TEACHER RESOURCE
Inference
forming a new conclusion based solely on what is already known
4
Objectives: • understand that we can go beyond what is given to draw additional
conclusions;
• recognize which inferences are plausible and which are not;
Primary
Intermediate
Middle
4
4
Senior
Introduce the term
• understand the value of drawing inferences in a variety of circumstances.
Use the following activities to introduce the concept of inference
➤➤
32
targeted
adaptable
Introduce the term inference using one of the following activities:
Mary writes: Jack, your new car is awesome.
Ask students to decide which of the following statements can be said to be definitely
true, based on the information contained in this e-mail:
1. Mary knows Jack.
2. Mary has information about Jack’s car.
3. Mary has seen Jack’s car.
4. Mary is impressed by Jack’s car.
5. Mary believes that Jack hasn’t had the car for a long time.
6. Mary believes that Jack bought the car.
(Only 2, 4, and 5 are necessarily implied by the e-mail message, although 1 and 3 are
likely, and 6 is possible.)
• Option 2: One at a time, act out several ambiguous gestures (frown, reach into your
pocket, shake or flap your hands rapidly) and utter a few words (Oh! What! Hmmmm).
For each gesture or sound, ask students to try to figure out what you are doing, thinking,
or feeling (for example, you might be shaking your hands to dry them or to shake off
tension or stiffness).
Identify the attributes
of the concept
➤
After discussing students’ answers to the introductory activity, invite them to suggest a
term to describe the idea that we can learn by thinking about the information we have been
given. Introduce the word inference. Encourage students to explain its meaning in their own
words. Point out that the root of this word means “to bring in or to introduce”. Ask students
to suggest other terms with similar meanings (for example, conclusion, implication).
➤
Using the activities that follow, introduce four basic attributes of inferences:
Introduce attributes
#1 and #2
#1) Inferences are conclusions based on what is already known.
#2) Individuals may draw different inferences from the same source.
#3) We are constantly drawing inferences from many different sources
around us, including statements, observations, sounds, and images.
#4) Some inferences may be more plausible than others.
Attribute #1 and #2: Inferences are conclusions based on what is already known.
Individuals may draw different inferences from the same source.
➤
Inference
Basic
attributes
On the board, begin creating a web that will identify the attributes of inferences.
1
© The Critical Thinking Consortium
Inference
• Option 1: Invite students to imagine they are detectives trying to find out as much as they
can from the following e-mail message:
TEACHER RESOURCE
Inference
cepted
imal
might
______
The an
imal
Infere
nce
.
a ho
oked
A1
is ali
imal
imal
A5
is a bi
imal
imal
imal
______
______
______
______
______
______
______
SHEE
TA
like fe
et.
outh
.
A2
be an
eagle.
A4
be an
owl.
A6
ore th
an on
e foot
es.
A9
d fro
m th
e
______
might
has m
A7
has ey
The an
______
claw-
rd.
The an
The an
VITY
, and
big m
ad.
imal
imal
has a
might
A3
is de
The an
The an
beak
ve.
The an
The an
ACTI
: The
hawk
imal
______
______
Reco
gniz
ing in
anim
feren
al ha
s brow
ces
n feat
hers,
facts
The an
A sta
te
accept ment that
ed fa
can be
cts:
inferre
______
be a
32
The ac
The an
nce
Explain to students that they are going to refine their
understanding of inferences by looking at various examples
and non-examples of the concept. Distribute copies of
the 12 cards (10 completed and 2 blank) in Recognizing
inferences (Activity Sheet A) to groups of 2 or 3 students.
Read the “accepted facts” stated on the top of the page:
The animal has brown feathers, a hooked beak, and
claw-like feet. Explain that students are to try to
determine, if we knew that the accepted facts are true,
what else might be concluded from this information.
Instruct students to separate those cards containing
examples of inferences that can be drawn from
the accepted facts from those cards that are not
examples of inferences that can be drawn from
the accepted fact.
Infere
➤➤
______
______
______
______
______
___
______
A8
prob
ably
eats
meat.
A relat
A10
ed sta
from
temen
the ac
cepted t that cann
ot be
facts
:
inferre
d
______
______
______
.
