Self-study
Support When students receive negative criticism generated by computer programs, they are less likely to respond positively than when the critic is a human. █████ ███ ██████████ ██ █████████ ████████ ████ ███ ███████ ██████████ ██ ███ ████████ ███ ████ ██████ ██ █████ ████ █████████ ██ ██████ ████ ████ █████████ ██ ██████████
Summary
The author concludes that students are more likely to learn from criticism by humans than from criticism by computers.
Why?
Because, when students get negative criticism from a computer, they’re less likely to respond positively than when the criticism is from a human.
In addition, in order to accept criticism, one must respond positively to it.
(If you put the two premises together, they establish that students are less likely to accept criticism when it comes from a computer than when it comes from a human.)
Notable Assumptions
The author assumes that if a student does not accept a criticism, then they are less likely to learn from that criticism. (This is why the author thinks the lower chance of accepting criticism for a computer implies a lower chance of learning from criticism generated by a computer.)
10.
Which one of the following ██ ██ ██████████ ██ █████ ███ ████████ ████████
a
Students are more ██████ ██ █████ ████ █████████ ████ ████ ██████ ████ ████ █████████ ████ ██ ███ ███████
Necessary, because if it were not true — if students have an EQUAL or LOWER chance of learning from criticism they accept than from criticism they don’t accept — then the fact students are less likely to accept criticism from a computer would not prove that they’re less likely to learn from that criticism.
b
Unlike human critics, █████████ ███ █████████ ██ ███████ ███████████
Not necessary, because the idea of “compassion” is irrelevant. We already know students are less likely to respond positively to negative criticism from a computer than when it comes from a human; whether computers can show compassion doesn’t change this fact or the inferences that one can draw from that fact.
c
Students always know ███████ █████ ███████ ███ █████████ ██ ███████
Not necessary, because even if students don’t always know whether their critics are computer or humans, it’s still true that they are less likely to accept criticism generated by a computer. One can be less likely to respond positively or to accept criticism if that criticism was made by a computer, even if one doesn’t know that it’s from a computer. The writing style or the content of the criticism could be jarring and be perceived as less friendly, for example, even if a student doesn’t know that it came from a computer.
d
Criticism generated by █████████ ██ ██████ ██ ██ ████ █████████ ████ ████ ████████ ██ █████ ███████ ██ ████████ ██ ███ ████ █████
Not necessary, because the author never compares whether computers or humans are more or less likely to generate favorable criticism. The premises concern a comparison between the effects of negative criticism from computer and the effects of negative criticism from humans. The likelihood of producing criticism that is negative as opposed to positive is a separate issue.
e
Criticism generated by █████████ ██ ██████ ██ ██ ██ ████ ██ ████ █████████ ████ ████ ████████ ██ █████ ███████ ██ ████████ ██ ███ ████ █████
Not necessary, because the author never compares whether computers or humans are more or less likely to generate favorable criticism. The premises concern a comparison between the effects of negative criticism from computer and the effects of negative criticism from humans. The likelihood of producing criticism that is negative as opposed to positive is a separate issue.