PHIL 447N Week 1 Quiz:
Question: (TCOs 2 and 3) In Chapter 1, we learned how to recognize the main issue in a passage. Consider the following example:
“The point is that you have to believe what we experience through our senses because our senses are the only tools we have for interacting with the world.”
The main issue is whether or not- Question: (TCOs 2 and 3) In Chapter 1, we learned how to recognize the main issue in a passage. Consider the following example:
“If you’re going to buy a computer, you might as well sign up for some lessons on how to use the thing too. After all, no computer ever did any work for its owner until the owner found out how to make it work.”
The main issue is whether or not - Question: (TCOs 1 and 2) In Chapter 1, we learned how to recognize the main issue in a passage. Consider the following example:
“Most people you find on university faculties are people who are interested in ideas. And the most interesting ideas are usually new ideas………. Therefore, you are not going to find many conservatives on university faculties, because conservatives are not usually interested in new ideas.”
The main issue is whether or not - Question: (TCOs 1 and 2) In Chapter 1, we learned how to recognize the main issue in a passage. Consider the following example:
“The winner of this year’s spelling bee is a straight-A student whose favorite subject is science, which isn’t surprising, because students interested in science learn to pay attention to details.”
The main issue is whether or not - Question: (TCO 4) In Chapter 1, we learned how to recognize cognitive bias which are psychological factors unconsciously affecting belief formation. Consider the following example:
“The TV show The Sopranos might have been a pretty good series without the profanity that occurred all the way through it. But without the profanity, it would not have been believable. Those people just talk that way. If you have them speaking Shakespearean English or middle-class suburban English, then nobody is going to pay any attention to the message because nobody will see it as realistic. It’s true, of course, that like many other programs with some offensive feature, whether it’s bad language, sex, or whatever, it will never appeal to the squeamish.”
The cognitive bias used in this passage is:
PHIL 447N Week 2 Quiz:
Question: (TCOs 1 & 2) In Chapter 2, we learned how to recognize words that indicate the main parts of an argument. The word ‘thus’ is a
- Question: (TCOs 1 & 2) In Chapter 2, we learned how to recognize the main parts of an argument. An argument always has two parts:
- Question: (TCOs 1 & 2) In Chapter 2, learned the meaning of Artistotle’s three modes of persuasions. Pathos is the mode of persuasion that
- Question: (TCOs 1 & 3) In Chapter 3, we learned the meaning and purpose of different kinds of definitions. A lexical definition is one that
- Question: (TCOs 1 & 3) In Chapter 3, we learned how to recognize and clarify certain kinds of ambiguity. Consider the following example.
“Our wines leave you with nothing to hope for.” (from a Swiss menu)
How would you rewrite the following claim to remedy problems of ambiguity? Do not assume that common sense by itself solves the problem.
PHIL 447N Week 3 Quiz:
Question: (TCO 6) In Chapter 4, we learned how to assess the credibility of a claim. Consider the following report published in the Weekly World News:
“ALIEN AUTOPSY PROVED! Scientists who conducted an autopsy of an extraterrestrial in Area 51 have revealed the truth! ‘There must be 200 bodies that they operated on and not a single one of them is human,’ Dr. Hugh Schild, the Swiss anthropologist, told reporters.”
This report has credibility because it is:- Question: (TCOs 7 and 9) In Chapter 5, we learned that it is important to recognize when a rhetorical slanting device is being used to influence our attitudes and beliefs. Here is an example.
“Studies show what everyone knows is true: the death penalty deters crime.”
In this statement, “studies show” suggests which rhetorical slanting device? - Question: (TCOs 7 and 9) In Chapter 5, we learned that it is important to recognize when a rhetorical slanting device is being used to influence our attitudes and beliefs. Here is an example.
“Making the former CEO of a communications company the head of the Federal Communications Commission is like making a prisoner with a life sentence warden of the prison.”
The comparison between a CEO and a prisoner suggests which rhetorical slanting device? - Question: (TCOs 7 and 9) In Chapter 5, we learned that it is important to recognize when a rhetorical slanting device is being used to influence our attitudes and beliefs. Here is an example.
“Bob Marley is the greatest musician who ever lived.”
The exaggeration in this example suggests which rhetorical slanting device? - Question: (TCOs 7 and 9) In Chapter 5, we learned that it is important to recognize when a rhetorical slanting device is being used to influence our attitudes and beliefs. Here is an example.
“Can Senator Morrison be believed when she says she will fight for the second amendment? You be the judge.”
The subtle hints undermining Senator Morrison’s credibility when it comes to her support for the Second Amendment suggest which rhetorical slanting device?
