CIA Testing

What kind of testing?

As with all tests that require communication using a natural language, the native language and education level of the test taker will influence the test results. Education level indicates the type of common knowledge that might be known.  Life experience might augment the general knowledge with expertise in a special area.

Tests may be in several forms: multiple choice, essay, fillin, Q & A.  Since most agents use text for input and output it seems appropriate to use the Q & A approach to testing.

Each test will start with statements of knowledge, followed by a statement designed to elicit a response.  The response is then evaluated against supplied criteria to determine success or failure.  The result will be entered on the test results sheet. The session dialog plus the results sheet will be used as the basis for scoring.

• Test ID: code.  Coverage: Test criteria list.
• Given: statements.
• Q: statement. new stuff
• A: Answer criteria.

How to read test descriptions.

[ ] = optional entry

italics = variable term

underline =  language pattern

To accomodate alternate language forms the tester may alter any statement as long as a human determines the meaning is maintained.

Mental Apptitude Test descriptions begin here.

Part 1A - Learning categorical propositions by direct input (tutoring).

This level of testing assumes a grade school student learning from a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. Test assumes student has enough knowledge to comprehend the statements given in English and to generate answers in English. Test assumes student can perform categorical inference. Test assumes student can manage categorical propositions.

 Observations: overall performance, ability not shown, ability not met but not scored, ability exceeded expectation.

• Test ID: 1     Coverage: Remember, recall, classify, interpret, translate.
• Given: [Remember that] Tom is a human.
• Q: Describe Tom.
• A: Tom is a human.

• Test ID: 2     Coverage: Remember, recall, classify, interpret, translate.
• Given: [Remember that] Humans are mammals.
• Q: Describe humans.
• A: Humans are mammals.

• Test ID: 3     Coverage: Remember, recall, classify, verify, interpret, translate.
• Given: [Remember that] Humans are mammals. [Remember that] Tom is a human.
• Q: Is Tom a mammal?
• A: Yes, [Tom is a mammal].

• Test ID: 4     Coverage: Remember, recall, classify, verify, interpret, translate.
• Given: [Remember that] Humans are mammals. [Remember that] Mammals are animals. [Remember that] Tom is a human.
• Q: Is Tom an animal?
• A: Yes, [Tom is an animal].

• Test ID: 5     Coverage: Remember, recall, classify, verify, interpret, translate.
• Given: [Remember that] Humans are mammals. [Remembe rthat] Mammals are animals. [Remember that] Tom is a human.
• Q: Is Tom a quadruped?
• A: I don't know, [if Tom is a quadruped].

• Test ID: 6     Coverage: Remember, recall, classify, iverify, nterpret, translate.
• Given: [Remember that] Tom is a human. [Remember that] Tom is not a quadruped.
• Q: Is Tom a quadruped?
• A: No, [Tom is not a quadruped].

• Test ID: 7     Coverage: Remember, recall, classify, verify, interpret, translate.
• Given: [Remember that] Tom is a human. [Remember that] Humans are not quadrupeds.
• Q: Is Tom a quadruped?
• A: No, [Tom is not a quadruped].

• Test ID: 8     Coverage: Remember, recall, classify, interpret, translate.
• Given: [Remember that] Tom is smart.
• Q: Describe Tom.
• A: Tom is smart.

• Test ID: 9     Coverage: Forget, recall, interpret, translate.
• Given: [Remember that] Tom is a human. [Remember that] Tom is smart.
• Q: Describe Tom.
• A: Tom is a smart human.
• G.Forget Tom is smart.
• Q. Describe Tom.
• A Tom is a  human.

• Test ID: 10     Coverage: Negate, forget, recall, interpret, translate.
• Given: [Remember that] Tom is a human. [Remember that] Tom is smart.
• Q: Describe Tom.
• A: Tom is a smart human.
• G. Tom is not smart.
• Q. Describe Tom.
• A Tom is a  human. [Maybe Tom is not smart.]

Part 1B - Learning categorical propositions by discovery (inference).

This level of testing assumes a grade school student learning with a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. Test assumes student has knowledge of categorical inference based on the Square of Opposition. Student should be able to infer categorical propositions from given propositions. Student should be able to work with negation. Because of the students inexperience with set-set inference, biased inferences are acceptable; therefore any one of the ABC answers is considered correct.

