|
a. Thinking a lot |
||
|
b. Eliminating flaws and biases in one’s thinking |
||
|
c. Suspending one’s judgment |
||
|
d. A and B |
||
|
e. B and C |
|
a. Understanding the logical connections between ideas |
||
|
b. Inventing new concepts and possibilities |
||
|
c. Identifying, constructing, and evaluating arguments |
||
|
d. Detecting inconsistencies and common mistakes in reasoning |
||
|
e. Identify the relevance and importance of ideas |
|
a. Examining claims for possible biases |
||
|
b. Accumulating a large amount of information |
||
|
c. Maintaining beliefs from one’s upbringing |
||
|
d. Basing one’s beliefs on the advice of experts |
||
|
e. Dismissing evidence |
|
a. There are definite rules for reasoning correctly |
||
|
b. Correct reasoning can be improved by practice |
||
|
c. How much you know will always affect your ability to reason correctly |
||
|
d. Intellectual laziness can prevent one from reasoning correctly |
||
|
e. Reviewing one’s mistakes is crucial to improving one’s reasoning |
|
a. The meaning of conversational speech |
||
|
b. The truth or falsity of the statement |
||
|
c. The context in which the statement was uttered |
||
|
d. The emotional content of the statement |
||
|
e. The scientific value of the statement |
|
a. Reportive definition |
||
|
b. Stipulative definition |
||
|
c. Precising definition |
||
|
d. Persuasive definition |
||
|
e. Dictionary definition |
|
a. Inconsistent |
||
|
b. Circular |
||
|
c. Too wide |
||
|
d. Too narrow |
||
|
e. Too obscure |
|
a. The participants disagree about the facts |
||
|
b. The participants hold differing opinions |
||
|
c. The participants appeal to different authorities |
||
|
d. The participants base their positions on emotion |
||
|
e. The participants tacitly employ different definitions |
|
a. It is impossible to have Y without X |
||
|
b. It is possible to have Y without X |
||
|
c. Y is sometimes present when X is not |
||
|
d. X is sometimes present when Y is not |
||
|
e. The presence of X guarantees the presence of Y |
|
a. Paul buying me a steak is a necessary condition for me to drive to Texas with him. |
||
|
b. Paul buying me a steak is a sufficient condition for me to drive to Texas with him. |
||
|
c. Paul buying me a steak is a necessary and sufficient condition for me to drive to Texas with him. |
||
|
d. Paul buying me a steak is neither a necessary nor a sufficient condition for me to drive to Texas with him. |
||
|
e. Driving to Texas with Paul is a necessary condition for him buying me a steak. |
|
a. Logical necessity |
||
|
b. Empirical necessity |
||
|
c. Causal necessity |
||
|
d. Legal Necessity |
||
|
e. None of the above |
|
a. Referential ambiguity |
||
|
b. Syntactic ambiguity |
||
|
c. Vagueness |
||
|
d. Incomplete meaning |
||
|
e. Empty content |
|
a. Bill cannot come to work today because he hurt his back. |
||
|
b. I asked you on Monday to finish that report for me today. I asked you for it again on Tuesday. Where is it? |
||
|
c. I will pay my taxes. After all, I do not want the government to take my house, and that is what they will do if I do not pay my taxes. |
||
|
d. All men are mortal. Socrates is a man. So were about half of the Greeks. |
||
|
e. Money only causes problems. When I was young, we were very poor. I was only allowed to eat breakfast on the weekends. |
|
a. Moons are celestial bodies that orbit around planets |
||
|
b. The Earth cannot be a moon |
||
|
c. The Earth does not orbit around a planet |
||
|
d. A and B |
||
|
e. A and C |
|
a. They comprise an argument |
||
|
b. They comprise a valid argument |
||
|
c. They comprise a sound argument |
||
|
d. A and B |
||
|
