Task 7 (10 marks) determining the strength of a conclusion

In the exercise below, for each conclusion drawn (inference) use the labels T, PT, ID, PF, and F.

For each conclusion/ inference write the letters in the right hand column under the appropriate heading as follows. Write a brief explanation of why the statement falls under that label.

T if you think the conclusion /inference is definitely TRUE; that it properly follows beyond a reasonable doubt from the statement of facts given.

PT if, in the light of facts given, you think the conclusion/ inference is PROBABLY TRUE; that it is more likely to be true than false.

ID if you decide that there are INSUFFICIENT DATA; that you cannot tell from the facts given whether the conclusion /inference is likely to be true or false; if the facts provide no basis for judging one way or the other.

PF if, in the light of the facts given, you think the conclusion /inference is PROBABLY FALSE; that it is more likely to be false than true.

F if you think the conclusion /inference is definitely FALSE; that it is wrong, either because it misinterprets the facts given, or because it contradicts the facts or necessary inferences from those facts.

Two hundred students in their early teens voluntarily attended a recent weekend student

conference in a Midwestern city. At this conference, the topics of race relations and means of achieving lasting world peace were discussed, because these were the problems the students selected as being most vital in today’s world.

COLUMN A	COLUMN B
As a group, the students who attended this conference showed a keener interest in broad social problems than do most other students in their early teens.
The majority of the students had not previously discussed the conference topics in their schools	PF, as they selected the conference topic, as being most vital nowadays, therefore, the probably made up their minds on this issue and discussed it.
The students came from all sections of the country.	ID, there is no information about from where students have come.
The students discussed mainly labor relations problems.	F, it was clearly said that students discussed means of achieving lasting world peace
Some teenage students felt it worthwhile to discuss problems of race relations and ways of achieving world peace.	T, as they have chosen the topic being the most important, it means that they feel it is worthwhile to discuss

.

Task 8

Read the following paragraph and identify the logical fallacies you may find in it. An additional mark will be awarded for explaining why it is that particular fallacy. (18 marks)

(1) As the Oscar-winning director, Scavan Kleck has argued, “Animal experimentation saves lives.” (Appeal to Authority) (2) Isn’t the life of a little girl more important than the life of a chimpanzee? (Appeal to emotion: Pity) (3) We have to choose: we can either experiment on animals to find cures for life-threatening diseases or we can stand by helplessly while thousands of children die. (Restricting the option) (4) Experimentation is necessary because research is important. (Non sequitur) (5) And why should we worry about what happens to animals in laboratories when the real problem is how people treat their pets?(Red herring) (6) Advocates of animal rights are a bunch of sentimental vegetarians who don’t care what happens to children, and they will never be satisfied with banning painful experiments on animals. (Ad hominem) (7) If they succeed in getting legislation passed that restricts experimentation, it’s only a question of time before the sale of meat is prohibited.(Slippery slope) (8) Just look at the trouble they’ve already caused. (Emotion?) (9) The cost of research has soared since people started protesting against animal experimentation.(Correlation not causation)

Task 9

Select the statement that best expresses the main idea. Circle the letter of that statement. (1 mark)

The fact that electronic computers are now used for data processing has led the general public to believe that it is a mysterious, complicated science and that the computers are giant brains. Both of these ideas are false. A computer is basically just a high-speed adding machine that performs the functions it is told to. If the input data are varied even a little, the computer is unable to operate until it is programmed to accept the variations. The business operations it performs are impressive only because of the extremely high speed of manipulation, but most of these operations have been used for decades. Unlike man, the computer performs repetitive calculations without getting tired or bored.

a. A computer is a high-speed adding machine.

b. A computer is a mysterious giant brain.

c. A computer is impressive because of its high speed.

d. A computer is superior to man in many ways.

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