• Test ID: 1-A     Coverage: Remember, recall, classify, interpret, translate, complete inference.
• G. [Remember] Tom is a human.
• G. [Remember] Tom is a mammal.
• A.[ I will remember] Tom is a human. [I will remember] Tom is a mammal.
• Q. describe mammals.
• A. Tom is a mammal.
• A. some mammals are humans.
• A. some humans are mammals.
• A. [possibly] all humans are mammals.
• A. [possibly] all mammals are humans.
• A. [possibly] all humans are mammals and all mammals are humans.
• A. It is not true that no mammals are humans .
• A. It is not true that no humans are mammals.

• Test ID: 1-B     Coverage: Remember, recall, classify, interpret, translate, first-learned biased inference.
• G. [Remember] Tom is a human.
• Q. [Remember] Tom is an mammal.
• A.[ I will remember] Tom is a mammal. [I will remember] some humans are mammals. [I will remember] [probably] all humans are mammals.
• Q. describe humans.
• A. Tom is a human.
• A. some humans are mammals.
• A. [probably] all humans are mammals. 

• Test ID: 1-C     Coverage: Remember, recall, classify, interpret, translate, last-learned biased inference.
• G. [Remember] Tom is a human.
• Q. [Remember] Tom is a mammal.
• A.[ I will remember] Tom is a human. [I will remember] some mammals are humans. [I will remember] [probably] all mammals are humans.
• Q. describe mammals.
• A. Tom is a mammal.
• A. some mammals are humans.
• A. [probably] all mammals are humans. 

• Test ID: 2     Coverage: Remember, recall, classify, interpret, translate, infer.
• G. [Remember] Tom is a mammal.
• Q. [Remember] Tom is not a dog.
• A.[ I will remember] Tom is not a dog. [I will remember] some mammals are not dogs. [I will remember] [probably] all mammals are not dogs.
• Q, describe mammals.
• A. Tom is a mammal.
• A. some mammals are not dogs.
• A. [probably] all mammals are not dogs. 

• Test ID: 3     Coverage: Remember, recall, classify, interpret, translate, infer.
• G. [Remember] Tom is a human.
• Q. [Remember] Tom is smart.
• A.[ I will remember] Tom is smart. [I will remember] some humans are smart. [I will remember] [probably] all humans are smart.
• Q, describe humans.
• A. Tom is a human.
• A. some humans are smart.
• A. [probably] all humans are smart,

• Test ID: 4    Coverage: Remember, recall, classify, interpret, translate, infer. 
• G. [Remember] Tom is a human.
• Q. [Remember] Tom is not smart.
• A.[ I will remember] Tom is not smart. [I will remember] some humans are not smart. [I will remember] [probably] all humans are not smart.
• Q, describe humans.
• A. Tom is a human.
• A. some humans are not smart.
• A. [probably] all humans are not smart.

Part 2A - Learning implication relationships by direct input (tutoring).

This level of testing assumes a grade school student learning with a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. 

• Test ID 1: coverage: implication, memory, instantiation
• G: Tom is a person.
• T: [remember] if rain is falling on a person then that person is wet.
• R: [I will remember "if rain is falling on a person then that person is wet."]
• T: [remember] Rain is falling on Tom.
• R:[I will remember Rain is falling on Tom.]
• T: Is Tom wet?
• R; Yes, Tom is wet.

Part 2B - Learning implication relationships by discovery (inference).

This level of testing assumes a grade school student learning with a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. 

• Test ID 1: coverage: implication, inference, instantiation, memory, generalization
• G: Tom is a person.
• G: Jim is a person.
• G: Jane is a person.
• T: Rain is falling on Tom.
• R: Rain is falling on Tom.
• T: Tom is wet.
• R: Tom is wet.
• T: Rain is falling on Jim .
• R: Rain is falling on Jim .
• T: Jim is wet.
• R: Jim is wet.
• R: Probably if it rains on a person then that person is wet.
• T: Rain is falling on Jane .
• R: Rain is falling on Jane .
• T: Is Jane wet?
• R: Yes, probably Jane is wet.

