LSAC LSAT-TEST Online Practice Questions and Exam Preparation

LSAC LSAT-TEST Online Questions & Answers

• Question 651:

  Studies have shown that photosynthesis, the process by which plants manufacture life-sustaining proteins from sunlight and carbon, is actually intensified if the level of carbon dioxide in the atmosphere is increased. Since carbon dioxide

  levels are increased by the burning of fossil fuels and by other human industrial activities, it is obvious that these industrial activities are purely beneficial to agriculture and those of us who depend upon it.

  The flawed reasoning in the argument above is most similar to that in which one of the following?

  A. Because a high fiber diet has been shown to be more healthful than a low fiber diet, a diet in which foods with a low fiber content have been entirely replaced by foods with a high fiber content is bound to be even more healthful.
  B. Because exercise has been shown to prevent a number of diseases, injuries, and other human ills, clearly no harm, and a lot of good, can come from exercise.
  C. Consistently consuming more calories than one expends inevitably leads to excessive weight gain, so if one wishes to avoid the health problems associated with this condition, one ought to fast periodically.
  D. It has been shown that one can obtain more vitamins and minerals from fresh fruits and vegetables than from processed fruits and vegetables. One ought, therefore, to completely abandon consumption of the latter in favor of the former.
  E. Excessive use of penicillin tends to increase one's susceptibility to penicillin-resistant infections. The best policy, therefore, is to avoid using penicillin, thereby strengthening the body's innate ability to resist disease.
  B. Because exercise has been shown to prevent a number of diseases, injuries, and other human ills, clearly no harm, and a lot of good, can come from exercise.

  ---

  The conclusion, beginning "It is obvious that," is a categorical value judgment: Industrial activities are wholly beneficial. Not only does option [Because exercise has been shown to...] is conclusion -- exercise is wholly beneficial -- parallel the original, but no other choice's even comes close. Option [Because a high fiber diet has been shown to...] is conclusion is a comparison -- such-and-such is even more healthful. And the conclusions of the other three are all recommendations -- that which someone "ought to do." As straightforwardly as that, option [Because exercise has been shown to...] must be correct, and we can cut past all the verbiage to discover it.

• Question 652:

  In a class, six lectures are scheduled in a day on six different subjects – Physics, Chemistry, History, Language, Mathematics and Geography, not necessarily in this order. The following information is known regarding the schedule: The lecture on Chemistry is scheduled after the lecture on History The lecture on Geography is scheduled after the lecture on Language The lecture on Language is scheduled three slots after the lecture on Physics The lecture on History is either scheduled on the first or the third slot

  Which of the following is a complete list of all lectures that can be scheduled on the second slot?

  A. Physics
  B. Mathematics
  C. Physics and Mathematics
  D. Chemistry and Mathematics
  E. Physics, Chemistry and Mathematics
  C. Physics and Mathematics

  ---

  Looking at all possible scenarios discussed below, we find that, in the 2nd slot, we can have Physics (Case I and Case II, Scenario B), or Mathematics (Case II, Scenario A).

  General

  Let us denote the six slots using the numbers 1 through 6 as shown below:

  

  We need to fill in the names of the subjects in each slot depending on the information provided.

  Let us name the subjects Physics, Chemistry, History, Language, Mathematics and Geography as P, C, H, L, M and G.

  Let us look at the information given in the question stem:

  1.

  The lecture on Chemistry is scheduled after the lecture on History:

  The "..." above implies that there could be none or at least 1 subject between H and C.

  2.

  The lecture on Geography is scheduled after the lecture on Language:

  3.

  The lecture on Language is scheduled three slots after the lecture on Physics:

  Thus, from '2' and '3' above:

  4.

  The lecture on History is either scheduled on the first or the third slot:

  

  

  

  

  

  Let us look at possible scenarios from the above conditions: Case I: H is in the 1st slot:

  

  Note: If H is 1st, then P must come 2nd and L must be after two slots, i.e., at slot 5th, else G cannot be accommodated after L.

  Case II: H is in the 3rd slot: Scenario A: P is in the 1st slot:

  

  Note: C and G must follow H and L respectively, so these can be in the 5th or 6th slots. Thus, M must be in the 2nd slot. Scenario B: P is in the 2nd slot:

  

  Note: If P is 2nd, L must be 5th; hence, G must be 6th. Also, since C comes after H, C must be 4th; hence, M must be 1st.