e. A, B, and C |
|
a. They comprise an argument |
||
|
b. They comprise a valid argument |
||
|
c. They comprise a sound argument |
||
|
d. A and B |
||
|
e. A, B, and C |
|
a. All sound arguments are valid |
||
|
b. All valid arguments are sound |
||
|
c. All unsound arguments are invalid |
||
|
d. A and B |
||
|
e. A, B, and C |
|
a. Modus ponens |
||
|
b. Modus tollens |
||
|
c. Hypothetical syllogism |
||
|
d. Disjunctive syllogism |
||
|
e. Reductio ad absurdum |
|
a. Modus ponens |
||
|
b. Modus tollens |
||
|
c. Hypothetical syllogism |
||
|
d. Disjunctive syllogism |
||
|
e. Reductio ad absurdum |
|
a. Headaches are uncomfortable |
||
|
b. It is better to treat a headache than let it be |
||
|
c. We are all out of ibuprofen |
||
|
d. If I take an aspirin my headache will subside |
||
|
e. Aspirin is cheap at the corner store |
|
a. Valid |
||
|
b. Sound |
||
|
c. Strong |
||
|
d. True |
||
|
e. False |
|
a. They are deductively sound |
||
|
b. They have true premises |
||
|
c. They are either valid or strong |
||
|
d. Their premises are relevant to their conclusion |
||
|
e. Their premises do not beg the question |
|
a. Arrows pointing from one co-premise to the others |
||
|
b. Arrows pointing from the co-premises to the conclusion they support |
||
|
c. Lines that merge beneath the co-premises and form an arrow pointing to the conclusion they support |
||
|
d. Lines that divide beneath the conclusion and point to the premises that support it |
||
|
e. Arrows pointing from the conclusion to the co-premises |
|
a. Inductive |
||
|
b. Deductive |
||
|
c. Sound |
||
|
d. Valid |
||
|
e. Analogical |
|
a. Every whale is a mammal. Moby Dick is a whale. So Moby Dick is a mammal. |
||
|
b. Every whale is a mammal. Every mammal is an animal. So every whale is an animal. |
||
|
c. Every whale is a mammal. Nemo is not a mammal. So Nemo is not a whale. |
||
|
d. If Moby Dick is clever, he will get away. But Moby Dick is not clever. Therefore, he will not get away. |
||
|
e. No whale is an insect. Moby Dick is a whale. So Moby Dick is not an insect. |
|
a. Fallacy of inconsistency |
||
|
b. Fallacy of relevance |
||
|
c. Fallacy of insufficient evidence |
||
|
d. Fallacy of inappropriate presumption |
||
|
e. Fallacy of affirming the consequent |
|
a. False dilemma |
||
|
b. Ad hominem |
||
|
c. Red herring |
||
|
d. Affirming the consequent |
||
|
e. Genetic fallacy |
|
a. The conclusion does not follow from the premises |
||
|
b. A personal attack is given in place of a reason |
||
|
c. A word changes meaning mid-argument |
||
|
d. Only a limited set of alternatives are presented |
||
|
e. The conclusion is assumed in one of the premises |
|
a. Confirmation bias |
||
|
b. Framing bias |
||
|
c. Overconfidence effect |
||
|
d. Clustering illusion |
||
|
e. Gambler's fallacy |
|
a. Appeal to authority |
||
|
b. Appeal to common belief |
||
|
c. Appeal to fear |
||
|
d. Appeal to vanity |
||
|
e. Appeal to wishful thinking |
|
a. Concluding that X caused Y because X was close to Y in space |
||
|
b. Concluding that X caused Y because X followed Y in time |
||
|
c. Concluding that X caused Y because Y followed X in time |
||
|
d. Concluding that X could not have caused Y because X followed Y in time |
||
|
e. Concluding that X could not have caused Y because Y followed X in time |
|
a. Clouds make it rain, since it always starts to rain after clouds have formed. |
||
|
b. Finding four-leaf clovers is good luck, since something terrific always happens after you find one. |
||
|
c. News about employment is bad for the stock market, since the market always falls on days when bad employment figures are released. |
||
|