Language Acquisition

Language is not about intelligence, but there are several functions required to use language: addition, subtraction, transformation, and substitution. Additionally, Just basic conversation requires some understanding of language. So, we will use some simple language forms here and save the rest for experience/knowledge testing.

Part 3 - Learning language patterns by direct input (tutoring).

This level of testing assumes a grade school student learning with a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. 

• Language Test ID: 1     Coverage: RespondWith, substitution
• G. Respond to hello with howdy. or
• G. Respond to "hello" with "howdy".
• Q. hello.
• A. howdy

• A. Hi there.
• Q. howdy.
• A. Hi there.
• Q. hi.
• G. Respond to "hi" or "howdy" with "Hi there".
• G. Respond to hi or howdy with Hi there. 

•  Test ID: 3     Coverage: RespondWith, Interpret, substitution, personal pronoun.
• G. Interpret "When you hear A you say B." as  "Respond to A with B." 
• G. When you hear hello you say howdy.
• Q. hello.
• A. howdy.

• Test ID: 4    Coverage: RespondWith, interpret, extractclauses, substitution, personal pronoun.
• G. When you hear hi or howdy you say Hi there. or
• G. When you hear "hi" or "howdy" you say "Hi there".
• Q. hi.
• A. Hi there.
• Q. howdy.
• A. Hi there.

Part 4 - Learning language patterns by discovery (inference).

This level of testing assumes a grade school student learning with a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. 

• Test ID: 1     Coverage: InducePattern, Command Syntax, Dialog source, Remember, verify.
• G. Verify Tom is tall.
• G. Verify Jane is cute.
• Q. Describe Verify syntax.
• A. Verify syntax is probably "verify &variable is &variable."

• Test ID: 2     Coverage: InducePattern, Command Syntax, Dialog source, Remember, Variable assignment, verify.
• G. Tom is a human.
• G. Jane is a human.
• G. Tall is an attribute.
• G. Cute is an attribute.
• G. Tom is tall.
• G. Jane is cute.
• G. Verify Tom is tall.
• G. Verify Jane is cute.
• Q. Describe Verify syntax.
• A. Verify syntax is probably "verify &human is &attribute."

Part 5A - Using Language pattern interpretation for comprehension

This level of testing assumes a grade school student learning with a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. 

• Test ID: 1     Coverage: Compound terms (object), extract clauses.
• G. Tom is a human. Jerry is a dog.
• Q. Describe Tom and Jerry.
• A. Tom is a human. Jerry is a dog.

• Test ID: 2     Coverage: attribute-class phrase (object), extract clauses.
• G. Tom is a smart human.
• Q. Describe Tom.
• A. Tom is a smart human.
• Q. Is Tom smart?
• A. Yes, Tom is smart.
• Q Is Tom a human?
• A. Yes, Tom is a human.

• Test ID: 3     Coverage: Attributes-class phrase (object), extract clauses. 
• G. Tom is a tall smart human.
• Q. Describe Tom.
• A. Tom is a tall smart human.
• Q. Is Tom tall?
• A. Yes, Tom is tall.
• Q. Is Tom smart?
• A. Yes, Tom is smart.
• Q Is Tom a human?
• A. Yes, Tom is a human. 

• Test ID: 4     Coverage: Identify, who, substitution, personal pronoun.
• G. I am Tom.
• Q. Who am I?
• A. Tom.

• Test ID: 5     Coverage: Identify, who, substitution, personal pronoun.
• G. You are Harry.
• Q. Who are you?
• A. Harry.

• Test ID: 6     Coverage: Identify, who
• G. Tom is a tall smart person.
• G. Jim is a smart person.
• Q. Who is a smart person?
• A. Tom and Jim.
• Q. Who is a tall smart person?
• A. Tom.

• Test ID: 7     Coverage: Identify, which
• G. Texas is a big state.
• G. California is a big state.
• Q. Which state is big?
• A. Texas and California.
• Q. Which state is a big state?
• A. Texas and California.

Part 5B - Using Language pattern translation for Expression

This level of testing assumes a grade school student learning with a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. 

• Test ID: 1     Coverage: Remember, recall, interpret, translate, consolidate.
• G: [Remember that] Tom is a human. [Remember that] Tom is smart.
• Q: Describe Tom.
• A: Tom is a smart human.