  Thus, we have listed all the possible scenarios above.

• Question 653:

  Editorial: The premier's economic advisor assures her

  that with the elimination of wasteful spending the goal of reducing taxes while not significantly decreasing government services can be met. But the premier should not listen to this advisor, who in his youth was convicted of embezzlement.

  Surely his economic advice is as untrustworthy as he is himself, and so the premier should discard any hope of reducing taxes without a significant decrease in government services.

  Which one of the following is a questionable argumentative strategy employed in the editorial's argument?

  A. rejecting a proposal on the grounds that a particular implementation of the proposal is likely to fail
  B. trying to win support for a proposal by playing on people's fears of what could happen otherwise
  C. criticizing the source of a claim rather than examining the claim itself
  D. taking lack of evidence for a claim as evidence undermining that claim
  E. presupposing what it sets out to establish
  C. criticizing the source of a claim rather than examining the claim itself

  ---

  A Flaw question -- maybe one the classics, maybe not. Let's see. The first sentence is a bit convoluted, but hopefully you didn't get overly bogged down in it because the rest of the passage contains the real action. The premier, according to the editorialist, shouldn't listen to the advisor because he was once convicted of embezzlement, and his advice is therefore likely to be as shady as he is. Who a there! That is a classic flaw, after all, as you doubt know that an argument needs evidence to support it other than a personal attack on an individual. This is what's sometimes called an "ad hominem" attack, an attack on a person's character rather than on his position. Scanning the choices with this prephrase in mind yields C.: The editorial attacks the source of a claim rather than the claim itself.

• Question 654:

  Is it necessary for defense lawyers to believe that the clients they defend are innocent of the charges against them? Some legal scholars hold that lawyers* sole obligation is to provide the best defense they are capable of, claiming that in democratic societies all people accused of crimes are entitled to the best possible legal representation. They argue that lawyers have no right to judge defendants because it is the job of the courts to determine guilt or innocence and the job of the lawyer to represent the defendant before the court. They believe that the lawyer's responsibility is to state those facts that will assist each client's case, construct sound arguments based on these facts, and identify flaws in the arguments of opposing counsel. According to these scholars, the lawyer's role is not to express or act on personal opinions but to act as an advocate, saying only what defendants would say if they possessed the proper training or resources with which to represent themselves.

  But such a position overlooks the fact that the defense lawyer's obligation is twofold: to the defendant, certainly, but no less so to the court and, by extension, to society. For this reason, lawyers, great as their obligation to defendants is, should not, as officers of the court, present to the court assertions that they know to be false. But by the same principle, lawyers who are convinced that their clients are guilty should not undertake to demonstrate their innocence. Guilty defendants should not be entitled to false or insincere representation. When lawyers know with certainty that a defendant is guilty, it is their duty not to deny this. Rather, they should appraise the case as much as possible in their client's favor, after giving due consideration to the facts on the other side, and then present any extenuating circumstances and argue for whatever degree of leniency in sentencing they sincerely believe is warranted. In cases where it is uncertain whether the client is guilty but the lawyer sincerely believes the client may well be innocent, the lawyer should of course try to prove that the client is innocent.

  The lawyer's obligation to the court and to society also ultimately benefits the defendant, because the "best defense" can only truly be provided by an advocate who, after a careful analysis of the facts, is convinced of the merits of the case. The fact that every client is entitled to a defense does not mean that defense lawyers should take every case they are offered. Lawyers should not be mere mouthpieces for a defendant but instead advocates for the rights of the defendant given the facts of the case.

  According to the passage, the legal scholars mentioned at the end of 1st paragraph believe that it is a defense lawyer's role to be

  A. a source of legal information that can help a jury to reach decisions that are fair and equitable
  B. a thorough investigator of all relevant evidence
  C. a diligent representative of the client's position
  D. a facilitator and expediter of the cause of justice
  E. an energetic advocate of the client's right to legal representation
  C. a diligent representative of the client's position

  ---

  The categorical language of the stem, and the "According to the passage," signal a Detail question, and the line reference sends us to a particular spot. So let's read the Detail, in full.

• Question 655:

  Teacher to a student: You agree that it is bad to break promises. But when we speak to each other we all make an implicit promise to tell the truth, and lying is the breaking of that promise. So even if you promised Jeanne that you would tell me she is home sick, you should not tell me that, if you know that she is well.

