Leading Logical Fallacies in Legal Argument – Part 1 Gerald Lebovits
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Conjunction Fallacy' Revisited: How Intelligent Inferences Look Like Reasoning Errors
Journal of Behavioral Decision Making J. Behav. Dec. Making, 12: 275±305 (1999) The `Conjunction Fallacy' Revisited: How Intelligent Inferences Look Like Reasoning Errors RALPH HERTWIG* and GERD GIGERENZER Max Planck Institute for Human Development, Berlin, Germany ABSTRACT Findings in recent research on the `conjunction fallacy' have been taken as evid- ence that our minds are not designed to work by the rules of probability. This conclusion springs from the idea that norms should be content-blind Ð in the present case, the assumption that sound reasoning requires following the con- junction rule of probability theory. But content-blind norms overlook some of the intelligent ways in which humans deal with uncertainty, for instance, when drawing semantic and pragmatic inferences. In a series of studies, we ®rst show that people infer nonmathematical meanings of the polysemous term `probability' in the classic Linda conjunction problem. We then demonstrate that one can design contexts in which people infer mathematical meanings of the term and are therefore more likely to conform to the conjunction rule. Finally, we report evidence that the term `frequency' narrows the spectrum of possible interpreta- tions of `probability' down to its mathematical meanings, and that this fact Ð rather than the presence or absence of `extensional cues' Ð accounts for the low proportion of violations of the conjunction rule when people are asked for frequency judgments. We conclude that a failure to recognize the human capacity for semantic and pragmatic inference can lead rational responses to be misclassi®ed as fallacies. Copyright # 1999 John Wiley & Sons, Ltd. KEY WORDS conjunction fallacy; probabalistic thinking; frequentistic thinking; probability People's apparent failures to reason probabilistically in experimental contexts have raised serious concerns about our ability to reason rationally in real-world environments. -
6.5 Rules for Evaluating Syllogisms
6.5 Rules for Evaluating Syllogisms Comment: Venn Diagrams provide a clear semantics for categorical statements that yields a method for determining validity. Prior to their discovery, categorical syllogisms were evaluated by a set of rules, some of which are more or less semantic in character, others of which are entirely syntactic. We will study those rules in this section. Rule 1: A valid standard form categorical syllogism must contain exactly three terms, and each term must be used with the same meaning throughout the argument. Comment: A fallacy of equivocation occurs if a term is used with more than one meaning in a categorical syllogism, e.g., Some good speakers are woofers. All politicians are good speakers. So, some politicians are woofers. In the first premise, “speakers” refers to an electronic device. In the second, it refers to a subclass of human beings. Definition (sorta): A term is distributed in a statement if the statement “says something” about every member of the class that the term denotes. A term is undistributed in a statement if it is not distributed in it. Comment: To say that a statement “says something” about every member of a class is to say that, if you know the statement is true, you can legitimately infer something nontrivial about any arbitrary member of the class. 1 The subject term (but not the predicate term) is distributed in an A statement. Example 1 All dogs are mammals says of each dog that it is a mammal. It does not say anything about all mammals. Comment: Thus, if I know that “All dogs are mammals” is true, then if I am told that Fido is a dog, I can legitimately infer that Fido is a mammal. -
Western Logic Formal & Informal Fallacy Types of 6 Fallacies
9/17/2021 Western Logic Formal & Informal Fallacy Types of 6 Fallacies- Examrace Examrace Western Logic Formal & Informal Fallacy Types of 6 Fallacies Get unlimited access to the best preparation resource for competitive exams : get questions, notes, tests, video lectures and more- for all subjects of your exam. Western Logic - Formal & Informal Fallacy: Types of 6 Fallacies (Philosophy) Fallacy When an argument fails to support its conclusion, that argument is termed as fallacious in nature. A fallacious argument is hence an erroneous argument. In other words, any error or mistake in an argument leads to a fallacy. So, the definition of fallacy is any argument which although seems correct but has an error committed in its reasoning. Hence, a fallacy is an error; a fallacious argument is an argument which has erroneous reasoning. In the words of Frege, the analytical philosopher, “it is a logician՚s task to identify the pitfalls in language.” Hence, logicians are concerned with the task of identifying fallacious arguments in logic which are also called as incorrect or invalid arguments. There are numerous fallacies but they are classified under two main heads; Formal Fallacies Informal Fallacies Formal Fallacies Formal fallacies are those mistakes or errors which occur in the form of the argument. In other words, formal fallacies concern themselves with the form or the structure of the argument. Formal fallacies are present when there is a structural error in a deductive argument. It is important to note that formal fallacies always occur in a deductive argument. There are of six types; Fallacy of four terms: A valid syllogism must contain three terms, each of which should be used in the same sense throughout; else it is a fallacy of four terms. -