• Test ID: 2     Coverage: Remember, recall, interpret, translate, article agreement.
• G: [Remember that] Tom is an animal. 
• Q: Describe Tom.
• A: Tom is an animal.

Part 5c - Word and phrase Substitutions.

• Test ID: 1     Coverage: Remember, recall, interpret, translate, [aeiou] article substitution.
• G: [Remember that] Tom is a human. Tom is astute.
• Q: Describe Tom.
• A: Tom is an astute human.

• Test ID: 2     Coverage: Remember, recall, interpret, translate,[aeiou] article agreement.
• G: [Remember that] Bruno is a character. Bruno is icy.
• Q: Describe Bruno.
• A: Bruno is an icy character.

• Test ID: 3     Coverage: Remember, recall, interpret, translate,[aeiou] article agreement.
• G: [Remember that] Fido is a dog. Fido is excited.
• Q: Describe Fido.
• A: Fido is an excited dog.

• Test ID: 4     Coverage: Remember, recall, interpret, translate, [aeiou]article agreement.
• G: [Remember that] Jerry is a gorilla. Jerry is orange.
• Q: Describe Jerry.
• A: Jerry is an orange gorilla.

• Test ID: 5     Coverage: Remember, recall, interpret, translate, [aeiou]article agreement.
• G: [Remember that] Martin is a man. Martin is unusual.
• Q: Describe Martin.
• A: Martin is an unusual man.

• Test ID: 6     Coverage: Identify, who, substitution, personal pronoun.
• G. I am Tom.
• Q. Who am I?
• A. Tom.

• Test ID: 7     Coverage: Identify, who, substitution, personal pronoun.
• G. You are Harry.
• Q. Who are you?
• A. Harry.

• Test ID: 8     Coverage:  standardizing, word substitution.
• G. Replace Hi with Hello, Replace Howdy with Hello.
• Q. Howdy, Harry.
• A. Hello, Tom.

• Test ID: 9    Coverage: Translate, phrase substitution.
• G. Translate "I don't know why A." to "I forget who told me "A"."
• Q. Why is Tom an animal?
• A. I forget who told me "Tom is an animal".

Part 6 - Temporal/Spatial.

Temporal

This level of testing assumes a grade school student learning with a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. 

Recall conversation.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Spatial

This level of testing assumes a grade school student learning with a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. 

• Test ID: 1     Coverage: Locate, on
• G. The chair is on the floor.
• Q. Locate the chair.
• A. The chair is on the floor.

• Test ID: 2     Coverage: Where, in
• G. The chair is in the kitchen.
• Q. Where is the chair?
• A. The chair is in the kitchen.

• Test ID: 3     Coverage: Extract clauses, at, in, verify
• G. Tom is at the store in aisle 3.
• Q. Is Tom at the store?
• A. Yes, Tom is at the store.

• Test ID: 4     Coverage:
• G.
• Q.
• A

• Test ID: 5     Coverage:
• G.
• Q.
• A

Part 7 - Reasoning about propositions.

 Part 7A - Justifying propositional beliefs

This level of testing assumes a grade school student learning with a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. 

• Test ID: 1     Coverage: Prove, syllogism.
• G. Tom is a human.  Humans are animals.
• Q. Prove Tom is an animal.
• A. Tom is a human.  Humans are animals. Therefore, Tom is an animal.

• Test ID: 2     Coverage: Prove, cite authority.
• G. Tom is a human. 
• Q. Why is Tom a human?
• A. Tom said "Tom is a human".

• Test ID: 3     Coverage: Prove, acknowledge lack of justification.
• G.
• Q. Why is Tom an animal?
• A. I don't know why Tom is an animal.

• Test ID: 4    Coverage: Translate, Prove, acknowledge lack of justification.
• G. Translate "I don't know why A." to "I forget who told me "A"."
• Q. Why is Tom an animal?
• A. I forget who told me "Tom is an animal".

• Test ID: 5     Coverage: Remember, recall, classify, interpret, translate.
• Given: [Remember that] Tom is a human.
• Q: Describe Tom.
• A: Tom is a human.

• Test ID: 6 report dilemma
• G: humans are male or female.
• T: Jane is human.
• R: Jane is male or female.