______
______
___
______
______
______
______
______
______
______
______
______
______
______
©
The
______
______
______
______
5
Critica
___
l Thi
______
nking
___
Consor
tium
32
Examples of inferences drawn
from the accepted facts
Not examples of inferences drawn
from the accepted facts
A1
A4
A6
A7
A8
A10
Introduce attribute #3
Inference
A2
A3
A5
A9
➤➤
Review students’ answers and the reasons for their conclusions. Draw attention to the need to
base inferences entirely on the information contained in the accepted facts and the possibility
that differing and competing inferences may be drawn (notably, the possibility that the animal
may be an eagle, owl, or hawk). Ask students to complete the two blank cards by thinking of
an inference that can be drawn from the accepted facts and one that cannot.
➤➤
Record the first and second attribute on the web.
Attribute #3: We are constantly drawing inferences from many different sources around us, including
statements, observations, sounds, and images.
➤
Ask students to make a note of ten things (noises, images, objects, people) and to draw at least
one inference from each source (for example, the condition of the desks in the classroom may
suggest something about the age of the equipment and/or the level of student responsibility in
caring for school property). Invite students to share some of their more imaginative or interesting
inferences. Challenge students to identify an item in the classroom or elsewhere about which
no inference might be drawn. Draw attention to our ongoing and unavoidable habit of drawing
inferences based on what is presented to us.
➤
Add the third attribute to the web.
➤➤
As an extension, invite students to suggest at least one statement that is not a plausible inference
that can be drawn from each of the sources used above (for example, we cannot decide whether
the teachers are neat or messy from the condition of the students’ desks).
2
© The Critical Thinking Consortium
TEACHER RESOURCE
Attribute #4: Some inferences may be more plausible than others.
➤➤
Suggest to students that not every inference should be accepted as true—some inferences
may only be possible and others may be completely false. Refer to a few of the questionable
inferences suggested in the introductory activity described above (Do we know that Mary
actually knows Jack? Were you trying to dry your hands when you shook them?) to help students
see that inferences fall into three broad categories (these categories are really benchmarks
along a continuum):
• highly plausible or highly likely— information in the accepted facts suggests the inference
is most probably true;
32
Introduce attribute #4
• unlikely or false—information in the accepted facts suggests the inference is most probably
false.
• Distribute copies of the 12 cards (9 completed and 3 blank) in Assessing inferences (Activity
Sheet B) to groups of 2 or 3 students. Read the “accepted facts” found on the top of the
page: The bird has brown feathers, a hooked beak, and claw-like feet. Instruct students to
separate the cards into the three categories described above.
➤➤
Highly plausible
Possible
Unlikely or false
B7 B1B2
B8 B3B4
B9 B5B6
The ac
cepted
The bi
rd is
Asse
ssing
infere
bird
has br
nces
own
feathe
rs,
facts
: The
a hawk
.
Infere
a ho
oked
nce
The bi
rd m
➤➤
The bi
ight
B1
be ali
The bi
ight
On the board, record the fourth attribute on the web.
The bi
rd m
n lan
d on
bran
ches
The bi
es to
A st
at em
en t
inferre
nce dr th at is
a hi
awn
gh
from
the ac ly pl au sib
cepted
le
______
______
facts
______
:
___
______
nce
______
______
______
______
______
______
______
______
______
______
swim
unde
s and
ter.
B6
The bi
rd pr
obab
layin
ly pr
g eg
oduc
gs.
es
its yo
ung
______
______
is an
unlik
n fro
el
m th
e acce y or false
pted
facts
:
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
The
Critica
___
______
______
___
______
6
©
___
______
A sta
te
draw ment th
at is
n fro
m th
e acce a possibl
e infe
pted
rrenc
facts
______
:
e
______
___
by
B8
A sta
te
inferre ment th
at
nce dr
aw
______
______
seed
r wa
all
______
Infere
s are
robin.
g sm
______
______
source
B4
rd lik
______
______
TB
et.
es.
B9
______
SHEE
like fe
in tre
B7
eatin
claw-
B2
be a
ad.
The bi
rd is
well
anim
suite
als.
d to
______
ight
be de
B5
rd ca
VITY
, and
ve.
B3
rd m
ACTI
beak
The bi
rd’s m
grain
ain fo
s.
od
32
Review students’ answers and the reasons for their
conclusions. Draw attention to the need to think carefully
whether the statement is likely true or not given the
information contained in the accepted fact. Ask students
to complete the three blank cards by using the accepted
facts to think of a highly plausible inference, a possible
inference, and an unlikely or false inference.
l Thi
nking
___
Consor
tium
Reinforce
the concept
➤➤
Introduce the Student Resource, Inference. Review each of the elements:
the key attributes of the concept, reasons for thinking about the concept “inference,”
similar and different terminology and the self-assessment rubric. Help students create their
own example for each attribute. Encourage students to refer to this resource when using the
concept in the future.