Thinking About the Ultimate Argument for Realism∗
Thinking About the Ultimate Argument for Realism∗ Stathis Psillos Department of Philosophy and History of Science University of Athens Panepistimioupolis (University Campus) Athens 15771 Greece [email protected] 1. Introduction Alan Musgrave has been one of the most passionate defenders of scientific realism. Most of his papers in this area are, by now, classics. The title of my paper alludes to Musgrave’s piece “The Ultimate Argument for Realism”, though the expression is Bas van Fraassen’s (1980, 39), and the argument is Hilary Putnam’s (1975, 73): realism “is the only philosophy of science that does not make the success of science a miracle”. Hence, the code-name ‘no-miracles’ argument (henceforth, NMA). In fact, NMA has quite a history and a variety of formulations. I have documented all this in my (1999, chapter 4). But, no matter how exactly the argument is formulated, its thrust is that the success of scientific theories lends credence to the following two theses: a) that scientific theories should be interpreted realistically and b) that, so interpreted, these theories are approximately true. The original authors of the argument, however, did not put an extra stress on novel predictions, which, as Musgrave (1988) makes plain, is the litmus test for the ability of any approach to science to explain the success of science. Here is why reference to novel predictions is crucial. Realistically understood, theories entail too many novel claims, most of them about unobservables (e.g., that ∗ I want to dedicate this paper to Alan Musgrave. His exceptional combination of clear-headed and profound philosophical thinking has been a model for me. -
Graphical Techniques in Debiasing: an Exploratory Study
GRAPHICAL TECHNIQUES IN DEBIASING: AN EXPLORATORY STUDY by S. Bhasker Information Systems Department Leonard N. Stern School of Business New York University New York, New York 10006 and A. Kumaraswamy Management Department Leonard N. Stern School of Business New York University New York, NY 10006 October, 1990 Center for Research on Information Systems Information Systems Department Leonard N. Stern School of Business New York University Working Paper Series STERN IS-90-19 Forthcoming in the Proceedings of the 1991 Hawaii International Conference on System Sciences Center for Digital Economy Research Stem School of Business IVorking Paper IS-90-19 Center for Digital Economy Research Stem School of Business IVorking Paper IS-90-19 2 Abstract Base rate and conjunction fallacies are consistent biases that influence decision making involving probability judgments. We develop simple graphical techniques and test their eflcacy in correcting for these biases. Preliminary results suggest that graphical techniques help to overcome these biases and improve decision making. We examine the implications of incorporating these simple techniques in Executive Information Systems. Introduction Today, senior executives operate in highly uncertain environments. They have to collect, process and analyze a deluge of information - most of it ambiguous. But, their limited information acquiring and processing capabilities constrain them in this task [25]. Increasingly, executives rely on executive information/support systems for various purposes like strategic scanning of their business environments, internal monitoring of their businesses, analysis of data available from various internal and external sources, and communications [5,19,32]. However, executive information systems are, at best, support tools. Executives still rely on their mental or cognitive models of their businesses and environments and develop heuristics to simplify decision problems [10,16,25]. -
Philosophy of Physical Activity Education (Including Educational Sport)