• Test ID: 7 ask for resolution of dilemma
• G: humans are male or female.
• T: Jane is human.
• R: Is Jane male or female?
• T: Jane is female.
• R: Jane is female.
• T: describe Jane.
• R: Jane is a female human.

• Test ID: 8 recall dilemma
• G: humans are male or female.
• T: Jane is human.
• R: Jane is human.
• T: describe Jane.
• R: Jane is a male or female human.

• Test ID: 9 resolve dilemma with positive
• G: humans are male or female.
• T: Jane is human.
• R: Jane is human.
• T: Jane is female.
• R: Jane is female.
• T: describe Jane.
• R: Jane is a female human.

• Test ID: 10 resolve dilemma with negative
• G: humans are male or female.
• T: Jane is human.
• R: Jane is human.
• T: Jane is not male.
• R: Jane is not male.
• T: describe Jane.
• R: Jane is a female human.

Part 7C - Show Reasoning

This level of testing assumes a high school student learning with a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. Inferences are limited to the Square of Opposition.  

• Test ID: 1     Coverage: show reasoning, square-of-opposition inference
• G.
• Q.
• A

Part 8 - Problem solving. 

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 9 - Motivation.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 10 - Planning.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 11 - Abstract thinking.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 12 - Relate object characteristics by value range.

This level of testing assumes a grade school student learning with a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. 

• Learning object characteristic value ranges by direct input.
  
  Test ID n: Coverage: Positive, opposite, range, question, remember
  T: a person has height.
  R: I understand.
  T: [characteristic] height has [relative value] range short/tall.
  R: I understand.
  T: Mary is a person.
  R: I understand. Is Mary short or tall?
  T: Mary is tall.
  R: I understand.
  
  Learning object characteristic value ranges by inference.
  
  Test ID n: Coverage: Positive, opposite, range, question
  G: height has range short/tall.
  T: Mary is tall.
  R: I understand.
  T: Is Mary short?
  R: No, Mary is not short. Mary is tall.
  
  Using object characteristic value ranges in positive, comparative, superlative statements.
  
  Test ID n: Coverage: Positive, opposite, range, question, dilemma
  G: height has range short/tall.
  T: Max is short.
  R: I understand.
  T: Is Max tall or short?
  R: Max is short.
  
  Test ID n: Coverage: Positive, opposite, range, question, proportional
  G: height has range short/tall.
  T: Max is very short.
  R: I understand.
  T: Is Max is short?
  R: Yes, Max is short.
  T: How short is Max?
  R: Max is very short.
  
  Test ID n: Coverage: Comparative, opposite, range, question, negative
  G: height has range short/tall.
  T: Mary is taller than Max.
  R: I understand.
  T: Is Mary taller than Max.
  R: Yes, Mary is taller than Max.
  T: Is Max taller than Mary?
  R: No, Max is shorter than Mary.
  
  Test ID n: Coverage: Comparative, range, unknown, possessive
  G: height has range short/tall.
  T: Mary's mother is taller than Max.
  R: I understand.
  T: Describe Mary's mother.
  R: Mary's mother is taller than Max.
  T: Is Mary's mother taller than Joe?
  R: I don't know.
  
  Test ID n: Coverage: Superlative, range, opposite, chain, who, oset
  G: height has range short/tall.
  T: Mary is taller than Max.
  R: I understand.
  T: Max is taller than Joe.
  R: I understand.
  T: Is Mary taller than Joe.
  R: Yes, Mary is taller than Joe.
  T: Who is the shortest?
  R: Joe is the shortest [of Mary, Max and Joe]. 

Experience Test descriptions begin here.

Part 1 - Knowledge.

• Test ID: 1     Coverage:
• G.
• Q.
• A.

Part 1A - Semantic.

Part 1A.1 - Propositions.

Standard Object characteristic value ranges

put them here

Part 2- Motivators.

• Test ID: 1     Coverage:
• G.
• Q.
• A.

Part 3 - Sensory.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Traits Test descriptions begin here.

Part 1 - Personality.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 2 - Creativity.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 3 - Wisdom.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 4 - Character.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Roles Test descriptions begin here.

Part 1 - Advisor.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 2 - Assistant.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 2A - Biographer.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 3 - Conversationalist.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 4 - Customer service.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 5 - Companion.