d. Boiling the water makes it safer to drink, since nobody got sick anymore after we started doing it. |
||
|
e. Drinking warm milk helps me relax, since I always fall asleep after drinking some. |
|
a. Ad hominem |
||
|
b. Red herring |
||
|
c. Bandwagon fallacy |
||
|
d. Straw man |
||
|
e. Moralistic fallacy |
|
a. One appeals to a dubious authority in order to support one's claims. |
||
|
b. One assumes that since X follows Y in time, that Y bust by the cause of X. |
||
|
c. One attributes views to one's opponent that they do not hold. |
||
|
d. One is influenced by the issue being framed in a positive or negative manner. |
||
|
e. One assumes that the parts have the some properties as the whole. |
|
a. False equity |
||
|
b. False compromise |
||
|
c. Equivocation |
||
|
d. False dilemma |
||
|
e. Appeal to ignorance |
|
a. Equivocation |
||
|
b. Suppressed evidence |
||
|
c. Straw man |
||
|
d. Fallacy of composition |
||
|
e. Slippery slope |
|
a. "Until the bank can demonstrate that I stole the money, I should be allowed to go free." |
||
|
b. "Nobody in the bank saw me steal the money, so I could not have done it." |
||
|
c. "Whenever Judge Punishment is trying the case, you know that justice will not be served." |
||
|
d. "I am innocent of robbing this bank. Everyone in town knows that I am a trustworthy person." |
||
|
e. "I may have robbed the bank, but I only did it because I have to pay my poor child's medical bills." |
|
a. "Either you're with me or you're against me." |
||
|
b. "There are two kinds of people in this world: dishonest ones and fools." |
||
|
c. "You can either divorce him or you can put up with his abuse." |
||
|
d. "The mailbox is either empty or it's not." |
||
|
e. "Politicians are either corrupt or they fail." |
|
a. It is topic neutral |
||
|
b. Its principles are necessary |
||
|
c. Its principles are non-contingent |
||
|
d. It models the psychology of reasoning |
||
|
e. It is often defined as a formal system |
|
a. Two plus two equals three. |
||
|
b. The prime minister has his tea everyday after lunch. |
||
|
c. Get in the house right now! |
||
|
d. It is unlawful to eat watermelons on the steps of the Capitol. |
||
|
e. Whenever I see willow trees I get really sad. |
|
a. "Tom is very happy." |
||
|
b. "Tom is not very depressed." |
||
|
c. "It is not the case that Tom is very depressed." |
||
|
d. "Tom is very impressed." |
||
|
e. "Someone other than Tom is very depressed." |
|
a. Simple sentences |
||
|
b. Complex sentences |
||
|
c. Sets of one or more sentences |
||
|
d. Sets of two or more sentences |
||
|
e. Sets of three or more sentences |
|
a. X is true |
||
|
b. X is false |
||
|
c. It is unknown whether X is true or false |
||
|
d. Y entails X |
||
|
e. X and Y are inconsistent |
|
a. X is true |
||
|
b. X is false |
||
|
c. Y is false |
||
|
d. A and C |
||
|
e. E and C |
|
a. ~UIOP |
||
|
b. UIOP->QERT |
||
|
c. (UIOP->QERT) |
||
|
d. A and B |
||
|
e. A and C |
|
a. Antecedent |
||
|
b. Consequent |
||
|
c. Conditional |
||
|
d. Connective |
||
|
e. Conjunct |
|
a. (P&Q) |
||
|
b. ((P&Q)&R) |
||
|
c. S |
||
|
d. Q |
||
|
e. R |
|
a. P is true and Q is true |
||
|
b. P is true and Q if false |
||
|
c. P is false and Q is true |
||
|
d. A and B |
||
|
e. B and C |
|
a. P is true and Q is true |
||
|
b. P is true and Q is false |
||
|
c. P is false and Q is true |
||
|
d. P is false and Q is false |
||
|
e. All of the above |
|
a. ((P&Q)->~R) |
||
|
b. ((P&Q)^~R) |
||
|
c. (~(P&Q)->R) |
||
|
d. (~(P&Q)->~R) |
||
|
e. ~(P&Q)->R |
|
a. ((P->Q)&R) is false |
||
|
b. ((P->Q)&R) is true |
||
|
c. (P<->(Q<->R)) is true |
||
|
d. A and C |
||
|
e. B and C |
|
a. One member |
||
|
