| 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. |