# PWR-113 — Deductive reasoning: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 20 min reading and worksheet pass Difficulty: Introductory Equipment: Basic stationery or digital tools — Eight argument cards in the fixture, each containing all premises and one conclusion.; Response sheet with columns: valid/invalid, confidence 0–100, attempted counterexample or proof chain, added assumption, checked answer and correction.; Method card: ‘Temporarily assume the premises. Try to make them all true while making the conclusion false. One coherent case disproves validity.’; Counterexample tokens or simple diagrams for representing fictional objects; text or audio reasoning is equally valid.; Answer key covered until all eight initial classifications and confidence ratings are recorded.; Boundary card: neutral formal exercise only; no intelligence label and no use as a decision rule in a real high-stakes domain. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Focused research depth Automated method-quality band: Established Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This exercise asks one narrow question: if all stated premises were true, would the conclusion have to be true? The eight arguments use invented categories so real-world beliefs do not decide the answer. For an invalid argument, supply one possible case where every premise is true and the conclusion false. For a valid argument, state the short chain that makes a counterexample impossible. Plausibility, confidence and factual truth are not substitutes for validity. The cards are untimed and may be represented in plain language, symbols, audio or diagrams. Do not transfer the score to intelligence, general rationality or consequential legal, clinical, financial, employment or security judgments; those require domain expertise and accountable review. Stop if the drill becomes an intelligence comparison, high-pressure timed test or tool for a real dispute. Target outcome: Define deductive reasoning without inheriting mythology or broader claims. Explain what the current evidence supports and what it does not establish. Use the declared measurement boundary and recognise misleading proxies. Complete only the separately governed capability practice inside its declared limits. Make a retention, transfer, maintenance, provider or stop decision without overclaiming. ### Authority and setup conditions - Use only the bounded configuration. Use neutral syllogisms or fictional rule systems. Avoid legal, clinical, political or interpersonal accusations. - Stop if the frame becomes an intelligence test, timed drill or consequential decision rule. - Do not apply it to legal, clinical, financial, employment or security judgments. ### Required or supplied materials - Eight argument cards in the fixture, each containing all premises and one conclusion. - Response sheet with columns: valid/invalid, confidence 0–100, attempted counterexample or proof chain, added assumption, checked answer and correction. - Method card: ‘Temporarily assume the premises. Try to make them all true while making the conclusion false. One coherent case disproves validity.’ - Counterexample tokens or simple diagrams for representing fictional objects; text or audio reasoning is equally valid. - Answer key covered until all eight initial classifications and confidence ratings are recorded. - Boundary card: neutral formal exercise only; no intelligence label and no use as a decision rule in a real high-stakes domain. ### Supplied fixture Argument cards for participant analysis. Validity labels and required proofs/counterexamples remain in the staged key. | Card | Premises | Conclusion | | --- | --- | --- | | D1 | All mirks are dovens. All dovens are pale. | All mirks are pale. | | D2 | All toras are nims. Some nims are blue. | Some toras are blue. | | D3 | No pelts are jars. Some jars are round. | Some round things are not pelts. | | D4 | Some sivs are lons. All lons are quiet. | Some sivs are quiet. | | D5 | All rens are veks. No veks are tall. | No rens are tall. | | D6 | Some abels are gold. Some abels are square. | Some gold things are square. | | D7 | No cados are fens. No fens are gors. | No cados are gors. | | D8 | All hups are kels. No hups are round. | No kels are round. | ## 1. Review the definitions: a premise is assumed for the exercise, a conclusion… Review the definitions: a premise is assumed for the exercise, a conclusion is the claim being tested, and valid means no case can have true premises with a false conclusion. Why: “Review the definitions: a premise is assumed for the exercise, a conclusion is the claim being tested, and valid means no case can have true premises with a false conclusion” isolates the named evidence distinction so the learner can interpret Deductive reasoning without extending the claim. Success check: The output directly answers “Review the definitions: a premise is assumed for the exercise, a conclusion is the claim being tested, and valid means no case can have true premises with a false conclusion”, names the relevant distinction and stays within the supplied record. Accessible alternative: Complete the same research action — “Review the definitions: a premise is assumed for the exercise, a conclusion is the claim being tested, and valid means no case can have true premises with a false conclusion.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The output directly answers “Review the definitions: a premise is assumed for the exercise, a conclusion is the claim being tested, and valid means no case can have true premises with a false conclusion”, names the relevant distinction and stays within the supplied record.