i have a question that needs some clarifications. in my opinion C just confirms what the argument is saying in that the program correctly diagnosed a higher proportion of heart attacks and that the cardiologists diagnosed higher-proportion of those that didnt have heart attacks which seems to be the the same thing in the other direction. wouldn't that then strengthen the fact that interpreting data should be left to the computer programs?
I crossed out C bc it focused on another group "ppl with no heart attacks" while the stimulus focused on ppl with heart attacks. I thought we were supposed to focus on the present group. Can someone plz explain why this isn't the case here and when this application matters or not? Thank you!
I think the most important point about B is that it is not engaging with the reasoning structure at all— I knew going into this question that the correct answer would somehow contradict or weaken the results of the study, which seemingly pointed to computer programs being more accurate. Even though B is enticing, it does nothing to reconcile the results of the study.
#feedback the playback software that allows you to change subtitles, playback speed, etc is sometimes avl and sometimes not. I found that the more progress that I made into the LR section, the less likely I would see the playback interface. On one hand it allowed to focus more on the content on the other hand, I could not change the playback speed.
good example of a question where it's really important to focus in on the main conclusion. We're dealing solely with who should be interpreting this data, not who/how one should be making diagnoses, practicing medicine, etc.
#feedback I feel like it would be nice if this section had a written review lesson that listed all the different flaws we encountered. This would help solidify all the variations we were exposed to without having to go back to each lesson and see what new flaw was introduced.
Is there a way to make answer choice (D) correct? For instance, what if we change the "a considerable percentage" to "a majority of percentage" or "all percentage"? Would either of them weaken the argument? #help
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35 comments
Great explanation but E still looks pretty good.
This was such a good diagram to understand this. Props to 7Sage man
i have a question that needs some clarifications. in my opinion C just confirms what the argument is saying in that the program correctly diagnosed a higher proportion of heart attacks and that the cardiologists diagnosed higher-proportion of those that didnt have heart attacks which seems to be the the same thing in the other direction. wouldn't that then strengthen the fact that interpreting data should be left to the computer programs?
JY's discussion about true/false positives and negatives took me back to my Biostats course in grad school, lol.
#feedback I feel like this sentence could be clearer: "One is representativeness an issue one isn't it an issue."
I crossed out C bc it focused on another group "ppl with no heart attacks" while the stimulus focused on ppl with heart attacks. I thought we were supposed to focus on the present group. Can someone plz explain why this isn't the case here and when this application matters or not? Thank you!
#help #feedback
I think the most important point about B is that it is not engaging with the reasoning structure at all— I knew going into this question that the correct answer would somehow contradict or weaken the results of the study, which seemingly pointed to computer programs being more accurate. Even though B is enticing, it does nothing to reconcile the results of the study.
Brilliant explanation JY! May God bless you and your family!
That opening with the boy who cried wolf is bringing me back to studying truth tables and tautologies
#feedback the playback software that allows you to change subtitles, playback speed, etc is sometimes avl and sometimes not. I found that the more progress that I made into the LR section, the less likely I would see the playback interface. On one hand it allowed to focus more on the content on the other hand, I could not change the playback speed.
Weaken questions were my weakness buttt I got this correct :))
#feedback it would be nice if after the end of the lesson, there was a summary including all the types of flaws we learned
That was a really great explanation in relation to heart attacks and false wolf positives
JY: "take a moment to reeeally think about this" (immediately) "the answer is NO"
This lesson was super insightful
good example of a question where it's really important to focus in on the main conclusion. We're dealing solely with who should be interpreting this data, not who/how one should be making diagnoses, practicing medicine, etc.
Great lesson! I feel mindboggled by this
#help I still don't quite understand why d) is incorrect?
#feedback I feel like it would be nice if this section had a written review lesson that listed all the different flaws we encountered. This would help solidify all the variations we were exposed to without having to go back to each lesson and see what new flaw was introduced.
Good lesson.
Is there a way to make answer choice (D) correct? For instance, what if we change the "a considerable percentage" to "a majority of percentage" or "all percentage"? Would either of them weaken the argument? #help