Mcq-“Thinking about thinking” is the definition of what

Question 1.1. (TCO 1) “Thinking about thinking” is the definition of what? (Points : 4)Development of argumentsMeasure of good senseDevelopment of critical skillsWriting for clarityCritical thinkingQuestion 2.2. (TCO 1, 2, 4) What is the simple definition of an issue? (Points : 4)An element of political controversyA point of conflict between people or groups of peopleNothing more than a question of whether a given claim is true or notA cultural claim by a group of people with an allegation of rightnessAn allegation of truth or falsehoodQuestion 3.3. (TCO 1, 2, 3) What are the two parts of an argument? (Points : 4)Description and detailProblem and proposalExplanation and clarificationDefinition and examplePremise and conclusionQuestion 4.4. (TCOs 2, 3) Inductive arguments support conclusions and are described as stronger or weaker. What is meant by that description? (Points : 4)It proves the conclusion.It is a measure of how much support a premise provides for a conclusion.It is a measure to show opportunities for improvement.It is a measure of how certain the conclusion is.It provides encouragement for believing the claim in the conclusion.Question 5.5. (TCO 1, 2) The mode of persuasion that Aristotle defined as ethos refers to arguments based on what? (Points : 4)Whether a decision is ethicalBeing alert to influences in one’s thinkingThe speaker’s personal attributesThe audience’s emotionsUsing information and reasoningQuestion 6.6. (TCO 6) What is a likely reason for having trouble identifying a conclusion in what you hear or read? (Points : 4)There are too many rhetorical claimsThere is not enough background informationThe premise introduces a consideration that runs counter to common senseThe conventions of argument are not being followedIt could be that the passage is not an argument at allQuestion 7.7. (TCOs 6, 7, 8, 9) Which of the five items below is usually NOT a part of a good argumentative essay?(Points : 4)A statement of one’s position on the issueArguments that support one’s position on the issueRebuttals of arguments that support contrary positions on the issueAn author’s claim to speak with respected expertise based on qualifications or experienceA statement of the issueQuestion 8.8. (TCOs 6, 8, 9) What is grouping ambiguity? (Points : 4)When one arbitrarily classifies people as a group for unclear purposesWhen people share an affinity that is not obviousWhen it is not clear whether a word is being used to refer to a group or to the individuals within a groupWhen an author or speaker seeks a group to blame as a scapegoatWhen labeling classifications of people with epithetsQuestion 9.9. (TCOs 2, 6, 7, 8) If a claim is made by a disinterested party, we know that (Points : 4)disinterested parties have no stake in our believing one way or another.disinterested parties bring weaker information.disinterested parties lack expertise in the content of given claims.disinterested parties lack credibility over a given claim.disinterested parties bring irrelevant considerations to discussions.Question 10.10. (TCOs 1, 6, 7, 9) What is the meaning of the rhetorical device called a stereotype? (Points : 4)Assumptions about all members of a group based on a single memberA thought or image about a group of people based on little or no evidenceA euphemism for opposing groupsA multiple view of an identified group of people or objectsA categorization of similar peopleQuestion 11.11. (TCOs 1, 7) What is the purpose of the rhetorical device called hyperbole? (Points : 4)Synonym for euphemismTo bring humor to a difficult analysisExaggerating for effectSarcastic claimBased on unwarranted assumptionsQuestion 12.12. (TCOs 1, 2) What is the personal ad hominem fallacy? (Points : 4)Attacking an argument based on the personal shortcomings of the one making the argumentThe status given to an argument based on the fame and good reputation of the originating personAttacking an argument based on the confusion of what the author has presented beforeAttacking an argument because of who presented itAttributing added value to an argument based on who has presented itQuestion 13.13. (TCOs 6, 7, 8) To the overall topic of burden of proof, what is the purpose of the rule called affirmative/negative plausibility? (Points : 4)Other things being equal, the burden of proof falls automatically on those supporting it affirmatively.Other things being equal, the burden of proof is shared by all parties that have a shared interest in the outcome.Other things being equal, the burden of proof rests with the parties with the most to lose.Other things being equal, the burden of proof rests with