Psy 416: Reasoning and Problem Solving Spring 2003

Erwin Segal

Exam 2 study guide

Define or explain

1. proposition

2. premise

3. valid argument

4. sound argument

5. transitive relation

6. Venn Diagram

7. law of the excluded middle

Answer briefly as possible

8. What is meant by the claim that Propositional logic is Truth-functional?

9. What makes an argument a formal argument? How does that differ from an argument based on content?

10. What is the difference between a LOGICALLY TRUE Statement and an EMPIRICAL Statement? Give an example of each.

11. How do relational predicates differ from categorical predicates?

12. Modus ponens (Modus Tollens) is an axiom in propositional logic. What are the premises and what is the conclusion in this argument?

13. Consider the premises ALL A IS B and SOME B IS C.
What is a valid conclusion of the relation between A and C?

14. Identify two kinds of errors that people make that keep them from coming to a correct conclusion about the relationship between A and C?

15. The top row of a truth table contains propositions. What do the rows under the propositions represent?

16. Consider reasoning errors. 

17. What is the atmosphere effect?
b) What is a "belief bias?
c) What is a "transformation" error

18. Using the concept of truth tables explain the concepts of TAUTOLOGY, and EMPIRICAL PROPOSITION

19. Cite some evidence that a linear reasoning at times is analogic or pictorial? (You may wish to consider linear orders of greater than 3 items)

20. Describe the logical relation between the sentences All A is B and If A then B.

21. Show whether the following is a logically valid argument by using a truth table algorithm. Explain why it is or is not valid.

Premise (1) A B
Premise (2) B
Conclusion A

22. From a formal perspective the following two syllogisms are very different from one another (One is valid, the other invalid). From a causal content analysis the arguments are essentially equivalent.

Syllogism 1: Premise (1) If the streets are wet, then it rained.
               Premise (2)   The streets are wet.
            Conclusion:          It rained.

Syllogism 2: Premise (1) If it rained, then the streets are wet.
                    Premise (2)    The streets are wet.
               Conclusion:         It rained.

a. Explain the bases of the difference between the formal and content analyses.
b. Which of the two approaches are most likely to be used by normal untrained people?
c. What is the most likely decision by normal untrained subjects on the validity of these syllogisms if they easily think of multiple
       potential causes of wet streets?

Schema theory and Cognitive Development

1. How does the concept of decalage conflict with Piaget's stage theory?

2. In what way does the principle of reversibility support the idea of conservation of Number, Quantity, or Substance?

3. How does Vygotsky's Zone of Proximal Development contrast with Piaget's stage analysis?

4. Give an example of how schemas can influence comprehension.

5. Contrast Vygotsky's role of culture in cognitive development with Piaget's developmental approach.

6. What is Chi's idea that children are 'universal novices'?

7. Give a real or hypothetical example of where an intelligent adult may perform at the sensory motor or preoperational thought level.

8. Compare Piaget's concept of accommodation with either Gestalt concept of Restructuring or the  concept of Strength of Association as described by the connectionists

9. Describe an effective procedure that might solve the conservation of number (or another conservation) task.

Induction and Concept formation

1. Compare continuous and discontinuous processes.

2. What is the basic difference between Classical (Aristotelean), Prototype, and Exemplar views of categories?

3. In concept changes research, what is the difference between reversal and nonreversal shifts?

4. How do people generally use base rates in probability decisions when they are given unreliability descriptions of individuals?

Intelligence

1. Explain the concept of the g-Factor as a concept in understanding intelligence.

2. What is Sternberg’s Tripartite theory of Intelligence?

3. What are some of the properties of metacomponents in an analysis of intelligence according to Sternberg?

4. Explain the metaphors of the ladder and the bush as they apply to intelligence.

5. What is Gardner’s view of the nature of intelligence?

6. What is the role of information processing in intelligent behavior?