b. One or more members |
||
|
c. An infinite number of members |
||
|
d. No members |
||
|
e. All of the above |
|
a. Some P are Q |
||
|
b. Some Q are P |
||
|
c. Nothing is Q |
||
|
d. A and C |
||
|
e. B and C |
|
a. Nothing |
||
|
b. Everything |
||
|
c. The class of things that are neither P nor Q |
||
|
d. A and C |
||
|
e. B and C |
|
a. Every P is Q |
||
|
b. Every Q is P |
||
|
c. Everything is P |
||
|
d. Everything is Q |
||
|
e. Everything is Q but not P |
|
a. Everything is P or Q |
||
|
b. Every P is Q |
||
|
c. Everything is P but not Q |
||
|
d. Everything is Q but not P |
||
|
e. Nothing is Q |
|
a. Everything is P or Q |
||
|
b. Nothing is both P and Q |
||
|
c. Every P is Q |
||
|
d. Every Q is P |
||
|
e. Every P is Q and every Q is P |
|
a. Some A are C |
||
|
b. Something is A if and only if it is not C |
||
|
c. Everything is B |
||
|
d. A and C |
||
|
e. B and C |
|
a. Something is both A and C |
||
|
b. Something is A and B but not C |
||
|
c. Something is A but not B or C |
||
|
d. A and B |
||
|
e. B and C |
|
a. Something is A, B, and C |
||
|
b. Everything is A |
||
|
c. Something is A but not B |
||
|
d. A and B |
||
|
e. A, B, and C |
|
a. Valid |
||
|
b. Invalid |
|
a. Valid |
||
|
b. Invalid |
|
a. Diagrams with more than three circles are difficult to work with |
||
|
b. They have limited expressive power |
||
|
c. They are subject to multiple interpretations |
||
|
d. A and B |
||
|
e. A, B and C |
|
a. A confirmed hypothesis increases the probability that a theory is true |
||
|
b. A confirmed hypothesis establishes that a theory is true |
||
|
c. A confirmed hypothesis indicates that alternative hypotheses need not be taken into account |
||
|
d. A disconfirmed hypothesis indicates that a theory is false |
||
|
e. A disconfirmed hypothesis decreases the probability that a theory is false |
|
a. Evaluate the logical consistency of the hypothesis and the predictions |
||
|
b. Use experiments to check whether predictions are correct |
||
|
c. If the predictions are correct, then the hypothesis is confirmed. If not, then the hypothesis is disconfirmed |
||
|
d. Identify the hypothesis to be tested |
||
|
e. Generate prediction from the hypothesis |
|
a. Establish the truth or falsity of scientific theories |
||
|
b. Confirm or disconfirm hypothesis on the basis of the predictions they generate |
||
|
c. Minimize the influence of the scientist's bias on the outcome of an experiment |
||
|
d. A and B |
||
|
e. B and C |
|
a. An inference from an infinite sample to a specific conclusion |
||
|
b. An inference from a finite sample to a specific conclusion |
||
|
c. An inference from an infinite sample to a general conclusion |
||
|
d. An inference from a finite sample to a general conclusion |
||
|
e. An inference from a singular piece of data to a general conclusion |
|
a. Which theory more precisely identifies the causal mechanism behind the phenomena in question |
||
|
b. Which theory is accepted by the most prominent scientists |
||
|
c. Which theory explains a greater number of phenomena |
||
|
d. Which theory involves the least number of assumptions |
||
|
e. Which theory coheres best with the existing body of scientific theories |
|
a. Difference |
||
|
b. Concomitant variation |
||
|
c. Agreement |
||
|
d. Residues |
||
|
e. The joint method |
|
a. Consider cases in which great intelligence occurs in the absence of large noses |
||
|
b. Consider cases in which large noses occur in the absence of great intelligence |
||
|
c. Consider whether there is another factor that is the cause of both having a large nose and greater intelligence |
||
|
d. A and B |
||
|
e. A, B and C |
|
