually presented in the form of "if...then" statements. Let's break down the components of conditional reasoning with examples from this exercise:
  • If you climb mountains (condition), then you will not live to a ripe old age (result).
  • Unless you climb mountains (condition), you will be bored (result).
These statements create a framework that guides logical deductions. The key here is recognizing the causal relationship: doing or not doing something (like climbing mountains) leads to different outcomes (living long or being bored).
This kind of reasoning teaches you how to form conclusions based on given premises, emphasizing the importance of understanding the "if...then" conditional relationships.
Logical Structure
Understanding the logical structure of arguments is vital for breaking down and analyzing reasoning effectively. In this kind of problem, identifying the logical sequence and pattern is the first step. The logical structure involves several components:
  • "If you do X, not Y happens" (a condition preventing an outcome).
  • "Unless you do X, Z happens" (a conditional necessity).
  • "If Y, then Z" (concluding relationship).
This structure essentially speaks to arranging your thoughts in a sequenced manner, following a logical pathway from premises to conclusion. Recognizing these patterns in various arguments helps in identifying flaws or parallels as is done in LSAT questions or similar logical tests.
LSAT Prep
Logical reasoning is a cornerstone of LSAT prep, where prospective law students are drilled on observing patterns and drawing conclusions from given statements. Understanding patterns like the "if...then" constructs is imperative. For instance, the exercise here showcases a pattern of reasoning that can resemble the LSAT question types.
This exercise teaches how to understand logical flow step-by-step. You learn by reading such structured arguments and practicing paralleling their logical reasoning. By dissecting each argument down into its logical components, you can enhance your ability to solve more complex logical puzzles on the LSAT.
Incorporate regular practice of similar logical exercises to build a solid reasoning foundation for the LSAT.
Argument Analysis
Argument analysis requires dissecting the argument into premises and conclusions, clearly understanding the relationships between them. This skill is helpful in academic and real-world scenarios. Using the given exercise, here's how you can undertake argument analysis:
  • First, identify each conditional statement and what it implies.
  • Next, look at how these premises interact to form a conclusion.
  • Finally, see if there's a logical "if...then" structure that can be analyzed for parallels, as in choice E.
By mastering argument analysis, you can identify not just what is being said, but how conclusions are reached. It clarifies whether an argument stands or if there are logical gaps. This capability is invaluable for academic assessments and practical problem-solving.

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Most popular questions from this chapter

No mathematician today would flatly refuse to accept the results of an enormous computation as an adequate demonstration of the truth of a theorem. In 1976 , however, this was not the case. Some mathematicians at that time refused to accept the results of a complex computer demonstration of a very simple mapping theorem. Although some mathematicians still hold a strong belief that a simple theorem ought to have a short, simple proof, in fact, some simple theorems have required enormous proofs. If all of the statements in the passage are true, which one of the following must also be true? (A) Today, some mathematicians who believe that a simple theorem ought to have a simple proof would consider accepting the results of an enormous computation as a demonstration of the truth of a theorem. (B) Some individuals who believe that a simple theorem ought to have a simple proof are not mathematicians. (C) Today, some individuals who refuse to accept the results of an enormous computation as a demonstration of the truth of a theorem believe that a simple theorem ought to have a simple proof. (D) Some individuals who do not believe that a simple theorem ought to have a simple proof would not be willing to accept the results of an enormous computation as proof of a complex theorem. (E) Some nonmathematicians do not believe that a simple theorem ought to have a simple proof.

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