eBook Philosophy of Physical Activity Education (Including Educational Sport) by EARLEPh.D., F. LL.D., ZEIGLER D.Sc. PHILOSOPHY OF PHYSICAL ACTIVITY EDUCATION (INCLUDING EDUCATIONAL SPORT) Earle F. Zeigler Ph.D., LL.D., D.Sc., FAAKPE Faculty of Kinesiology The University of Western Ontario London, Canada (This version is as an e-book) 1 PLEASE LEAVE THIS PAGE EMPTY FOR PUBLICATION DATA 2 DEDICATION This book is dedicated to the following men and women with whom I worked very closely in this aspect of our work at one time or another from 1956 on while employed at The University of Michigan, Ann Arbor; the University of Illinois, U-C; and The University of Western Ontario, London, Canada: Susan Cooke, (Western Ontario, CA); John A. Daly (Illinois, U-C); Francis W. Keenan, (Illinois, U-C); Robert G. Osterhoudt (Illinois, U-C); George Patrick (Illinois, U-C); Kathleen Pearson (Illinois, U-C); Sean Seaman (Western Ontario, CA; Danny Rosenberg (Western Ontario, CA); Debra Shogan (Western Ontario, CA); Peter Spencer-Kraus (Illinois, UC) ACKNOWLEDGEMENTS In the mid-1960s, Dr. Paul Weiss, Heffer Professor of Philosophy, Catholic University of America, Washington, DC, offered wise words of counsel to me on numerous occasions, as did Prof. Dr. Hans Lenk, a "world scholar" from the University of Karlsruhe, Germany, who has been a friend and colleague for whom I have the greatest of admiration. Dr. Warren Fraleigh, SUNY at Brockport, and Dr. Scott Kretchmar. of The Pennsylvania State University have been colleagues, scholars, and friends who haven't forgotten their roots in the physical education profession. -
The Critical Thinking Toolkit
Galen A. Foresman, Peter S. Fosl, and Jamie Carlin Watson The CRITICAL THINKING The THE CRITICAL THINKING TOOLKIT GALEN A. FORESMAN, PETER S. FOSL, AND JAMIE C. WATSON THE CRITICAL THINKING TOOLKIT This edition first published 2017 © 2017 John Wiley & Sons, Inc. Registered Office John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK Editorial Offices 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley-blackwell. The right of Galen A. Foresman, Peter S. Fosl, and Jamie C. Watson to be identified as the authors of this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. -
Zusammenfassung
Zusammenfassung Auf den folgenden beiden Seiten werden die zuvor detailliert darge- stellten 100 Fehler nochmals übersichtlich gruppiert und klassifiziert. Der kompakte Überblick soll Sie dabei unterstützen, die systemati- schen Fehler durch geeignete Maßnahmen möglichst zu verhindern beziehungsweise so zu reduzieren, dass sich keine allzu negativen Auswirkungen auf Ihr operatives Geschäft ergeben! Eine gezielte und strukturierte Auseinandersetzung mit den Fehler(kategorie)n kann Sie ganz allgemein dabei unterstützen, Ihr Unternehmen „resilienter“ und „antifragiler“ aufzustellen, das heißt, dass Sie von negativen Entwicklungen nicht sofort umgeworfen werden (können). Außerdem kann eine strukturierte Auseinander- setzung auch dabei helfen, sich für weitere, hier nicht explizit genannte – aber ähnliche – Fehler zu wappnen. © Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2019 402 C. Glaser, Risiko im Management, https://doi.org/10.1007/978-3-658-25835-1 403 Zusammenfassung Zu viele Zu wenig Nicht ausreichend Informationen Informationsgehalt Zeit zur Verfügung Deshalb beachten wir Deshalb füllen wir die Deshalb nehmen wir häufig typischerweise nur… Lücken mit… an, dass… Veränderungen Mustern und bekannten wir Recht haben Außergewöhnliches Geschichten wir das schaffen können Wiederholungen Allgemeinheiten und das Naheliegendste auch Bekanntes/Anekdoten Stereotypen das Beste ist Bestätigungen vereinfachten wir beenden sollten, was Wahrscheinlichkeiten und wir angefangen haben Zahlen unsere Optionen einfacheren -
Indiscernible Logic: Using the Logical Fallacies of the Illicit Major Term and the Illicit Minor Term As Litigation Tools
WLR_47-1_RICE (FINAL FORMAT) 10/28/2010 3:35:39 PM INDISCERNIBLE LOGIC: USING THE LOGICAL FALLACIES OF THE ILLICIT MAJOR TERM AND THE ILLICIT MINOR TERM AS LITIGATION TOOLS ∗ STEPHEN M. RICE I. INTRODUCTION Baseball, like litigation, is at once elegant in its simplicity and infinite in its complexities and variations. As a result of its complexities, baseball, like litigation, is subject to an infinite number of potential outcomes. Both baseball and litigation are complex systems, managed by specialized sets of rules. However, the results of baseball games, like the results of litigation, turn on a series of indiscernible, seemingly invisible, rules. These indiscernible rules are essential to success in baseball, in the same way the rules of philosophic logic are essential to success in litigation. This article will evaluate one of the philosophical rules of logic;1 demonstrate how it is easily violated without notice, resulting in a logical fallacy known as the Fallacy of the Illicit Major or Minor Term,2 chronicle how courts have identified this logical fallacy and used it to evaluate legal arguments;3 and describe how essential this rule and the fallacy that follows its breach is to essential effective advocacy. However, because many lawyers are unfamiliar with philosophical logic, or why it is important, this article begins with a story about a familiar subject that is, in many ways, like the rules of philosophic logic: the game of baseball. ∗ Stephen M. Rice is an Assistant Professor of Law, Liberty University School of Law. I appreciate the efforts of my research assistant, Ms. -
Argument Forms and Fallacies
