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27 Jul 2022, 02:16
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Vegita
KarishmaB
Could you please share your thoughts on eliminating Option B?
B) Most children have other opportunities, in addition to after-school hours, in which they can choose whether to play computer games or to interact with other people.
I am finding it difficult to eliminate this kind of option, which seems relevant but doesn't affect the conclusion. My reason to eliminate was that having an opportunity to choose doesn't matter as long as the student plays computer games then that is the time spent not interacting with other people.
Could you please share your thoughts on eliminating Option B?
B) Most children have other opportunities, in addition to after-school hours, in which they can choose whether to play computer games or to interact with other people.
I am finding it difficult to eliminate this kind of option, which seems relevant but doesn't affect the conclusion. My reason to eliminate was that having an opportunity to choose doesn't matter as long as the student plays computer games then that is the time spent not interacting with other people.
I am not even sure what this option means. After-school hours is meant to be "time after school" which would pretty much be the rest of the day. So I would divide a child's day into school hours and after-school hours.
I don't know what "opportunities" in addition to after-school hours means. Hence, I ignore this option and move ahead.
Sometimes, they will write options which have all the correct words but seem rather illogical or weirdly complicated. No need to waste time on those if you do get a simple straight answer. You can choose to come back to them to evaluate them further if you do not get any other convincing answer.
12 Jun 2023, 06:49
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rahulraao
Although computers can enhance people's ability to communicate, computer games are a cause of underdeveloped communication skills in children. After school hours spent playing computer games are hours not spent talking to people. Therefore, children who spend all their spare time playing these games have less experience in interpersonal communication than other children have.
The argument depends on which of the following assumption?
A) Passive activities such as watching television and listening to music do not hinder the development of communication skills in children.
B) Most children have other opportunities, in addition to after school hours, in which they can choose whether to play computer games or to interact with other people.
C) Children who do not spend all of their after-school hours playing computer games spend at least some of that time talking with other people.
D) Formal instruction contributes little or nothing to children's acquisition of communication skills.
E) The mental skills developed through playing computer games do not contribute significantly to children's intellectual development
The argument depends on which of the following assumption?
A) Passive activities such as watching television and listening to music do not hinder the development of communication skills in children.
B) Most children have other opportunities, in addition to after school hours, in which they can choose whether to play computer games or to interact with other people.
C) Children who do not spend all of their after-school hours playing computer games spend at least some of that time talking with other people.
D) Formal instruction contributes little or nothing to children's acquisition of communication skills.
E) The mental skills developed through playing computer games do not contribute significantly to children's intellectual development
D can be considered as the best option because after negating it, the claim will weaken
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13 Apr 2024, 02:57
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Conc: Children who spend all their spare time playing games have less experience in interpersonal communication than other children have.
(A) Passive activities such as watching television and listening to music do not hinder the development of communication skills in children - This answers the question, i.e., does watching TV or listening to music hinder development of comm. skills in children. However, we need the answer to the question - "Does playing computer games only lead to less comm. skils in children?". This option doesn't answer this question. Drop
(B) Most children have other opportunities, in addition to after-school hours, in which they can choose whether to play computer games or to interact with other people - What opportunities children have or if most (or less than 50%) have doesn't have bearing on the cause-effect issue asked here, i.e., does playing computer games only lead to lower comm. skills in children? Drop
(C) Children who do not spend all of their after-school hours playing computer games spend at least some of that time talking with other people - Okay, looks like a prime example to test negation technique. Let's negate to check - "Children who do not spend all of their time playing computer games spend no time talking with other people." This breaks the conclusion - How? Well the argument says, children who spend all their time playing games don't talk to others and therefore, have less comm. skills compared to their peers. However, when negated, this breaks the assumption that their peers (who don't play computer games as much) have better comm. skills because they talk/interact with other people. Keep
(D) Formal instruction contributes little or nothing to children's acquisition of communication skills - Does formal instruction contribute to children's comm skills? Not the question asked. Drop
(E) The mental skills developed through playing computer games do not contribute significantly to children's intellectual development. Does the mental skill developed in playging games translate to intellectual development? Not the question asked. Drop
(A) Passive activities such as watching television and listening to music do not hinder the development of communication skills in children - This answers the question, i.e., does watching TV or listening to music hinder development of comm. skills in children. However, we need the answer to the question - "Does playing computer games only lead to less comm. skils in children?". This option doesn't answer this question. Drop
(B) Most children have other opportunities, in addition to after-school hours, in which they can choose whether to play computer games or to interact with other people - What opportunities children have or if most (or less than 50%) have doesn't have bearing on the cause-effect issue asked here, i.e., does playing computer games only lead to lower comm. skills in children? Drop
(C) Children who do not spend all of their after-school hours playing computer games spend at least some of that time talking with other people - Okay, looks like a prime example to test negation technique. Let's negate to check - "Children who do not spend all of their time playing computer games spend no time talking with other people." This breaks the conclusion - How? Well the argument says, children who spend all their time playing games don't talk to others and therefore, have less comm. skills compared to their peers. However, when negated, this breaks the assumption that their peers (who don't play computer games as much) have better comm. skills because they talk/interact with other people. Keep
(D) Formal instruction contributes little or nothing to children's acquisition of communication skills - Does formal instruction contribute to children's comm skills? Not the question asked. Drop
(E) The mental skills developed through playing computer games do not contribute significantly to children's intellectual development. Does the mental skill developed in playging games translate to intellectual development? Not the question asked. Drop