This level of testing assumes an adult learning from a parent, or personal or vicarious experience. Test assumes no prior knowledge of the objects used in the propositions before testing. Test assumes adult has enough knowledge to comprehend the statements given in English and to generate answers in English. 

Family

• Test ID: 1     Coverage:personal biography
• G.
• Q.
• A

This level of testing assumes an adult learning from a friend. Test assumes no prior knowledge of the objects used in the propositions before testing. Test assumes adult has enough knowledge to comprehend the statements given in English and to generate answers in English. 

Friends

• Test ID: 1     Coverage: friend's biography
• G.
• Q.
• A

Part 6 - Director.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 7 - Diagnostician.

This level of testing assumes a grade school student learning with a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. 

• Test ID: 1 coverage: Mill's method of agreement, metacognition (observe).
• Q: I have a stomachache.
• A: Did you eat your last meal with others?
• Q:Yes., I ate a buffet dinner with my family..
• A; Who ate there?
• Q: myself, mom, dad, and sis.
• A: Who else has a stomachache?
• Q: mom, dad, and sis.
• A: What did you eat?
• Q: oyster and salad.
• A: What did mom eat?
• Q: oyster, beef, salad and noodles.
• A: What did dad eat?
• Q: oyster and noodles.
• A: What did sis eat?
• Q: oyster and beef.
• A: since everyone ate oyster, oyster is the probable cause of the stomachache.
• Q: How did you arrive at this answer?
• A: I used Mill’s Method of Agreement.
• Q: list the steps you took.
• A: I collected all the cases with the same effect, compared the effect to the rules to create a list of candidate rules, compared the candidate rules to the situation to find a relevant rule, compared the causal side of the rule to each case to create a list of possible causes and compared the possible causes for each case to find a common cause for all cases.
  

• Test ID: 2 coverage: Mill's Method of difference, metacognition (observe).
• Q: Some of my family has stomachaches.
• A: Did you all eat at the same place recently?
• Q: Yes, we ate a buffet dinner together.
• A: Who was there?
• Q: myself, mom, dad, and sis.
• A: Who has a stomachache?
• Q: mom, dad, and sis.
• A: Do you have a stomachache?
• Q: No.
• A: What did you eat?
• Q: oyster, beef and noodles.
• A: What did mom eat?
• Q: oyster, beef, salad and noodles.
• A: What did dad eat?
• Q: oyster, beef, salad and noodles.
• A: What did sis eat?
• Q: oyster, beef, salad and noodles.
• A: since everyone who ate salad has stomachaches and you did not eat salad and you don’t have a stomachache, salad is the probable cause of the stomachaches.
• Q: How did you arrive at this answer?
• A: I used Mill’s Method of Difference.
• Q: list the steps you took.
• A: I collected all cases with the same event, compared the effect to rules to create list of candidate rules, compared the candidate rules to the situation to find a relevant rule, compared causal side of rule to recent events to create list of possible causes, compared possible causes for each case. Since all causes are common except one, and all effects are in common except one then the exception is the probable cause.
  

• Test ID: 3 coverage: Mill's Joint Method, metacognition (observe).
• Q: Some of my family has stomachaches.
• A: Did you all eat at the same place recently?
• Q: Yes, we ate a buffet dinner together.
• A: Who was there?
• Q: myself, mom,dad,and sis.
• A: Who has a stomachache?
• Q: mom, dad, and sis.
• A: Do you have a stomachache?
• Q: No.
• A: What did you eat?
• Q: oyster and noodles.
• A: What did mom eat?
• Q: oyster, beef, salad and noodles.
• A: What did dad eat?
• Q: oyster, beef and noodles.
• A: What did sis eat?
• Q: oyster, beef and salad.
• A: since everyone who ate beef has stomachaches and you did not eat beef and you don’t have a stomachache, beef is the probable cause of the stomachaches.
• Q: How did you arrive at this answer?
• A: I used Mill’s Joint Method.
• Q: list the steps you took.
• A: I collected all cases with the same event, compared the effect to rules to create list of candidate rules, compared the candidate rules to the situation to find a relevant rule, compared causal side of rule to recent events to create list of possible causes, compared possible causes for each case. Since a common cause matches the common effects and that cause is not in common with the negative effect, then the common cause is the probable cause.
  

