1 / 14

Inductive Argument

Inductive Argument. Identifying and Evaluating Inductive Arguments. Generalizations. Inductive argument move from things known to things unknown. Sample- item or items we know something about. Target class- group of items to which we wish to extend our knowledge. Types of Generalizations.

limei
Download Presentation

Inductive Argument

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Inductive Argument Identifying and Evaluating Inductive Arguments

  2. Generalizations • Inductive argument move from things known to things unknown. • Sample- item or items we know something about. • Target class- group of items to which we wish to extend our knowledge.

  3. Types of Generalizations • Universal- moves from sample to draw conclusion about total target class. • All crows are black. • No whales are fish.

  4. Statistical Generalization • Draws a conclusion about a portion of the target group. • 1/5 of adult Americans are obese. • More teenagers die of accidents related to alcohol than do adults. • Most jungles are hot.

  5. Analogical Generalization • Draws a conclusion about a target item on the basis of a shared similarity or similarities. • This pair of shoes, like these shoes, is made of leather, has the same style and same maker. Thus, like these shoes, this new pair of shoes will be comfortable.

  6. Causal Generalization • Draws a conclusion about an observed relationship, i.e., that this relationship will always occur, on the basis of previously observed instances of the relationship.

  7. Example • at time 1, y follows x. • at time 2, y follows x. • at time 3, y follows x. • etc. • Thus, x causes y.

  8. Functional Causation • Draws a conclusion about a relationship, i.e., that it is causal on the basis of a correlation. • time 1 y increase as x does. • time 2 y increase as x does. • time 3 y increases as x does. Thus x & y causally related, one is the function of the other.

  9. Evaluation Criteria • Clear definition-class & characteristics. • “Former mental patients are more law-abiding than other citizens.”

  10. Evaluation Criteria • Similarity of sample and target? • People surveyed by phone from 9a.m.-3p.m. • Target- Americans

  11. Representative Sample • Is the sample typical of the class under a wide variety of circumstances? • “All fiddle crabs enter their burrows and close them when the tide flows in. • 13 different species • East Coast, West Coast, Manila Bay, Italian Coast, etc.

  12. Evaluation Criteria • Sufficiency of sample size. –varies according to material being studied. • All members of this class are brilliant, thus all CSUB students arebrilliant. • This water boils at 120 degrees Fahrenheit. Thus water boils at 120 degrees Fahrenheit.

  13. Evaluation Criteria • Scope- how cautious is the conclusion in terms of sample? • All East Coast Fiddler crabs; all American Fiddlers; All. • The Roadrunners have won all their games so far; thus they will have an undefeated season.

  14. Analogy • I am going to take Psychology 310 next quarter because it is taught by Professor Good and should be interesting. I took Psychology 110 and 200 with him and they were interesting. • Is it important that Psychology 310 deals with rat behavior and studies while the other courses dealt with human psychology?

More Related