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Choose an accessible representation and remove time pressure Choose an accessible representation and remove time pressure. Complete one unscored example: ‘All zims are blue; K is a zim; therefore K is blue’ is valid. Why: “Choose an accessible representation and remove time pressure” fixes the exact Deductive reasoning configuration or decision before later observations are compared. Success check: The learner can verify “Choose an accessible representation and remove time pressure” from the declared materials, position or recorded choice before continuing. Accessible alternative: A supported, seated, reduced-range or slower version of “Choose an accessible representation and remove time pressure. Complete one unscored example: ‘All zims are blue; K is a zim; therefore K is blue’ is valid.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “The learner can verify “Choose an accessible representation and remove time pressure” from the declared materials, position or recorded choice before continuing.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. For cards D1–D8, first mark valid or invalid and confidence without viewing… For cards D1–D8, first mark valid or invalid and confidence without viewing the answer key. Why: “For cards D1–D8, first mark valid or invalid and confidence without viewing the answer key” carries the authored Deductive reasoning method into a reviewable output without adding an unstated task, dose or claim. Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “For cards D1–D8, first mark valid or invalid and confidence without viewing the answer key.” Accessible alternative: Complete “For cards D1–D8, first mark valid or invalid and confidence without viewing the answer key.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “For cards D1–D8, first mark valid or invalid and confidence without viewing the answer key.”” Use text-to-speech, enlarged text, keyboard navigation, shorter sessions, a support person or an equivalent non-practical record format as needed. Accessibility changes must not enlarge practical authority. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. For every proposed invalid card, construct a specific counterexample For every proposed invalid card, construct a specific counterexample. For every proposed valid card, write the premise link that forces the conclusion. Why: “For every proposed invalid card, construct a specific counterexample” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: A legible entry directly completes “For every proposed invalid card, construct a specific counterexample” and records the requested condition, decision or boundary without adding a new claim. Accessible alternative: Complete the same research action — “For every proposed invalid card, construct a specific counterexample. For every proposed valid card, write the premise link that forces the conclusion.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “A legible entry directly completes “For every proposed invalid card, construct a specific counterexample” and records the requested condition, decision or boundary without adding a new claim.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Reveal the key, score classification and justification separately, and label errors as… Reveal the key, score classification and justification separately, and label errors as form error, added assumption or plausibility interference. Why: “Reveal the key, score classification and justification separately, and label errors as form error, added assumption or plausibility interference” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: The work shows the value requested by “Reveal the key, score classification and justification separately, and label errors as form error, added assumption or plausibility interference”, retains the supplied units or signs and leaves any unsupported value unknown. Accessible alternative: Complete “Reveal the key, score classification and justification separately, and label errors as form error, added assumption or plausibility interference.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The work shows the value requested by “Reveal the key, score classification and justification separately, and label errors as form error, added assumption or plausibility interference”, retains the supplied units or signs and leaves any unsupported value unknown.” Use text-to-speech, enlarged text, keyboard navigation, shorter sessions, a support person or an equivalent non-practical record format as needed. Accessibility changes must not enlarge practical authority. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Correct each missed card once and stop after eight Correct each missed card once and stop after eight. A 3–7-day fresh set may test retention, but this supplied set must not be memorised and called transfer. Why: Keep this exact Deductive reasoning action explicit and reviewable: “Correct each missed card once and stop after eight. A 3–7-day fresh set may test retention, but this supplied set must not be memorised and called transfer.” Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Correct each missed card once and stop after eight. A 3–7-day fresh set may test retention, but this supplied set must not be memorised and called transfer.” Accessible alternative: Complete “Correct each missed card once and stop after eight. A 3–7-day fresh set may test retention, but this supplied set must not be memorised and called transfer.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Correct each missed card once and stop after eight. A 3–7-day fresh set may test retention, but this supplied set must not be memorised and called transfer.”” Use text-to-speech, enlarged text, keyboard navigation, shorter sessions, a support person or an equivalent non-practical record format as needed. Accessibility changes must not enlarge practical authority. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.