a. Saccharine causes obesity in children |
||
|
b. Sacharine contributes to obesity in children |
||
|
c. Obese children are more likely to crave saccharine |
||
|
d. Saccharine consumption correlates with childhood obesity |
||
|
e. Childhood obesity is a contributing cause of saccharine consumption |
|
a. Provide a convenient means of representing causal loops |
||
|
b. Help to differentiate causation from mere correlation |
||
|
c. Help to differentiate between major and minor causes |
||
|
d. Provide statistical information about causal links |
||
|
e. Provide a convenient top-to-bottom visual representation of causes |
|
a. Fallacy of reversing causal directoin |
||
|
b. Fallacy of mistaking correlation with causation |
||
|
c. Fallacy of confusing good causal consequences with reasons for belief |
||
|
d. Genetic fallacy |
||
|
e. Fallacy of the single cause |
|
a. It posits a correlation based on insufficient evidence |
||
|
b. It assumes that not washing his hands is the only significant difference between the day he got the flu and every other day |
||
|
c. It fails to take into account that he may have failed to wash his hands because he had the flu, and not the other way around. |
||
|
d. A and B |
||
|
e. B and C |
|
a. Reasoning from specific cases to a general conclusion |
||
|
b. Reasoning from general principles to a specific prediction |
||
|
c. Reasoning from past regularities to predictions about the future events |
||
|
d. A and B |
||
|
e. B and C |
|
a. A comes before B in time |
||
|
b. B comes before A in time |
||
|
c. A and B occur simultaneously |
||
|
d. A never occurs in the absence of B |
||
|
e. B never occurs in the absence of A |
|
a. Empirical |
||
|
b. Conceptual |
||
|
c. Evaluative |
||
|
d. Critical |
||
|
e. Hypothetical |
|
a. The distinction between intrinsic and instrumental values |
||
|
b. Observations and experiments |
||
|
c. Logic and the meaning of words |
||
|
d. Statistical evidence |
||
|
e. The help of experts in the relevant field |
|
a. Take stock of all available evidence |
||
|
b. Understand the nature of the problem |
||
|
c. Monitor the outcome of the plan |
||
|
d. Draw up a plan to solve the problem |
||
|
e. Try out the plan |
|
a. The hypothetical deductive method |
||
|
b. The method of decomposition |
||
|
c. The method of agreement |
||
|
d. Venn diagrams |
||
|
e. The method of difference |
|
a. A square |
||
|
b. An oval |
||
|
c. A diamond |
||
|
d. a parallelogram |
||
|
e. An arrow |
|
a. Flowchart |
||
|
b. Decision Tree |
||
|
c. Decision Table |
||
|
d. A and B |
||
|
e. B and C |
|
a. Maximin |
||
|
b. Maximax |
||
|
c. Minimax regret |
||
|
d. Opportunity loss |
||
|
e. Principle of expected value |
|
a. The value of a given option in the best possible scenario |
||
|
b. The value of a given option in the worst possible scenario |
||
|
c. The average value of a given option over the long run |
||
|
d. The best outcome of taking the most conservative option |
||
|
e. The worst outcome of taking the most risky option |
|
a. The creation of new ideas and the modification of old ideas |
||
|
b. The creation of new ideas the the creation of new connections between ideas |
||
|
c. The creation of new ideas and the evaluation and modification of new ideas |
||
|
d. The creation of artwork and expressing one's ideas and emotions through art |
||
|
e. The creation of artwork and the modification of old ideas |
|
a. Analogy |
||
|
b. Search |
||
|
c. Perspective shift |
||
|
d. Feature list |
||
|
e. Making new connections |
|
a. Buying 100 dough balls |
||
|
b. Buying 200 dough balls |
||
|
c. Buying 400 dough balls |
||
|
d. Buying 600 dough balls |
||
|
