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A Level · Cambridge (CIE) · 9694

Evaluate causal and general claims

Explain flaws in causal certainty, inadequate generalisation, cherry-picked support and arguments from ignorance.

Cambridge AS & A Level Thinking Skills 9694 · Critical thinking / 26-7.1 / 28-6.2.1

Original StudyForA scenarios and formative model answers; no Cambridge marks, predicted grades or certified mastery. Alternative reasoned answers may be valid. Full-length unseen papers, a wider mixed-problem bank and calibrated specialist teacher marking remain outstanding.

Before you begin

  • Read an English passage closely
  • Distinguish a statement from its supporting reason

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

Before evaluating support, what should you identify?

What you will learn

  • Evaluate causal and universal claims against their evidence
  • Distinguish absence of proof from proof of absence

Inspect the leap beyond observations

A causal fallacy treats sequence or association as sufficient proof of cause. Sales increasing after a logo change do not isolate the logo’s effect if prices or demand also changed. A rash generalisation extends too little or too selective evidence; cherry-picking selects only supporting cases. A sweeping generalisation ignores relevant exceptions.

Distinguish these effects. Three selected satisfied customers give weak population evidence; a claim that all customers are satisfied is also defeated by one genuine dissatisfied customer. A qualified statement about a well-sampled majority may remain defensible.

Evaluate what missing evidence means

An argument from ignorance asserts truth because falsity has not been proved, or reverses that direction. ‘No one has shown the plan fails, so it must succeed’ ignores untested failure modes. Absence can be significant when a reliable search would almost certainly find evidence if the event occurred, but that search premise must be established.

Explain the impact on the actual conclusion: it may be possible, probable or unproved. Do not simply append a label and move on; identify alternatives, sample limits or untested conditions and say how they weaken support.

Sources for this lesson

Pause and explain

Does ‘no failure has been proved’ guarantee a plan succeeds?

Put the idea to work

Worked example

‘Three selected testimonials were positive; therefore every customer is satisfied.’ Evaluate.

Show the worked solution
  1. The cases were selectively presented.
  2. Three cases do not represent all customers.
  3. The universal conclusion exceeds the evidence.

Answer The argument makes a rash generalisation from selected cases, and its universal scope ignores possible exceptions. The testimonials may describe those customers accurately without establishing satisfaction for everyone.

Try a topic test

Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Guided: Explain why selected testimonials cannot prove universal satisfaction.

Give me a hint

Address selection and scope.

Compare my reasoning
  1. Only favourable cases are shown.
  2. Their number and selection are insufficient.
  3. Unshown customers may differ.

Selected favourable testimonials support those experiences, but do not represent all customers. Their narrow, selective base cannot establish that every customer is satisfied.

Look for these in your work

  • Identifies selection
  • Limits the population
  • Explains the overstated conclusion
2 · Independent

Independent: ‘Attendance rose after a poster campaign, so the posters caused it.’ A holiday began on the same day. Evaluate.

Give me a hint

Use the simultaneous change as an alternative.

Compare my reasoning
  1. The sequence fits a poster effect.
  2. The holiday may also change attendance.
  3. The observations do not isolate the cause.

The conclusion overstates causation from timing. The holiday is an alternative or additional cause, so the poster effect needs comparisons that distinguish the two changes.

Look for these in your work

  • Identifies the causal leap
  • Uses a stated alternative
  • Explains needed evidence
3 · Transfer

Application: A claim says a warning system never failed because nobody reported a failure. Reports were voluntary and often not recorded. Assess the inference.

Give me a hint

Could failures occur without appearing in the records?

Compare my reasoning
  1. Voluntary reporting can miss incidents.
  2. Lost reports weaken the record further.
  3. The absence is not an exhaustive failure check.

The absence of recorded reports is weak evidence of no failures because incidents could go unreported or be lost. The ‘never failed’ inference is unsupported; reliable detection and recording would be needed to make absence significant.

Look for these in your work

  • Checks the search mechanism
  • Explains missing evidence
  • Limits the universal claim

Common mistakes

  • Assuming after means caused by
  • Ignoring selection or exceptions
  • Treating lack of disproof as proof
Recall without your notes

What can you explain now?

Does ‘no failure has been proved’ guarantee a plan succeeds?

Compare with the explanation

No, untested failures may remain

The claim needs positive support or a justified exhaustive check.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Does ‘no failure has been proved’ guarantee a plan succeeds?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Thinking Skills

Course scope and assessment

Thirty-four original lessons include 102 guided, independent and application tasks. All 15 earlier section entries and 39 revised skill entries link to teaching; a linked map is not proof of full exam readiness. Both AS and A Level study the whole content, with more demanding combined tasks at A Level. Original StudyForA scenarios and formative model answers; no Cambridge marks, predicted grades or certified mastery. Alternative reasoned answers may be valid. Full-length unseen papers, a wider mixed-problem bank and calibrated specialist teacher marking remain outstanding. June and November entries are available, including private candidates. Confirm the exam year, administrative-zone timetable and centre entry with your exams officer. AS uses Papers 1 and 2 in the same series; full A Level uses all four papers, either together or through an authorised staged route. Carry-forward rules and time limits must be checked for the relevant series.

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