  NOTE: this residues example is incorrect and needs to be fixed.

• Test ID: 4 coverage: Mill's method of residues, metacognition (observe).
• Q: I have a stomachache.
• A: What have you eaten recently?
• Q: oyster, beef, salad and noodles.
• A: Who did not get a stomachache?
• Q: dad, mom and sis.
• A: What did dad eat?
• Q: dad ate oyster.
• A: What did mom eat?
• Q: mom ate beef.
• A: What did sis eat?
• Q: sis ate salad.
• A: since you ate oyster, beef, salad and noodles.and you have a stomachache, and others ate oyster, beef, and salad and did not get a stomachache, then the probable cause of your stomachache is noodles.
• Q: How did you arrive at this answer?
• A: I used Mill’s Method of Residues.
• Q: list the steps you took.
• A: I compared the effect to rules to find a relevant rule, compared causal side of rule to this case to create list of possible causes, and collected all cases with counterexamples of each cause. Since the counterexamples eliminated all causes but one, then the remaining cause is the probable cause.
  

• Test ID: 5 coverage: Mill's method of concomitant variation, metacognition (observe).
• Q: I have a mild stomachache.
• A: What have you eaten recently?
• Q: I ate one oyster.
• A: Who else has a stomachache?
• Q: dad and sis.
• A: What did dad eat?
• Q: dad ate ten oysters.
• A: What did sis eat?
• Q: sis ate five oysters.
• A: How bad is dad’s stomachache?
• Q: Severe (8).
• A: How bad is sis’s stomachache?
• Q: Moderate (5).
• A: since everyone ate a different amount of oysters, and each person’s stomachache pain varied relative to the amount each ate, then the probable cause of the stomachaches is oysters.
• Q: How did you arrive at this answer?
• A: I used Mill’s Method of Concomitant Variation.
• Q: list the steps you took.
• A: I compared the effect to rules to find a relevant rule, compared causal side of rule to this case to create list of possible causes, collected all cases with the same possible cause, measured the effect for each case, measured the cause for each case, and compared the measurements for each cause and effect. Since the amount of change in the effect is relative to the amount of change in cause for each case, then it is the probable cause

Part 8 - Interviewer.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 9 - Investigator.

This level of testing assumes a grade school student learning with a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. 

• T: Why is Tom is cranky?
• R: Is Tom a person?
• T: Yes, he is a person.
• R: Is Tom wet?
• T: I don't know.
• R: Did it rain on Tom?
• T: I don't know.
• R: Did Tom shower?
• T: I don't know.
• R: Is Tom outside?
• T: Yes, Tom is outside.
• R: Is the shower floor wet?
• T: No, the shower floor is not wet.
• R: Possibly it rained on Tom and he got wet and that's why he is cranky.

  Part 2

  A college student with knowledge of logic could provide the answer to this question.

• T: Using the rules of logic, describe how you came to this conclusion.
• R: First I substituted "tom" with "person" in all the conditions.
• Then, using these rules from abductive reasoning
• 1. reverse modus ponens: the premise "the person is wet" and the premise "if it rained on the person then the person is wet" infers "possibly it rained on the person."
• 2. reverse modus ponens: the person is wet plus if a person showered then the person is wet therefore possibly the person showered.
• 3. reverse hypothetical syllogism: the person is cranky plus if it rained on the person then the person is wet plus if the person is wet then the person is cranky therefore possibly it rained on the person.
• I inferred the following explanation candidates:
• 1. possibly it rained on the person or
• 2. possibly the person showered.
• Finally, using these rules from deductive reasoning
• 1. disjunctive syllogism: the person is outside plus either the person is outside or the person is inside therefore the person is not inside
• 2. modus tollens: the shower floor is not wet plus if the person showered then the floor is wet therefore the person showered is not true.
• 3. modus tollens: the person is not inside plus if the person showers then the person is inside therefore the person showered is not true.
• This left "possibly it rained on the person."
• I substituted "person" with "tom" then
• I determined "it rained on tom. " explains all the conditions.

TestID 9B: Coverage: causal reasoning, counterfactual, story

This level of testing assumes a grade school student learning with a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. 

