Assignment: Inductive Inference

Examples of Inductive Inference

We have learned in Chapter 5 of our book that inductive inference is the most common kind of inference of all. It happens every day in each of our lives. This discussion will give each student a chance to create examples of common forms of inductive inference.

Prepare: To prepare to answer this prompt, take another look at Chapter 5 of our book, paying close attention to the names of the various forms of inductive inference. Take a look as well at the required resources from this week.

Reflect: Think about examples you have seen of each type of inductive inference in daily life. Consider the relative strength of such inferences in light of the methods of evaluation that you learned in the chapter.

Write: To answer the prompt, create or find one example each of three different types of inductive inference that we learned in Chapter 5. Clearly indicate as well which type of inductive inference it is. For each of your arguments, include an analysis of its degree of strength using the evaluative methods we learned in the chapter for that type of argument.

Guided Response: Respond to at least three of your classmates’ posts. In each case provide substantive thoughts about the strength of the inference. Mention as well what premises you think could be added to strengthen the inference or which might weaken it. How do you think that the argument could be improved?

Discussion 2 – week 3 Leslie Dayson Email this Author 2/21/2017 8:07:32 PM

Casual inference suggests there is a reason to the conclusion that is likely to be or something is a connection based on the conditions of the occurrence of an effect. For instance, someone may have heard a piano playing thus one would infer someone is or was playing when in fact it may have been an electronic synthesizer. The original conclusion may have been likely but there are other scenarios that could present the same factor. “The elements of correlation of two factors could indicate a causal relationship between them, but additional factors should be confirmed to create the actual aspects of a causal relationship (Deak, 2012).”

Statistical Argument is a direct inference or a non-deductive syllogism. Michael Jordan was the best NBA player in his era. His statistics proves that he was the best NBA player while on the Chicago Bulls team. A position that in principle is generally, but not universally, true or false is considered a statistical syllogism. All women love rose and chocolates. Southerners’ drink tea and retirees move to Florida.

Prediction, a past sample offers a developing future direction. The assessment seeks to determine the truth, it reveals the prediction premise could be accurate and stronger in inferences. For example, if one car company has a lost in revenue due to low sales then it’s likely that other car companies are having the same impact.

Discussion 2 Alyssa Rasmussen Email this Author 2/23/2017 5:38:00 AM

The top three types of inductive inference I am going to write about in this discussion are Arguments of Authority, Casual Arguments, and Statistical Arguments.

Arguments of Authority: This type of argument is structured in strength due to its authorative voice. An example of this would be if a mother tells her child that they have to separate their dirty clothes by color before they get washed. The child will probably listen because it is his mother who is arguing this claim. To evaluate the strength of this argument, I would identify the argument as being an inductive argument of authority. I would also try to evaluate the strength of this argument and look at the weaknesses.

Casual Arguments: Casual Arguments are arguments that are usually presented to us in almost everyday scenarios. We may infer something is true when it turns out not to be. An example of this would be telling your husband a grocery store is open until 10pm on week days, and then your husband goes to the grocery store at 9pm on a Monday night and it’s closed because you forgot it was Martin Luther King day.

Statistical Arguments: Statistical Arguments are arguments based on statistics. These arguments could infer that something may statistically be more probable, yet still not be correct. An example of this would be California,s earthquake statiistics. Statistics have alarmed scientists to believe that California would have a massive earthqauke in October of 2016, however, this massive earthqauke obviously did not occur

Assignment: Inductive Inference

Assignment: Inductive Inference

Assignment: Inductive Inference

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Inductive Reasoning Discussion #2 Denise Winston Email this Author 2/23/2017 2:37:23 PM

The three Inductive Inferences I chose are: Causal Arguments, Statistical Arguments, and Arguments from Authority:

Causal arguments are based on cause-and-effect, and things that happen in everyday occurrences, one example is, Krispie Kreme has the best donuts.

Statistical arguments are basically statistics and the conclusions come from percentages, one example is:

90% of humans are right handed

Pat is Human

Therefore, Pat is righthanded

Arguments from authority is a type of argument that is structured in strength due to its authoritative voice, it is an inductive argument which one infers that a claim is true because someone say so. An example: Children need a education, Therefore Children are expected to go to school everyday.

Reference:

Hardy, J. Foster, C., &Zuniga Y Postigo, G. (2015). With Good Reason: A Guide to Critical Thinking [Electronic version]. Retrieved from http:// content. ashford.edu/

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.