6.6 Common Argument Forms and Fallacies 1. Common Valid Argument Forms: In the previous section (6.4), we learned how to determine whether or not an argument is valid using truth tables. There are certain forms of valid and invalid argument that are extremely common. If we memorize some of these common argument forms, it will save us time because we will be able to immediately recognize whether or not certain arguments are valid or invalid without having to draw out a truth table. Let’s begin: 1. Disjunctive Syllogism: The following argument is valid: “The coin is either in my right hand or my left hand. It’s not in my right hand. So, it must be in my left hand.” Let “R”=”The coin is in my right hand” and let “L”=”The coin is in my left hand”. The argument in symbolic form is this: R ˅ L ~R __________________________________________________ L Any argument with the form just stated is valid. This form of argument is called a disjunctive syllogism. Basically, the argument gives you two options and says that, since one option is FALSE, the other option must be TRUE. 2. Pure Hypothetical Syllogism: The following argument is valid: “If you hit the ball in on this turn, you’ll get a hole in one; and if you get a hole in one you’ll win the game. So, if you hit the ball in on this turn, you’ll win the game.” Let “B”=”You hit the ball in on this turn”, “H”=”You get a hole in one”, and “W”=”you win the game”. -
Reasoning in School
Reasoning in School For this I’m indebted to my Dad, who has over the years wisely entertained my impassioned ideas about education, to my Mom, whose empathy I’ve internalized, and to many liberal teachers. Preface A fifth grader taught me the word ‘metacognition’, which, following her, we can take to mean “thinking about thinking”. This is an analogical exercise in metacognition. It is secondarily an introduction to the process of reasoning and primarily an examination of basic notions about that process, especially those that are supposed commonsense and those that are missing from our self-concepts. As it turns out, subjecting popular metacognitive attitudes to even minor scrutiny calls some of them seriously into question. It is my goal to do so, and to form in the mind of the reader better founded beliefs about reasoning and thereby a more accurate, and consequently empowering, self-understanding. I would love to set in motion the mind that frees itself. I am in the end interested in reasoning in school as it relates to the practice of Philosophy for Children (p4c). It is amazing that reasoning is not a part of the K-12 curriculum. That it is not I find plainly unjustifiable and seriously unjust. In what follows I defend this position and consider p4c in light of it. Because I am focused on beliefs about thinking, as opposed to the cognitive psychology of thought, I am afforded some writing leeway. I am not a psychologist, but I have a fair metacognitive confidence thanks to my background in philosophy. -
Infographic I.10
The Digital Health Revolution: Leaving No One Behind The global AI in healthcare market is growing fast, with an expected increase from $4.9 billion in 2020 to $45.2 billion by 2026. There are new solutions introduced every day that address all areas: from clinical care and diagnosis, to remote patient monitoring to EHR support, and beyond. But, AI is still relatively new to the industry, and it can be difficult to determine which solutions can actually make a difference in care delivery and business operations. 59 Jan 2021 % of Americans believe returning Jan-June 2019 to pre-coronavirus life poses a risk to health and well being. 11 41 % % ...expect it will take at least 6 The pandemic has greatly increased the 65 months before things get number of US adults reporting depression % back to normal (updated April and/or anxiety.5 2021).4 Up to of consumers now interested in telehealth going forward. $250B 76 57% of providers view telehealth more of current US healthcare spend % favorably than they did before COVID-19.7 could potentially be virtualized.6 The dramatic increase in of Medicare primary care visits the conducted through 90% $3.5T telehealth has shown longevity, with rates in annual U.S. health expenditures are for people with chronic and mental health conditions. since April 2020 0.1 43.5 leveling off % % Most of these can be prevented by simple around 30%.8 lifestyle changes and regular health screenings9 Feb. 2020 Apr. 2020 OCCAM’S RAZOR • CONJUNCTION FALLACY • DELMORE EFFECT • LAW OF TRIVIALITY • COGNITIVE FLUENCY • BELIEF BIAS • INFORMATION BIAS Digital health ecosystems are transforming• AMBIGUITY BIAS • STATUS medicineQUO BIAS • SOCIAL COMPARISONfrom BIASa rea• DECOYctive EFFECT • REACTANCEdiscipline, • REVERSE PSYCHOLOGY • SYSTEM JUSTIFICATION • BACKFIRE EFFECT • ENDOWMENT EFFECT • PROCESSING DIFFICULTY EFFECT • PSEUDOCERTAINTY EFFECT • DISPOSITION becoming precise, preventive,EFFECT • ZERO-RISK personalized, BIAS • UNIT BIAS • IKEA EFFECT and • LOSS AVERSION participatory.