e. Buying 800 dough balls |
|
a. Buying 100 dough balls |
||
|
b. Buying 200 dough balls |
||
|
c. Buying 400 dough balls |
||
|
d. Buying 600 dough balls |
||
|
e. Buying 800 dough balls |
|
a. Moralistic fallacy |
||
|
b. Naturalistic fallacy |
||
|
c. Bandwagon fallacy |
||
|
d. Fallacist's fallacy |
||
|
e. Irrelevant appeal |
|
a. Intrinsic value |
||
|
b. Instrumental value |
||
|
c. Extrinsic value |
||
|
d. A and B |
||
|
e. B and C |
|
a. It is valued as a means to some end |
||
|
b. It is valued as an end in itself |
||
|
c. It is valued as a basic condition for human life |
||
|
d. A and B |
||
|
e. B and C |
|
a. X is right because God says X is right |
||
|
b. God says X is right because X is right |
||
|
c. X is right for reasons independent of what God says |
||
|
d. A and B |
||
|
e. B and C |
|
a. Murder must be impermissible because morality depends on God |
||
|
b. If we believe that murder is impermissible, it is because we have interpreted God's will incorrectly |
||
|
c. We cannot accept that murder is impermissible just because God says it is, since God himself may have independent grounds for believing that murder is impermissible |
||
|
d. The impermissibility of murder cannot depend on God because different religions worship different gods |
||
|
e. The impermissibility of murder cannot depend of God because it depends on whether the act was performed in self-defense |
|
a. Moral absolutist |
||
|
b. Moral contextualist |
||
|
c. Moral relativist |
||
|
d. Moral objectivist |
||
|
e. Moral subjectivist |
|
a. Each society possesses its own objective normative facts |
||
|
b. What is right or wrong depends on the moral framework of the society in question |
||
|
c. There are no objective normative facts |
||
|
d. A and B |
||
|
e. B and C |
|
a. We have generated a moral principle by generalizing from a moral intuition |
||
|
b. We have formulated a prediction about a concrete case based on a moral principle |
||
|
c. We have tested a prediction against a moral intuition |
||
|
d. We have adjusted a moral intuition to conform with a moral principle |
||
|
e. We have adjusted a moral principle to conform with a moral intuition |
|
a. We have generated a moral principle by generalizing from a moral intuition |
||
|
b. We have formulated a prediction about a concrete case based on a moral principle |
||
|
c. We have tested a prediction against a moral intuition |
||
|
d. We have adjusted a moral intuition to conform with a moral principle |
||
|
e. We have adjusted a moral principle to conform with a moral intuition |
|
a. There is nothing wrong with an animal altering its habitat. |
||
|
b. In fact, there are no animals that do not alter their habitat in some way. |
||
|
c. Human beings are no different. |
||
|
d. Therefore, the human impact on the environment is natural and does not need to be scrutinized. |
||
|
e. Global warming is just our way of making ourselves at home. |
|
a. There is nothing wrong with an animal altering its habitat. |
||
|
b. In fact, there are no animals that do not alter their habitat in some way. |
||
|
c. Human beings are no different. |
||
|
d. Therefore, the human impact on the environment is natural and does not need to be scrutinized. |
||
|
e. Global warming is just our way of making ourselves at home. |
|
a. I have a claim-right against the plumber with regard to his fixing my sink. |
||
|
b. The plumber has the privilege not to fix my sink. |
||
|
c. I have a duty to see that the sink gets fixed. |
||
|
d. I have a power over the plumber with respect to his fixing my sink. |
||
|
e. The plumber has an immunity against me with respect to my not paying him. |