Explanation of the Circular Reasoning fallacy.

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1.Provide an example and explanation of the Circular Reasoning fallacy.
2: Provide an example and explanation of the Hasty Generalization fallacy.
3: Provide an example and explanation of the Slippery Slope fallacy.
4: Provide an example and explanation of the Straw Man fallacy.
5: Provide an example and explanation of the Ad Hominem fallacy.
6: Provide an example and explanation of the False Dichotomy fallacy.
7: Provide an example and explanation of the Appeal to Emotion fallacy.
8: Provide an example and explanation of the Equivocation fallacy.
9: Provide an example and explanation of the Bandwagon Appeal fallacy.
10: Provide an example and explanation of the False Analogy fallacy.
11: Create and explain a truth table for the given statement: q and p. Assume that p and q represent
propositions.
12: Create and explain a truth table for the given statement: not q or p. Assume that p and q represent
propositions.
13: Create and explain a truth table for the given statement: (p or q) and r. Assume that p, q, and r represent
propositions

Sample Solution

Explanation of the Circular Reasoning fallacy

Circular, also known as circular logic, is a logical fallacy in which the reasoner begins with what they are trying to end with. The components of a circular argument are often logically valid because if the premises are true, the conclusion must be true. For example, John always vote wisely. But how do you know? Because he always votes Libertarian. The Hasty Generalization Fallacy, also known as over-generalization fallacy, is basically making a claim based on evidence that is just too small. Essentially, you can’t make a claim and say that something is true if you have only an example or two as evidence. When one makes a hasty generalization, he/she applies a belief to a larger population than he/she should, based on the information that he/she has. For example, if my brother likes to eat a lot of pizza and French fries, and he is healthy, I can say that pizza and French fries are healthy and don’t really make a person fat.

Hart and Risley (1975) believe that pre-school is the best age to start incidental teaching; however, it is best to start as early as possible. Since parents can instruct incidental teaching, it could be beneficial to start in a natural home environment. McGee, Morrier, and Daly (1999) completed a study where the participants were toddlers instead of preschool-aged children, and there was a home-based component. The study included both a natural environment of a childcare center and the home of the child (McGee et al., 1999). The study consisted 28 children with ASD who participated in the program for at least months with more than thirty hours a week of planned early intervention through a combination of home based program and a center-based program (McGee et al., 1999). The parents had ten additional hours of hands-on training so they can implement the procedure at home. The study found that, by the time the children left the program to go to preschool, 82% of the toddlers with ASD were verbalizing meaningful words, so majority had functional language going into preschool (McGee et al., 1999).

Incidental teaching is a procedure that meets the needs for an inclusive group of toddlers and preschool aged children who have ASD and who are typically developed (McGee et al., 1999). Incidental teaching is a method that can use typical peers to aid the advancement of language and development with children who have ASD, but since it is in a more natural setting it diminishes the social barriers. In addition, it is a method that provides intensive instruction for children with ASD, but it also allows the children to be engaged in age-appropriate play with their peers (McGee et al., 1999). Hart and Risley (1975) discussed that peers in a naturalistic setting can also provide the instruction. This could not only aid the ad

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