Guided Learning Activity: Inductive Reasoning and Causal Evaluation ____________________________________________________________________________________________ Section 1: Forming Inductive Generalizations and Statistical Arguments. One of the hallmarks of critical thinking is making inductive generalizations. We can't help but do them, so we might as well learn how to do them best. Read pages 299-301 to help with that. Passage 1: Consumer Preferences and Market Trends [A] A survey of 10,000 consumers reveals that 65% prefer shopping online over visiting physical stores. [B] Some industry experts argue that the trend may be influenced by temporary factors, such as seasonal discounts. [C] However, a major retailer, seeing a rise in e-commerce sales, shifts its focus toward digital marketing. [D] Despite this, company executives are saying online shopping will continue growing. [E] They plan to expand their digital platform based on the survey results. Question 1: Which line introduces the generalization made from the survey results? a. A b. B c. C d. D e. E Question 2: Which line describes an action taken as a result of the generalization? a. A b. B c. C d. D e. E Question 3: Which line represents a prediction? a. A b. B c. C d. D e. E

Question 4: Which line introduces an alternative explanation for the observed trend? a. A b. B c. C d. D e. E Question 5: Which line describes a long-term consequence of the argument? a. A b. B c. C d. D e. E Section 2: Evaluating Inductive Generalizations. Generalizations are fraught with difficulties. While it's essential and unavoidable that we do them, there are better and worse ways. We don't want to jump to conclusions. Read pages 301-5 for some help on how to evaluate inductive arguments. Passage 2: Workplace Productivity and Remote Work [A]A company surveys its employees and finds that 80% report higher productivity when working remotely. [B] Management implements a flexible work policy to allow remote work more frequently. [C] Some analysts suggest that the productivity boost may be temporary due to the novelty of remote work. [D] The company monitors long-term performance trends to evaluate the effectiveness of the policy. [E] Some employees report preferring office environments for better collaboration. Question 6: Which line presents an inductive generalization? a. A b. B c. C d. D e. E Question 7: Which line acknowledges counterarguments to the generalization? a. A b. B

c. C d. D e. E Question 8: Which line describes an action based on the generalization? a. A b. B c. C d. D e. E Question 9: Which line presents an ongoing evaluation to strengthen the argument? a. A b. B c. C d. D e. E Question 10: Which line introduces an alternative explanation that challenges the generalization? a. A b. B c. C d. D e. E Section 3: Forming Causal Arguments: Causation is essential to medicine. You're sick, and you want to know what caused it. There are rules and guidelines to making good causal arguments. Reading pages 309-315 will get you started. Also watch these videos: Using Correlation to Determine Causation (found in the current week 4 workbook) And Causal Arguments (also found in the current week 4 workbook) Passage 3: Digital Learning and Student Performance

[A] A school district implements a new digital learning platform and sees a 12% increase in test scores. [B] Administrators credit the improvement to the new technology. [C] Some educators suggest that other factors, like reduced class sizes and extended study hours, may have also played a role. [D] The district plans to expand the program to all schools. [E] Researchers recommend additional studies to confirm the platform's effectiveness. Question 11: Which line describes a decision made based on the conclusion? a. A b. B c. C d. D e. E Question 12: Which line contains the causal conclusion? a. A b. B c. C d. D e. E Question 13: Which line introduces an alternative explanation? a. A b. B c. C d. D e. E Question 14: Which line presents the observed effect on student performance? a. A b. B c. C d. D e. E Question 15: Which line calls for further research before drawing firm conclusions? a. A b. B c. C d. D

e. E Section 4: Forming Analogical Arguments. We make analogies all the time. When we compare like to like, we are doing critical thinking even if we don't realize that's what we are doing. For more on how to make good analogical arguments please read pages 309-315. Also, watch the following video: Analogical Arguments (from section 5 of the current workbook) Passage 4: Exercise and Mental Health [A] The human body is like a car engine. [B] Both require regular maintenance to function properly. [C] Just as an engine needs oil changes to prevent damage, the body needs a balanced diet and exercise to maintain health. [D] Neglecting can lead to breakdowns, such as heart attacks for the body and engine failure for a car. [E]Taking care of your body is as essential as maintaining your vehicle to ensure longevity and performance. Question 16: Which line contains the primary analogy? a. A b. B c. C d. D e. E Question 17: Which line describes a shared characteristic of the two items in the analogy? a. A b. B c. C d. D e. E Question 18: Which line explores consequences to the body and to the engine? a. A b. B c. C d. D e. E Question 19: What weakens the analogy in this passage?

a. A b. B c. C d. D e. E Question 20: Which line provides a motivational takeaway from the analogy? a. A b. B c. C d. D

e. E