  Which one of the following is an assumption on which the teacher's argument depends?

  A. Most people always tell the truth.
  B. It is sometimes better to act in a friend's best interests than to keep a promise to that friend.
  C. Breaking a promise leads to worse consequences than does telling a lie.
  D. Some implicit promises are worse to break than some explicit ones.
  E. One should never break a promise.
  D. Some implicit promises are worse to break than some explicit ones.

  ---

  On this question you needed to find the teacher's assumption. So that means you should have found the missing link between her conclusion and evidence. Her conclusion is that the student should not lie and say that Jeanne is home sick, even if the student had promised Jeanne that he would say that. The teacher supports this conclusion by saying that whenever we speak to each other we make an implicit promise to tell the truth, and lying is the implicit breaking of that promise. Did you see the double standard? The teacher concludes that the student should not break his promise to tell the truth to the teacher, even if that means breaking his promise to Jeanne. Therefore, the teacher must be assuming that it's OK to break some promises, but not others.

• Question 656:

  The judgment that an artist is great always rests on assessments of the work the artist has produced. A series of great works is the only indicator of greatness. Therefore, to say that an artist is great is just to summarize the quality of his or her known works, and the artist's greatness can provide no basis for predicting the quality of the artist's unknown or future works.

  Which one of the following contains questionable reasoning most similar to that in the argument above?

  A. The only way of knowing whether someone has a cold is to observe symptoms. Thus, when a person is said to have a cold, this means only that he or she has displayed the symptoms of a cold, and no prediction about the patient's future symptoms is justified.
  B. Although colds are very common, there are some people who never or only very rarely catch colds. Clearly these people must be in some way physiologically different from people who catch colds frequently.
  C. Someone who has a cold is infected by a cold virus. No one can be infected by the same cold virus twice, but there are indefinitely many different cold viruses. Therefore, it is not possible to predict from a person's history of infection how susceptible he or she will be in the future.
  D. The viruses that cause colds are not all the same, and they differ in their effects. Therefore, although it may be certain that a person has a cold, it is impossible to predict how the cold will progress.
  E. Unless a person displays cold symptoms, it cannot properly be said that the person has a cold. But each of the symptoms of a cold is also the symptom of some other disease. Therefore, one can never be certain that a person has a cold.
  A. The only way of knowing whether someone has a cold is to observe symptoms. Thus, when a person is said to have a cold, this means only that he or she has displayed the symptoms of a cold, and no prediction about the patient's future symptoms is justified.

  ---

  The length of the stimulus and choices may be daunting, and so may their format, but if you seek to reduce everything to essentials, the right answer is right around the corner. The stimulus asserts, in two sentences that work as one, that a necessary condition of an artist's greatness is the knowledge of a series of great works. From that assertion, the stimulus draws a two-part conclusion, to wit, that: (1) "greatness" is merely an assessment based on an artist's works that are known, and hence that (2) one cannot predict the quality of unknown or future work based on the artist's "greatness. "Whether or not this seems reasonable to you (and it shouldn't, since the stem does identify the logic as "questionable"), we need to seek a two-part conclusion, part of which is a prediction.

• Question 657:

  During the three months before and the three months after a major earthquake in California, students at a college there happened to be keeping a record of their dreams. After experiencing the earthquake, half of the students reported dreaming about earthquakes. During the same six months, a group of college students in Ontario who had never experienced an earthquake also recorded their dreams. Almost none of the students in Ontario reported dreaming about earthquakes. So it is clear that experiencing an earthquake can cause people to dream about earthquakes.

  Which one of the following, if true, most strengthens the argument?

  A. Before the California earthquake, no more of the students in California than of those in Ontario recorded dreams about earthquakes.
  B. The students in California were members of a class studying dreams and dream recollection, but the students in Ontario were not.
  C. Before they started keeping records of their dreams, many of the students in California had experienced at least one earthquake.
  D. The students in Ontario reported having more dreams overall, per student, than the students in California did.
  E. The students in Ontario who reported having dreams about earthquakes recorded the dreams as having occurred after the California earthquake.
  A. Before the California earthquake, no more of the students in California than of those in Ontario recorded dreams about earthquakes.

