Both the Premises are Universal Affirmative (A?type).
All children are students. ? All students are players.
A + A ? A?type of Conclusion
All children are players.¸
This is Conclusion II.
All metals are silver. ? All silver are diamond.
A + A ? A ? type of Conclusion "All metals are diamond".
This is Conclusion II.
First Premise is Particular Affirmative (I-type).
Second Premise is Universal Negative (E-type).
Some cats are dogs. ? No dog is a toy.
I + E ? O ? type of Conclusion "Some cats are not toys."
This is Conclusion III. Conclusion I is Converse of the first Premise.
Both the Premises are Particular Affirmative (I-type).
No Conclusion follows from the two Particular Premises.
Conclusion I is Converse of the second Premise.
Conclusion II is Converse of the first Premise.
Both the Premises are Universal Affirmative (A-type).
All deers are cows. ? All cows are animals.
A + A ? A-type of Conclusion "All deers are animals"
This is Conclusion I.
First Premise is Universal Affirmative (A-type).
Second Premise is Particular Affirmative (I-type).
Some hens are chickens. ? All chickens are birds.
I + A ? I ? type of Conclusion "Some hens are birds."
This is Conclusion II.
First Premise is Universal Affirmative (A-type).
Second Premise is Universal Negative (E-type).
All Americans are English-speaking. ? No English-speaking are Eskimos.
A + E ? E-type of Conclusion "No American is Eskimo."
Conclusion I is Converse of it.
Conclusion II is Converse of the second Premise.
Cactus plants are fleshy.
And, Cactus plants need least water.
Therefore, only Conclusion II follows.
The Converse of Universal Affirmative Premises is Particular Affirmative Premise.
Both the Premises are Universal Affirmative (A?type).
But, these two Premises are not aligned properly.
All poets are day dreamers. ? Some day dreamers are painters.
A + I ? No Conclusion
Both the Premises are Universal Affirmative (A-type).
All children are students. ? All students are players.
A + A ? A - type of Conclusion "All children are players".
This is Conclusion II.
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