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- Intro to logic
- Introduction
- Defining a proof
You'll lose weight if and only if you burn more
calories than you take in.All those diet-plan books can never get around this,
and all their details are pointless.
True, calorie intake and expenditure solely determine weight loss/gain.
But after some thought, we can get examples where the above logicoverlooks some relevant differences:
If your friend told you they were switching from a diet of2000 calories of balanced short-term and long-term energy sources
(sugars, proteins, and carbs) to a diet of2000 calories worth of Pixy Stix at breakfast
plus a Flintstones multivitamin,would you be optimistic that they would have the willpower
to strictly follow the new plan?The two plans are equal when counting calories, but in actuality
one really is a better plan.(Even more exaggeratedly, consider a daily plan of
2000 calories of sugar while never drinking any watersince
water has no calories, it can't affect your calorie count,according to the above claim.)
These contrived counterexamples help illustrate that
it's conceivable that there
can be a difference
between diet plans, so the initial claim isn't technically true.
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The point illustrated
is that often real-world arguments incorrectlyimply that their result follows from the
form of the argument, when in fact
the form is not valid in the way a syllogism is.This fallacy can be illuminated by finding
a different domain in which the argument fails.The practice of searching for domains which invalidate
the argument can help both sides of a debate hone inon bringing the unspoken assumptions to light.
The original argument, if its conclusion is indeed true,must be patched either by adding the unspoken assumptions
or fixing the invalid form.
Mistakes in syllogisms are hard to make:
what are the only two ways to have an error in a syllogism?
- The argument isn't actually in syllogism form.
For example, the following is an
incorrect syllogism:
| 1 |
All people don't know my file's password. |
Premise
(Equivalent toNobody knows my file's password, but reworded
to be of the required formAll somethings have some property..) |
| 2 |
All hackers are people. |
Premise |
| 3 |
Therefore, my file is secure from hackers. |
Incorrect syllogism, lines 1,2 |
To be a syllogism, the conclusion would have to beall hackers don't know my file's password.The file might or might not be secure, but the above doesn't prove it.
- One of the two premises is wrong.
| 1 |
All people don't know my file's password. |
Premise,
but possibly false |
| 2 |
All hackers are people. |
Premise,
but possibly false |
| 3 |
Therefore, all hackers don't know my file's password. |
Syllogism, lines 1,2 |
This proof fails, of course, if some hackers are
non-people (
e.g. , programs),
or if some people know the password.(In fact, presumably
you know the password!)
Of course, even if a proof fails,
the conclusion might be true for other reasons.An incorrect argument doesn't prove the conclusion's opposite!
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Other inference rules
Of course, there are more ways to deduce things, beyond a syllogism.
- Who decides what the valid inference rules are?
- Is it always clear when people have used the inference rules correctly?
Questions & Answers
I'm interested in biological psychology and cognitive psychology
what does preconceived mean
How can I develope my cognitive domain
why is communication effective
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
effective communication can lead to improved outcomes in various settings, including personal relationships, business environments, and educational settings. By communicating effectively, individuals can negotiate effectively, solve problems collaboratively, and work towards common goals.
it starts up serve and return practice/assessments.it helps find voice talking therapy also assessments through relaxed conversation.
miss
Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
please i need answer
Wekolamo
because it helps many people around the world to understand how to interact with other people and understand them well, for example at work (job).
Agreed 👍 There are many parts of our brains and behaviors, we really need to get to know. Blessings for everyone and happy Sunday!
ARC
A child is a member of community not society elucidate ?
Isn't practices worldwide, be it psychology, be it science. isn't much just a false belief of control over something the mind cannot truly comprehend?
compare and contrast skinner's perspective on personality development on freud
Skinner skipped the whole unconscious phenomenon and rather emphasized on classical conditioning
war
explain how nature and nurture affect the development and later the productivity of an individual.
nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
Samuel
I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
and having a good philosophy of the world is like a sandwich and a peanut butter 👍
Jonathan
generally amnesi how long yrs memory loss
interpersonal relationships
What would be the best educational aid(s) for gifted kids/savants?
treat them normal, if they want help then give them.
that will make everyone happy
Saurabh
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Source:
OpenStax, Intro to logic. OpenStax CNX. Jan 29, 2008 Download for free at http://cnx.org/content/col10154/1.20
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