  ---

  Isn't there a song "California Dreaming"? We don't think this is what they had in mind. We need to strengthen the argument that experiencing an earthquake can cause people to dream about earthquakes. The evidence is that almost none of the students in Ontario, who never experienced an earthquake, dreamt about earthquakes, while half the Californian students did dream about earthquakes after going through a major quake. Well, we know that we can weaken a causal argument by severing the link between the supposed cause and the effect, and one way to do that here is to show that students from California dreamed about earthquakes before the big one hit. Then it wouldn't seem as likely that experiencing the quake caused the dreams. (Maybe something else, like media coverage from previous quakes, keeps Californians -- even those who haven't personally experienced one -- dreaming of quakes all the time...) Since this would damage the argument, the author assumes that they didn't dream much about quakes before the one in question, and the argument would be strengthened if this assumption were bolstered. Choice option [Before the California earthquake, no more of...] accomplishes this. The Ontario group is the control group, so if the Californian dreams prior to the quake were similar to the Ontario dreams (almost none about earthquakes), then the possible alternative discussed above is discounted, the author's assumption is shored up, and we'd be more likely to believe the conclusion in the final sentence.

• Question 658:

  Passage

  (1)

  [1] Positive thinking sounds useful on the surface. [2] But "positive thinking" is also a soft and fluffy term that is easy to dismiss. [3] But those views may be changing. [4] Research is beginning to reveal that positive thinking is about much more than just being happy or displaying an upbeat attitude. [5] Positive thoughts can actually create real value in your life and help you build skills that last much longer than a smile. [6] The impact of positive thinking on your work, your health, and your life is being studied by researchers, one of whom is Barbara Fredrickson. [7] Fredrickson is a positive psychology researcher at the University of North Carolina, and she published a landmark paper that provides surprising insights about positive thinking and its impact on your skills. [8] Her work is among the most referenced and cited in her field, and it is surprisingly useful in everyday life.

  (2)

  [9] What do negative thoughts do to your brain? [10] Let's say that you're walking through the forest and suddenly a tiger steps onto the path ahead of you. [11] When this happens, your brain registers a negative emotion ?in this case, fear.

  [12] Researchers have long known that negative emotions program your brain to do a specific action. [13] When that tiger crosses your path, for example, you run. [14] The rest of the world doesn't matter. [15] You are focused entirely on the tiger, the fear it creates, and how you can get away from it. [16] In other words, negative emotions narrow your mind and focus your thoughts. [17] At that same moment, you might have the option to climb a tree, pick up a leaf, or grab a stick ?but your brain ignores all of those options because they seem irrelevant when a tiger is standing in front of you.

  (3)

  [18] This is a useful instinct if you're trying to save life and limb, but in our modern society, we don't have to worry about stumbling across tigers in the wilderness. [19] The problem is that your brain is still programmed to respond to negative emotions in the same way ?by shutting off the outside world and limiting the options, you see around you. [20] For example, when you're in a fight with someone, your anger and emotion might consume you to the point where you can't think about anything else. [21] Or, when you are stressed out about everything you have to get done today, you may find it hard to actually start anything because you're paralyzed by how long your to-do list has become. [22] In each case, your brain closes off from the outside world and focuses on the negative emotions of fear, anger, and stress ?just like it did with the tiger. [23] Negative emotions prevent your brain from seeing the other options and choices that surround you. [24] It's your survival instinct.

  (4)

  [25] Now, let's compare this to what positive emotions do to your brain. [26] This is where Barbara Fredrickson returns to the story. [27] Fredrickson tested the impact of positive emotions on the brain by setting up a little experiment. [28] During this experiment, she divided her research subjects into five groups and showed each group different film clips. [29] The first two groups were shown clips that created positive emotions. [30] Group 1 saw images that created feelings of joy. [31] Group 2 saw images that created feelings of contentment. [32] Group 3 was the control group. [33] They saw images that were neutral and produced no significant emotion. [34] The last two groups were shown clips that created negative emotions. [35] Group 4 saw images that created feelings of fear. [36] Group 5 saw images that created feelings of anger. [37] Afterward, each participant was asked to imagine themselves in a situation where similar feelings would arise and to write down what they would do. [38] Each participant was handed a piece of paper with 20 blank lines that started with the phrase, "I would like to..." Participants who saw images of fear and anger wrote down the fewest responses. [39] Meanwhile, the participants who saw images of joy and contentment, wrote down a significantly higher number of actions that they would take, even when compared to the neutral group.

  (5)

  [40] In other words, when you are experiencing positive emotions like joy, contentment, and love, you will see more possibilities in your life. [41] These findings were among the first that suggested positive emotions broaden your sense of possibility and open your mind up to more options. [42] But that was just the beginning. [43] The benefits of positive emotions don't stop after a few minutes of good feelings subside. [44] In fact, the biggest benefit that positive emotions provide is an enhanced ability to build skills and develop resources for use later in life. [45] Let's consider a real-world example. [46] A child who runs around outside, swinging on branches and playing with friends, develops the ability to move athletically (physical skills), the ability to play with others and communicate with a team (social skills), and the ability to explore and examine the world around them (creative skills). [47] In this way, the positive emotions of play and joy prompt the child to build skills that are useful and valuable in everyday life. [48] These skills last much longer than the emotions that initiated them. [49] Years later, that foundation of athletic movement might develop into a scholarship as a college athlete or the communication skills may blossom into a job offer as a business manager. [50] The happiness that promoted the exploration and creation of new skills has long since ended, but the skills themselves live on. [51] Fredrickson refers to this as the "broaden and build" theory because positive emotions broaden your sense of possibilities and open your mind, which in turn allows you to build new skills and resources that can provide value in other areas of your life.

  (6)

  [52] All of this research begs the most important question of all: If positive thinking is so useful for developing valuable skills and appreciating the big picture of life, how do you actually get yourself to be positive? [53] Recent research by Fredrickson and her colleagues has revealed that people who meditate daily display more positive emotions that those who do not. [54] As expected, people who meditated also built valuable long-term skills. [55] For example, three months after the experiment was over, the people who meditated daily continued to display increased mindfulness, purpose in life, social support, and decreased illness symptoms.

  (7)

  [56] Secondly, a study published in the Journal of Research in Personality examined a group of 90 undergraduate students who were split into two groups. [57] The first group wrote about an intensely positive experience each day for three consecutive days. [58] The second group wrote about a control topic. [59] Three months later, the students who wrote about positive experiences had better mood levels, fewer visits to the health center, and experienced fewer illnesses.

  (8)

  [60] Positive thinking isn't just a soft and fluffy feel-good term. [61] Yes, it's great to simply "be happy," but those moments of happiness are also critical for opening your mind to explore and build the skills that become so valuable in other areas of your life. [62] Periods of positive emotion and unhindered exploration are when you see the possibilities for how your past experiences fit into your future life, when you begin to develop skills that blossom into useful talents later on, and when you spark the urge for further exploration and adventure.

  Which one of the following best describes the term 'survival instinct' as used in sentence 24 of the passage?

  A. The notion whereby a person is paralyzed from fear of negative emotions
  B. The idea of positive emotions invoking several positive feelings within a person
  C. The practice of a person being consumed by both positive and negative emotions
  D. The process of shutting off the world to prevent oneself from being harmed
  E. The method whereby one is not letting any kinds of emotions to affect oneself
  D. The process of shutting off the world to prevent oneself from being harmed

  ---

  The context of the word 'survival instinct' is: "... your brain closes off from the outside world and focuses on the negative emotions of fear, anger, and stress ?just like it did with the tiger. Negative emotions prevent your brain from seeing the other options and choices that surround you. It's your survival instinct."

  This statement implies that the brain is shutting off all other emotions and focusing only on the negative one as a survival instinct. In the context, the phrase means closing off the other options as a means to survive or create lesser damage.

  This option [The notion whereby a person is paralyzed from...] is incorrect because the focus should be on how one is closing off the other emotions from the outside world to survive. However, this option only discusses being paralyzed from negative emotions.

  This option [The idea of positive emotions invoking several...] is incorrect because survival instinct is related to negative emotions, not positive ones.

  This option [The practice of a person being consumed by both positive...] is incorrect. The focus of the term survival instinct does not relate to positive emotions. However, this option talks about both positive and negative emotions.

  This option [The process of shutting off the world to prevent...] is correct as it accurately describes the term as the explanation above discusses.

  This option [The method whereby one is not letting any kinds...] is incorrect as it is irrelevant to the idea of negative emotions.

  Understanding the passage In paragraph (1), the author introduces the topic of the essay. He states that positive thinking, though sounds like a fluffy term, is much beyond that. Researcher Barbara Fredrickson has done research on this topic and her studies find several insights about positive thinking.

  In paragraph (2), the author discusses the impact of negative thoughts on the human brain ?that they narrow one's mind and reduce the options that the brain can see. He gives the example of a tiger to reinforce the same.

  In paragraph (3), the author gives further examples to strengthen the fact that negative emotions make one shut off from the outside world and limit one's options.

  In paragraph (4), the author discusses the impact that positive emotions can have on a person. He elaborates on an experiment conducted by Barbara Fredrickson to reinforce the same. Fredrickson divided her subjects into five groups. Group 1 and 2 were shown pictures that evoked positive emotions ?joy and contentment respectively. Group 3 was the control group and was shown pictures that produced no significant emotion. Group 4 and 5 were shows pictures that evoked negative emotions ?fear and anger. After the experiment, it was found that participants of Group 1 and 2 saw more possibilities in their lives whereas participants of Group 4 and 5 saw fewer possibilities.

  In paragraph (5), the author explains that the benefits of positive emotions last for a lifetime. Positive thinking helps to build skills and develop resources for use later in life. He explains the same using the example of a child playing; the skills that a child learns while playing could help him develop valuable social, physical, and creative skills later in life.

  In paragraphs (6) and (7), the author discusses two skills that could help people develop a positive outlook ?meditating and writing positive thoughts in a journal.

  Main point: Research and science supports that positive thinking has numerous benefits.

• Question 659:

  Manuscripts written by first-time authors generally do not get serious attention by publishers except when these authors happen to be celebrities. My manuscript is unlikely to be taken seriously by publishers for I am a first-time author who is not a celebrity.

  The structure of which one of the following arguments is most similar to the structure of the argument above

  A. Challengers generally do not win elections unless the incumbent has become very unpopular. The incumbent in this election has become very unpopular. Therefore, the challenger may win.
  B. Fruit salad that contains bananas is ordinarily a boring dish unless it contains two or more exotic fruits. This fruit salad has bananas in it, and the only exotic fruit it has is guava. Thus, it will probably be boring.
  C. Thursday's city council meeting is likely to be poorly attended. Traditionally, council meetings are sparsely attended if zoning issues are the only ones on the agenda. The agenda for Thursday is exclusively devoted to zoning.
  D. The bulk of an estate generally goes to the spouse, if surviving, and otherwise goes to the surviving children. In this case there is no surviving spouse; hence the bulk of the estate is likely to go to the surviving children.
  E. Normally about 40 percent of the deer population will die over the winter unless it is extremely mild. The percentage of the deer population that died over the recent winter was the normal 40 percent. I conclude that the recent winter was not unusually mild.
  B. Fruit salad that contains bananas is ordinarily a boring dish unless it contains two or more exotic fruits. This fruit salad has bananas in it, and the only exotic fruit it has is guava. Thus, it will probably be boring.

  ---

  The conclusion of the argument to which we must find a parallel reads like so: "My MS. is unlikely to be taken seriously by publishers." How come? Because of the generalization that first-time authors like the speaker don't get taken seriously, except under one possible exception -- celebrity status -- which the speaker doesn't possess. So the right answer will conclude the unlikelihood of something occurring -- in other words, it'll be a prediction of that which probably won't happen and one based on the fact that a possible exception has not been met.

• Question 660:

  Bird-watchers explore a forest to see which of the following six kinds of birds -- grosbeak, harrier, jay, martin, shrike, wren -- it contains. The findings are consistent with the following conditions:

  If harriers are in the forest, then grosbeaks are not. If jays, martins, or both are in the forest, then so are harriers If wrens are in the forest, then so are grosbeaks If jays are not in the forest, then shrikes are

  Suppose the condition is added that if shrikes are in the forest, then harriers are not. If all other conditions remain in effect, then which one of the following could be true?

  A. The forest contains both jays and shrikes.
  B. The forest contains both wrens and shrikes.
  C. The forest contains both martins and shrikes.
  D. Jays are not in the forest, whereas martins are.
  E. Only two of the six kinds of birds are not in the forest.
  B. The forest contains both wrens and shrikes.

  ---

  The immediate impact of the new rule is that S and H are mutually exclusive: "NEVER HS," if you will. The larger impact will likely only be seen by trying out the choices individually. If, in line with option [The forest contains both jays and shrikes...], J and S are selected, a contradiction emerges. The question stem requires us to reject H, but Rule 2 requires us to select H.