• G: if season is wet then likely it rains.
• G: if season is dry then unlikely it rains.
• G: if sprinkler is on then pavement is wet.
• G: if it rains then pavement is wet.
• G: if pavement is wet then pavement is slippery.
• T: if the season is dry, and the pavement is slippery, did it rain?
• R: unlikely. more likely the sprinkler was on. very slight possibility that it is not wet.
• T: what if you see the sprinkler is off?
• R: then it is more likely that it rained.
• T: do you mean if we turn the sprinkler on, the rain will be less likely?
• R: no, the likelihood of rain would remain the same, but the pavement will get wet for sure.
• T: we see the sprinkler is on and the pavement is wet, but what if the sprinkler were off?
• R: the pavement would likely be dry, because the season is dry.

Part 10 - Learner.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 11 - Logician.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 12 - Mathematician.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 13- Orator.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 14- Predictor.

Learning conversation expectations from direct input.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Learning conversation expectations from experience.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Making conversation predictions.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 15- Puzzler.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 16 - Reader.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 17 - Salesperson.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 18 - Stock analyst.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 19 - Storyteller.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 20 - Teacher.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 21- Thinker.

This level of testing assumes a grade school student learning with a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. 

• This is a conversation that I had with Harry to test his Deductive, Inductive, and Abductive reasoning ability. I have asked him to express his reasoning thoughts.

          G: if a person is mean, then that person is ugly.

• Harry : hello Tom.
  Tom : charlie is a human.
  Harry : I will remember charlie is a person.
  Tom : chad is a human.
  Harry : I will remember chad is a person.
  Tom : charlie is mean.
  Harry : I will remember charlie is mean.
  Harry : using affirm particular, I deduced remember some humans are mean.
  Harry : I will remember some humans are mean.
  Harry : using deny negative universal, I induced forget humans are not mean.
  Harry : I will forget that humans are not mean.
  Harry : using affirm universal, I induced remember humans are mean.
  Harry : I will remember humans are mean.
  Harry : using modus ponens, I deduced remember charlie is ugly.
  Harry : I will remember charlie is ugly.
  Harry : using affirm particular, I deduced remember some humans are ugly.
  Harry : I will remember some humans are ugly.
  Harry : using deny negative universal, I induced forget humans are not ugly.
  Harry : I will forget that humans are not ugly.
  Harry : using affirm universal, I induced remember humans are ugly.
  Harry : I will remember humans are ugly.
  Harry : using reverse modus ponens, I abduced remember charlie is possibly mean.
  Harry : I will remember charlie is possibly mean.
  Harry : using remove uncertainty, I deduced forget charlie is possibly mean.
  Harry : I will forget that charlie is possibly mean.
  Tom : chad is not mean.
  Harry : I will remember chad is not mean.
  Harry : using negate particular, I deduced remember some humans are not mean.
  Harry : I will remember some humans are not mean.
  Harry : using deny affirmative universal, I induced forget humans are mean.
  Harry : I will forget that humans are mean.
  Harry : using affirm negative universal, I induced remember humans are not mean.
  Harry : I will remember humans are not mean.
  Harry : using deny negative universal, I induced forget humans are not mean.
  Harry : I will forget that humans are not mean.
  Tom : describe charlie.
  Harry : charlie is a mean ugly human.
  Tom : describe chad.
  Harry : chad is not mean.
  Harry : chad is a person.
  Tom : describe humans.
  Harry : some humans are mean.
  Harry : some humans are ugly.
  Harry : humans are ugly.
  Harry : some humans are not mean.

Part 22 - Writer.

• Test ID: 1     Coverage:
• G.
• Q.
• A

Part 23 - Recollector.

This level of testing assumes a grade school student learning with a tutor. Test assumes no prior knowledge of the objects used in the propositions before testing. 

• Test ID: 1     Coverage: Recall dialog statement by position.
• G.
• Q.
• A

• Test ID: 2     Coverage: Recall dialog statement by person name..
• G.
• Q.
• A

• Test ID: 3     Coverage: Recall dialog statement by keyword.
• G.
• Q.
• A

• Test ID: 4     Coverage: Recall dialog statement by date/time.
• G.
• Q.
• A

• Test ID: 5     Coverage: Recall subject by date/time.
• G.
• Q.
• A