neither party automatically.Other things being equal, the first decision must be who must bear the burden of proof.Question 14.14. (TCOs 1, 2) What are the two terms that go into the standard-form categorical claim? (Points : 4)Initial term and background termPlain term and common sense termCategory term and individual termSubject term and predicate termFirst term and second termQuestion 15.15. (TCOs 3, 4) Each standard form of categorical logic has its own graphic illustration known by what name? (Points : 4)Overlapping regionsBlock of exclusionJoHari windowVenn diagramSquare of oppositionQuestion 16.16. (TCOs 3, 4, 8, 9) What circumstances are necessary for two claims to be equivalent? (Points : 4)They would be true in all and exactly the same circumstances.They match perfectly in form but address differing topics.They match but one of the issues cannot be affirmed as true.They both give a graphic illustration of standard-form claims.They express differing relations within the same class or category.Question 17.17. (TCOs 2, 3, 4) Logical relationships between corresponding claims of standard-form categorical logic are illustrated in the graphic square of opposition. What is known about two claims when they are called subcontrary claims? (Points : 4)They would share the same predicate term.They would share the same subject term.They need not be in the same standard form of translation.They can both be true, but they cannot both be false.Only one of them can be true.Question 18.18. (TCOs 2, 3, 4) How do we work the categorical operation called obversion? (Points : 4)By changing the claims from being in the same class to being outside the classBy limiting the scope of terms used to those within a classBy changing a claim from positive to negative, or vice versaBy changing one claim to referring outside of a class but leaving the other one inside the classBy making an argument invalid in formQuestion 19.19. (TCOs 2, 5) What is the purpose of studying a sample? (Points : 4)To establish logical connections among a group of peopleTo observe new and previously unseen factors in a population of peopleTo reduce a study to a manageable sizeFor reasons of economy of both effort and costTo generalize your findings from a sample to the whole set from which the sample is takenQuestion 20.20. (TCOs 2, 5) In studying a sample, what is meant by the term sampling frame? (Points : 4)A precise definition of the population and the attribute in which one is interestedThe diversity of the whole population that is being studiedSome part of the population intentionally left out of the target populationSome biasing factor excluded from the target populationThe size of the sample itselfQuestion 21.21. (TCOs 1, 5, 8, 9) What is the inductive “fallacy of hasty generalization”? (Points : 4)The acceptance of a lowered error marginA rush to judgmentA conclusion based on the earliest results of a sampleLetting one’s own biases impact interpretation of resultsOverestimating the strength of an argument based on a small sampleQuestion 22.22. (TCOs 1, 2) What does “attacking the analogy” mean? (Points : 4)The acceptance of a lowered degree of similarity between analoguesShowing that analogues are not as similar as stated or impliedA conclusion based on the earliest results of a sampleShowing the interpretation of resultsOverestimating the strength of an analogyQuestion 23.23. (TCOs 1, 2, 3) What is the difference between an explanation and an argument? (Points : 4)Arguments are specific; explanations are general.Arguments support or demonstrate statements; explanations elucidate something in one way or another.Arguments describe what does happen; explanations describe what will happen.Arguments show the interpretation of results; explanations show the reasons for the results.Arguments make claims; explanations make premises.Question 24.24. (TCOs 2, 6) Aristotle wrote in the Nicomachean Ethics that ethical virtues are what? (Points : 4)Gained by imitating worthy peopleNatural-born abilitiesTraits (such as wisdom, justice, courage, and temperance) that we acquire through our abilities of reason and which we practice until they become habitsGained by concentrated study under disciplined teachers, much like coachingGained by specialized knowledge and study in very precisely defined subjectsQuestion 25.25. (TCOs 1, 6) “If someone appears to be violating the consistency principle, then the burden of proof is on that person to show he or she is in fact not violating the principle.” What fallacy is being committed by the person who violates this statement? (Points : 4)Red herringInconsistency ad hominemUtilitarianismJustified exception to the ruleStrawman