PHIL 447N Week 4 Quiz:
Question: (TCOs 2, 7, and 9) In Chapter 6, we learned to recognize how fallacies of relevance are used to distract the audience from the real issue. Consider the following example.
“Despite all the fancy technology around today, no one likes a nerd. Go into some major other than engineering.”
The fallay of relevance used is- Question: (TCOs 2, 7, and 9) In Chapter 6, we learned to recognize how fallacies of relevance are used to distract the audience from the real issue. Consider the following example.
“We are all sane, rational people here. As sane, rational people, you can clearly see beyond the hype and hyperbole of my opponent. I am confident that intelligent people like you will see that my tax policy will do far more for our country than his ever could.”
The fallacy of relevance trying to get the audience on the speaker’s side is - Question: (TCOs 7 and 9) In Chapter 7, we learned to recognize the certain fallacies of defective induction. Consider the following example.
P: “I swear I saw the Loch Ness monster on my trip to Scotland.” M: “I don’t believe it.” P: “Can you prove that I didn’t see it?”
The fallacy of defective induction used is - Question: (TCOs 7 and 9) In Chapter 7, we learned to recognize the certain fallacies of defective induction. Consider the following example.
“Just how much sex has to be in a movie before you call it pornographic? Seems to me the whole concept makes no sense.”
The fallacy of defective induction used is
PHIL 447N Week 5 Quiz:
Question: (TCOs 1 and 2) In Chapter 9, we learned the basics of categorical deductive logic. It is important to remember that categorical arguments have a specific structure and purpose. Consider the following question:
Categorical deductive logic originated with the work of Aristotle and it is based on information grouped in classes based upon which pair of logical principles?- Question: (TCO 4) Chapter 9, we learned the basics of categorical deductive logic. It is important to remember that categorical arguments have a specific structure and purpose. Consider the following question:
Venn diagrams are graphic …………… in syllogisms. The main purpose of Venn diagrams is to prove categorical syllogisms - Question: (TCOs 1 and 3) Chapter 9, we learned the basics of categorical deductive logic. It is important to remember that categorical arguments have a specific structure and purpose.
Categorical syllogisms must have two premises and three terms: the major term, the minor term, and the middle term. Consider the following example:
No drugs are harmless.
All prescriptive medications are drugs.
Therefore, no prescriptive medications are harmless.
In this categorical syllogism, the minor term, the subject term of the conclusion, is: - Question: (TCOs 1 and 2) Chapter 9, we learned the basics of categorical deductive logic. It is important to remember that categorical arguments have a specific structure and purpose. Consider the following question:
Standard-form categorical claims require that claims in other forms be translated so that the four standard-form claims contain which two kinds of terms? - Question : (TCOs 3 and 4) In Chapter 8, we learned the basics of truth-functional logic. It is important to remember that the purpose of truth-functional logic is to determine which arguments are valid and which are invalid, and common invalid forms are known as truth-functional fallacies. Consider the following question. Which of the following is a well-known truth-functional fallacy?
PHIL 447N Week 6 Quiz:
Question: (TCOs 1 and 5) In Chapter 11, we learned about three forms of inductive reasoning. Consider the following example. “I spent last night at that hotel and was never once bitten by a bedbug. There are no bedbugs in that hotel.” In this inductive argument, based on the speaker’s experience, which form of reasoning is being used?
- Question: (TCOs 1 and 5) In Chapter 11, we learned about three forms of inductive reasoning. Consider the following example.
“Japan has tight immigration laws and their economy is good. The same kinds of laws could work in the U.S.”
In this inductive argument, which form of reasoning is being used? - Question: (TCOs 6 and 7) In Chapter 7, we learned how to identify inductive fallacies, which are arguments that offer only weak support for their conclusions because their evidence is either weak or biased. Consider the following example.
“Hardworking Americans need change now!”
The inductive fallacy being used is: - Question: (TCO 2) In Chapter 7, we learned how to identify inductive fallacies, which are arguments that offer only weak support for their conclusions because their evidence is either weak or biased. Consider the following example
“I’d better not order the chocolate cake because if I do then the next thing you know I’ll eat everything on the desert menu, then I’ll gain so much weight I won’t be able to move.”
The inductive fallacy used is: - Question: (TCO 5) In Chapter 11, we learned three principles for forming causal hypotheses. It is important to remember that these principles only suggest, but do not establish a causal connection. Consider the following example. “There used to be no obesity problem in America. Studies in the past few years show that children nowadays are consuming significantly more calories than did children of prior decades. ………highly probable cause of increased obesity.”
In this causal hypothesis, the principle used is: