Review: Categorical Logic

Four categorical propositions Venn diagram

Rules for validity check

- Draw 2 circles at bottom, one on top

- Label 2 classes in conclusion at bottom
- Perform only two actions for 2 premises
- Check validity:
+ Action for conclusion already done: Valid
Stylistic variants + Action for conclusion not yet done: Invalid
All S are P: words of extremes, positive forms
No S are P: words of extremes, negative forms
Some S are P: more than one → nearly all, positive forms
Some S are not P: more than one → nearly all, negative forms
 Question 1 – Standardize the categorical statement

Your standardized categorical statement:

- If someone believes that the statement "Trump was right about everything" is
accurate, then they might display items with that statement (e.g., hats).
- If someone displays items with that statement, then they aim to show support
for Trump or his views.
=> Conclustion, if someone believes the statement "Trump was right about
everything," then they aim to show support for Trump or his views.
 Question 1 – Standardize the statistical statement

Your standardized categorical statement: All Trump's statements

are correct statements
 Question 2 – Standardize the statistical statement

Your standardized categorical statement: All immigrants are

legal entrants to the U.S.
 Question 2 – Standardize the categorical statement

Your standardized categorical statement:

Some official documents with Biden's 'autopen signature' are documents that
raise concerns over who controls the White House.
 Some official documents with Biden's 'autopen signature' are
people’s concerns over who controls the White House.
 Question 2– Standardize the categorical statement

Your standardized categorical statement: Some official

documents from the White House are Biden’s autopen signature
bearers.
 Question 3
You will choose two highest quiz scores only if you do all three quizzes.
Whoever can choose two highest quiz scores has a better in-class score.
So, if you do all three quizzes, you will definitely have a better in-class score.
Standardized argument:
- All two highest quiz scores chooser are students who answer all
three quizzes
- All two highest quiz scores chooser are better in-class score
students
- All students who answer all three quizzes are better in-class
score students Venn diagram
Symbolic argument:
All C are Q
All C are S
=> All Q are S

Conclusion: invalid
 Question 3 - correct
You will choose two highest quiz scores only if you do all three quizzes.
Whoever can choose two highest quiz scores has a better in-class score.
So, if you do all three quizzes, you will definitely have a better in-class score.

Standardized argument:
All people who have done 3 quizzes (Q) are people who
are able to choose 2 highest quizzes scores (S).

All students who are able to choose 2 highest quizzes

scores are learners who have a better in-class score (B).

So, all students who choose two highest quiz scores are
people who have better in-class score.

Symbolic argument:
All Q are S
All S are B
So, all Q are B

Conclusion: Valid
 Question 4 - fixed
Create a categorical syllogism: 1) with both premises in the stylistic forms and the conclusion in
the standard form, and 2) about the topic of your study at IU. Then check its validity using Venn
diagram.

Stylistic argument:
An IELTS certificate is a requirement for all IU students before graduation
Some students who struggle with English proficiency do not have an IELTS certificate
Some IU students who struggle with English proficiency will not graduate

Standardized argument: Venn diagram

All IELTS certificate(C) holders are qualified graduates C
(G)
Some IU students (S) are not IELTS certificate (C)
holders
So, some IU students(S) are not qualified graduates
(G).
Symbolic argument:
All C are G X
Some S are not
C Some S are
not G Conclusion: S G
invalid
 Question 5
Create a categorical syllogism 1) with the premises containing All & Some and the conclusion
containing No, 2) all three statements must be the stylistic variants, and 3) about the topic of
common interests of college students. Then standardize it and check its validity using Venn diagram.

Stylistic argument:

Every IU students have common interests in basketball

Several IU students don’t like to study Academic English
No IU students who like basketball will interests in
Academic English.

Standardized argument: V
S
e
All IU students (S) are basketball fans (F) n
(Some IU students (S) are not Academic English learners (A) n
No basketball fans are Academic English learners
d
i
Symbolic argument: a
Fg A
All S are F
r
Some S are not A a
So, no F are A m
Conclusion: Invalid
 Chapter 10

Propositional Logic
A simple language useful for showing key ideas and definitions

11
 Review: Proposition
• The term proposition is sometimes used synonymously
with statement:
- As a simple unit, it expresses a complete idea which
can be evaluated as true or false.
Example: HCM International University is a public university.

- As a more complex unit, it combines several

statements which can be evaluated as true or false.

Example: HCM International University is a public university and

RMIT is a public university.
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 Contents
Four types of propositions

1. Conjunction
2. Negation
3. Disjunction
4. Conditional statements

13
 Symbolic connectives

Statements are combined by connectives: 

&/ and Conjunction

˜/ not Negation

 or Disjunction

 if
Implication/conditional

14
 Variables and examples of PL statements
Variables: Propositional symbols assigned to different
parts of the argument.

P&Q It is hot and it is humid.

Example:
P & ~Q It is hot but it’s not humid.
P: It is hot.
Q: It is humid. QP If it is humid, then it is hot.
R: It is raining.
PvQ It is hot or it is humid.

(P& Q)  R If it is hot and humid, then it is

raining.
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 1. CONJUNCTION (&/and)
• A statement can be regarded as true or false (truth
values).
• A simple statement: a simple sentence regarded as true
or false.
Example: IU is a university.
• A compound statement: two or more statements
regarded as true or false.
Example: Summer is hot and winter is cold.
It is hot and humid.
16
 1. CONJUNCTION – Truth table
Summer is hot and winter is cold.
p q
p q p&q
T T T
T F F
F T F
F F F

Note: ‘and’ can be replaced with but, yet, while,

whereas, although, though, however
17
Truth table for two variables Truth table for three variables

p q A B C
T T T T T
T F T T F
T F T
F T
T F F
F F
F T T
F T F
F F T
F F F

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 EXERCISE

Without knowing what they represent, assume that:

- p, q, r are true
- w, x, y are false
Determine whether each of the following is true or false.

1. p & q 2. p & w
3. x & y 4. r & q
5. r & y 6. y & w
7. x & w 8. q & r
9. p & y 10. r & p
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 1. Conjunction and validity
Rule of validity:
- In a valid argument, it is impossible for all the
premises to be true and the conclusion false.
- If any instance of all true premises is followed by a
false conclusion - an F under the conclusion column -
the argument is invalid.
p q p&q
T T T
T F F
F T F
F F F 20
 1. CONJUNCTION – Validity
The sky is blue. (p)
The grass is green. (q)
Therefore, the sky is blue and the grass is green.

p q p&q
T T T
T F F
F T F
F F F

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 1. CONJUNCTION – Validity

The sky is blue (p).

The grass is green (q).
Therefore, the sky is blue and the grass is green.

Symbolic argument:
p* q* p&q C
p
q____ T T T
So, p & q T F F
F T F
F F
F

* The argument is valid. 22

 1. CONJUNCTION – Validity
The grass is green (p).
Therefore, the grass is green (p) and the sky is blue (q).

Symbolic argument:

p p* q p&q C
p&q T T T
T F F
F T F
F F
F
* The argument is invalid.
23
 1. CONJUNCTION – Validity
Tom is short and fat.
Therefore, Tom is short.

Symbolic argument:

p&q pC q p&q*
p T T T
T F F
F T F
F F
F

24
 1. CONJUNCTION – Validity
Tom is short and fat.
Therefore, Tom is short.
p q p&q*
pC
Symbolic argument:

p&q T T T T
p T F F T
F T F F
F F F
F

Let’sThe argument
repeat is valid.
the p column in the right.
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 Exercise – Testing validity

- p&q
.
. .q

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 CONJUNCTION – Testing validity
- p&q
.
. .q

p q p&q*
qC
T T T T
T F F F
F T F T
F F F
The argument
F is valid. 27
 2. NEGATION
• The use of not to deny a proposition.

Example:

- Tina is tall. (p)

- Tina is not tall. ( ˜p)

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 2. NEGATION

p q ˜p ˜q

T T F F
T F F T
F T T F
F F T T

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 NEGATION: Testing validity
Tina is not tall, but Sarah is tall. So, Tina is not tall.
Symbolic argument: ˜p & q
˜p

p q ˜p ˜p&q*
˜p C
T T F F
F
T F F F
F
F T
The argument is valid.
T T
30
 2. NEGATION: Testing validity (2)
Frank does not drive a truck.
So, Frank does not drive a truck, and Vinny does not drive a van.
Symbolic argument: ˜p
. ˜q
˜p &

p q ˜p* ˜q ˜p&
˜qC

T T F F F
T F F T F
Invalid
F T T F F 31
 3. DISJUNCTION
Two or more statements set apart, usually by the word or.
Example:
- Frank is angry or Hank is tired. (p v q)
- For propositional logic, or has non-exclusive sense.
This means the statement is true if either Frank is angry
or Hank is tired.
p q pvq
T T T
T F T
F T T
F F F 32
 3. DISJUNCTION – truth table
– Frank is angry or Hank is tired.
– So, Frank is angry.

Symbolic form and the truth table:

33
 DISJUNCTION and NEGATION – truth table
– Frank is not angry or Hank is tired.

34
 DISJUNCTION and NEGATION – truth table

– Frank is not angry or Hank is not tired.

35
 DISJUNCTION and NEGATION – truth table

It’s not the case that Frank is angry or Hank is tired.

36
 CONJUNCTION, NEGATION & DISJUNCTION
It’s not the case that Frank is angry or Hank is tired.
So, Frank is not angry and Hank is not tired.
Symbolic argument:

Let’s set up the truth table:

37
 CONJUNCTION, NEGATION & DISJUNCTION
It’s not the case that Frank is angry or Hank is tired.
So, Frank is not angry and Hank is not tired.

Symbolic argument form:

38
 CONJUNCTION, NEGATION & DISJUNCTION
Consider an argument with three variables that involves
disjunction, negation, and conjunction:

Frank is angry or Hank is tired.

It’s not the case that Hank is tired and Larry is lonely.
So, Hank is tired.

Symbolic argument:

39
 CONJUNCTION, NEGATION & DISJUNCTION

Frank is angry or Hank is tired.

It’s not the case that Hank is tired and Larry is lonely.
So, Hank is tired.

Invalid

40
 4. CONDITIONAL STATEMENTS
• If-then statements consisting of 2 parts:
antecedent and consequent.

Example:
– If it rained, then the ground is wet. (p  q)
p q pq

T T T
T F F
F T T
F F T
41
 4. CONDITIONAL STATEMENTS

If it rained, then the ground is wet.

It rained.
So, the ground is wet.
Symbolic argument:

Truth table:

Valid

42
Summary of conjunction (p & q), negation ~(p&q),
disjunction (p v q) and conditional statement (pq)

p q ~p ~q p&q ~(p&q) pvq p q

T T F F T F T T

T F F T F T T F

F T T F F T T T

F F T T F T F T

43
 Review
1. Propositions/arguments with 2 variables: a true table of 4 lines/rows
2. Propositions/arguments with 3 variables: a true table of 8 lines/rows
3. For propositions, only set up the truth table, not check validity.

4. For arguments, check validity:

- ONLY check the critical rows where all premise values are true, then
look for the conclusion values
- If all conclusion values are true: valid
- If at least one conclusion value is false: invalid

*Note: Check the critical rows top down: True  go on; False  stop
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 PRACTICE

Convert each statement into symbolic form

and generate its truth table.

45
 1. The weather is beautiful outside but we cannot enjoy it.

Let: Symbolic form:

W: the weather is beautiful outside W & ~E

E: we can enjoy it W E

T T

T F

F T

F F
46
 1. The weather is beautiful outside but we cannot enjoy it.

Let: Symbolic form:

W: the weather is beautiful outside W & ~E

E: we can enjoy it W E ~
E W & ~E

T T F F

T F T T

F T F F

F F T F
47
2. If you want a good score but you don’t make efforts, your want
is just wishful thinking.

Let: Symbolic form:

G: you want a good score
E: you make efforts
(G & ˜E)  W
W: your want is just wishful thinking
G E W ˜E G & ˜E (G & ˜E)  W
T T T F F T
T T F F F T
T F T T T T
T F F T T F
F T T F F T
F T F F F T
F F T T F T
F F F T F T 48
2. If you want a good score but you don’t make efforts, your want
is just wishful thinking.

Let: Symbolic form:

G: you want a good score
G & ˜E  W
E: you make efforts
W: your want is just wishful thinking
G E W ˜E G & ˜E G & ˜E  W
T T T F F T
T T F F F T
T F T T T T
T F F T T F
F T T F F T
F T F F F T
F F T T F T
F F F T F T 49
3. If we don’t revise the lesson contents, we will fail the midterm exam and our
course scores will be low.

Let:
R: we revise the lesson contents Symbolic form:
F: we will fail the midterm exam ˜R  F & S

S: our course scores will be low

R F S
T T T
T T F
T F T
T F F
F T T
F T F
F F T
F F F
50
3. If we don’t revise the lesson contents, we will fail the midterm exam and our
course scores will be low.

Let:
R: we revise the lesson contents Symbolic form:
F: we will fail the midterm exam ˜R  F & S

S: our course scores will be low

R F S ˜R F&S ˜R  F & S

T T T F T T
T T F F F T
T F T F F T
T F F F F T
F T T T T T
F T F T F F
F F T T F F
F F F T F F

51
Exercise 4: Test validity of the argument

52
4A. If the pandemic doesn’t end or we will study online again next semester,
life is not fun for us at all. The pandemic does not end yet but we will not study
online again next semester. So, life is fun for us.
Let:
Symbolic argument:
E: the pandemic ends
˜E v S  ˜F
S: we study online again next semester
∴F
˜E & ˜S
F: life is fun for us
E S F
T T T
T T F
T F T
T F F
F T T
F T F
F F T
F F F

In/valid 53
4A. If the pandemic doesn’t end or we will study online again next semester,
life is not fun for us at all. The pandemic does not end yet but we will not study
online again next semester. So, life is fun for us.
Let:
Symbolic argument:
E: the pandemic ends
˜E v S  ˜F
S: we study online next semester
˜E & ˜S
F: life is fun for us
∴F
E S F ˜E ˜S ˜F ˜EvS ˜EvS ˜F* ˜E&˜S* FC

T T T F F F T F F T
T T F F F T T T F F
T F T F T F F T F T
T F F F T T F T F F
F T T T F F T F F T
F T F T F T T T F F
F F T T T F T F T T
F F F T T T T T T F

Invalid 54
 4B. If our teacher checks attendance, absentees will be recorded and they will be
prohibited from the exam. Our teacher doesn’t check attendance, so absentees will
still take the exam.

T = teacher checks attendance Symbolic argument:

R = absentees will be recorded TR&P
P = absentees will be prohibited
~T
∴ ~P
T R P

T T T
T T F
T F T
T F F
F T T
F T F
In/valid
F F T
F F F
55
 4B. If our teacher checks attendance, absentees will be recorded and they will be
prohibited from the exam. Our teacher doesn’t check attendance, so absentees will
still take the exam.

T = teacher checks attendance

Symbolic argument:
R = absentees will be recorded TR&P
P = absentees will be prohibited ~T
∴~P
T R P ~T* ~PC R&P T  R & P*

T T T F F T T
T T F F T F F
T F T F F F F
T F F F T F F
F T T T F T T Invalid
F T F T T F T
F F T T F F T
F F F T T F T 56
4C. My girlfriend's phone at work is busy. My best friend's phone is also busy. If they are talking
to each other, then both phones are busy. So, my girlfriend and my best friend are talking to each
other over the phone.
Symbolic argument:
G = My girlfriend’s phone at work is busy G
B = My best friend’s phone at work is busy B

∴T
T = My girlfriend & best friend talk to each other TG&B

G* B* T
T T T

T T F

T F T In/valid
T F F

F T T

F T F

F F T

F F F

57
4C. My girlfriend's phone at work is busy. My best friend's phone is also busy. If they are talking
to each other, then both phones are busy. So, my girlfriend and my best friend are talking to each
other over the phone.
Symbolic argument:
G = My girlfriend’s phone at work is busy G
B = My best friend’s phone at work is busy B
T = My girlfriend & best friend talk to each other TG&B
∴T

G* B* T G&B T  G & B* TC

T T T T T T

T T F T T F
Invalid
T F T F F T

T F F F T F

F T T F F T

F T F F T F

F F T F F T

F F F F T F

58
4D. If Group A doesn’t do the assignment, Group B doesn’t do it, either. If these
groups don’t do it, other groups will get the bonus points. So, if one of these groups
doesn’t do the assignment, other groups will get the bonus points.
Symbolic argument:
A = Group A does the assignment
B = Group B does the assignment ~A  ~B
G = other groups get the bonus points
~A & ~B  G

Invalid line 4 ∴ ~A v ~B  G
A B G ~A ~B ~A&~B ~A~B * ~A&~B  G * ~A v ~B ~A&~B  G C

T T T F F F T T F T

T T F F F F T F F F

T F T F T F T T T T

T F F F T F T T T F

F T T T F F F T T T

F T F T F F F T T F

F F T T T T T T T T

F F F T T T T F T F

Invalid 59
4D. If Group A doesn’t do the assignment, Group B doesn’t do it, either. If these
groups don’t do it, other groups will get the bonus points. So, if one of these groups
doesn’t do the assignment, other groups will get the bonus points.
Symbolic argument:
A = Group A does the assignment
B = Group B does the assignment ~A  ~B
G = other groups get the bonus points
~A & ~B  G
∴ ~A v ~B  G
A B G ~A ~B ~A  ~B* ~A & ~B ~ A & ~ B  G* ~Av ~ B ~ A v ~ B  GC

T T T F F T F T F T

T T F F F T F F F T

T F T F T T F T T T

T F F F T T F T T F

F T T T F F F T T T

F T F T F F F T T F

F F T T T T T T T T

F F F T F F F T T T

Invalid 60
 ASSIGNMENT

Instructions:
- The question “Who’s the thief?” is optional. Your weekly assignment includes
5 tasks that follow.
- Delete all the lesson slides and keep only the Assignment slides to resubmit.

Link to submit:

https://forms.gle/ytKg3j5wB7TvoRjj8
Names of your group
 OPTIONAL QUESTION

Who’s the thief?

A theft was committed by one of the 9 people (called One to
Nine) but the police don’t know who did it. Here are their
answers when questioned:
– One: Five is the thief.
– Two: No, it’s not true!
– Three: I did it.
– Four: Either Three or Eight is the thief.
– Five: Two said the wrong thing!
– Six: Three is the thief.
– Seven: No, Three is not the thief.
– Eight: I’m not the thief, and Three is not, either.
– Nine: What Eight says is correct, but Five is not the thief, either.

If only 3 out of 9 statements are true, who could be the thief?

63
 Task 1: Evaluate the French PM’s argument

Argument: We gave the Statue

of Liberty to you as a gift but
apparently you despise it. If you
despise it, it will be just fine
here at home. So, it will be just
fine here at home.

https://www.france24.com/en/france/20250316-french-mp-demands-the-us-give-us-back-the-statue-of-liberty
64
Task 1: Evaluate the French PM’s argument

Let: Symbolic argument:

Truth table Add/Delete columns to suit your argument.

Invalid
Task 2: Some students do Quiz 1 before the midterm exam. Some students do only
Quiz 2. If a student does only one quiz before the midterm exam, his/her quiz average
will be halved. So their quiz average will not be halved if they do both quizzes.

Let: Symbolic argument:

Truth table Add/Delete columns to suit your argument.

Conclusion:
Task 3: If we don’t do group assignments carefully but we do textbook exercises well,
we’ll be well prepared for the mid-term exam. It’s not the case that we do group
assignments carefully but we don’t do all textbook exercises. So, we’ll get ready for the
mid-term exam if we do them both.
Let Symbolic argument

Truth table Add/Delete columns to suit your argument.

Conclusion
Task 4: Create a propositional argument about the topic of one good/bad thing in student life with three variables, including at least a disjunction, a negation of a conjunction and a conditional statement, then turn it into the symbolic argument and evaluate its
validity.

Your argument
Truth table

Symbolic argument Add/Delete columns to suit your argument.

Conclusion
 Task 5: Create a propositional argument a current trend with three variables including at least a conjunction, disjunction, a negation, and a conditional statement, then turn it into the symbolic argument and evaluate its validity using the truth table.

Your argument

Truth table
Let
Add/Delete columns to suit your argument.

Symbolic argument

Conclusion:
 Attendance check (3 minutes)

Week 7
Take a picture of your ID card against this background
Thank you 

71