➤➤
Review the following suggestions for assessing inferences drawn from a particular source:
• Check that you are clear about the meaning of all relevant details in the source.
• Think of several possible conclusions that might be drawn from these details or study the
inferences that others have drawn from the source.
• Look carefully for evidence in the source to support each possible conclusion.
Inference
3
© The Critical Thinking Consortium
Inference
• possible—the inference could easily be true or false; we can’t tell given the accepted facts;
TEACHER RESOURCE
• Look for any evidence in the source or think of alternative interpretations that are not
consistent with the inferences or that suggest a different inference is possible.
• Decide whether the proposed inferences are highly plausible, merely possible, or unlikely,
given the information in the source.
The tra
dition
expe
al so
nsive
urces
over
of en
resour
the
ergy
ce
ACTI
—oil
we wa s. Clearly, years. Be
VITY
, gas,
cause
we mu
nt to
and
SHEE
they
tradit
protec
st de
TC
are no coal—po
ion
velop
t
llute
t re
we mu al energy our curre
rene
the en
wable newable
nt qu
st take
source
vir
, we
ality
ener
s. Sin
steps
will ev onment
of lif
gy so
ce it
to re
an
e
urces
entu
and
d ha
wi
duce
all
save
ve be
th
the am ll take ye
the pla at are les y run ou
co
ar
me
s
ount
t of ou
incre
of en to fully re net. Wind s harmfu
l to th r supplie asingly
ergy
place
and
s
we us
e envir
solar
curre
of th
e wh
ese
onme
ile we nt energy power ar
nt if
e alt
source
still re
erna
s with
ly on
tives
nonto
alter
rene
wable native so
urces,
source
s.
Ratin
g infe
rence
s
6.
32
nce
Evide
nce fro
m the
that
so
it mi
ght be urce
likely
a
infere
nce
32
e
erenc
ble inf
Possi
❏ hig
hly pla
❏ po
usible
ssi
❏ un ble
likely
or fal
se
nce
Possi
ble inf
erenc
e
Ratin
g infe
rence
s (sa
mple
answ
ers)
The tra
dition
expe
al so
nsive
urces
over
of en
resour
the
ergy
ce
—oil
ACTI
we wa s. Clearly, years. Be
, gas,
cause
VITY
we mu
nt to
and
they
SHEE
tradit
protec
st de
are no coal—po
ional
TD
velop
t our
llute
t re
ener
we mu
curre
rene
the en
wable newable
nt qu
st take gy sour
vir
, we
ality
ce
ener
s.
steps
will ev onment
Since
of lif
to re
and
e and gy source
it wi
entu
duce
have
ll
s
all
sa
th
ta
y
ve
at
ke
the am
beco
run ou
the pla
are les
years
7
ount
t of ou me incre
of en to fully re net. Wind s harmfu
as
r
ing
su
l to th
pp
ergy
place
ly
and
we us
e envir lies of th
solar
curre
e wh
ese
onme
©
ile we nt energy power ar
nt if
The
e alt
source
still re
Critica
erna
l Thi
s with
ly on
tives
nking
nonto
alter
Consor
rene
tium
wable native so
urces,
source
s.
• When reaching conclusions about the
actions or motives of peers or of fictional
and non-fictional characters in literature, check that the
interpretations are fully supported by the known facts about the person.
Infere
1. Th
e autho
r think
should
s
energ start using we
y as soo
solar
can.
n as
we
nce
• When listening to a presentation, question the
inferences that the speaker has made in arriving at
the conclusions in the presentation and consider
the implications of the speaker’s message
beyond what is actually stated.
2. We
will po
llute
conv
les
ert
gas to from oil s if
and
altern
source
ative
s.
At appropriate times over the ensuing several
weeks, ask students to use this concept, with the support
of Activity Sheet C, in regular classroom situations
including the following:
Infere
➤➤
Evide
1. Th
nce fro
e autho
m the
tha
r
should
thi
t
so
it
nk
urce
migh
s
t be
likely
energ start using we
Evide
a
The en
infere
y as soo
solar
nce fro
can.
nce
tire po
Evide
n as
m the
that
enco
nce fro
int of
we
it mi
urage
m the
that
ght NO source
use of the article
such
it mi
likely
as
alt
ght NO source
infere T be a
afraid solar energ ernative is to
2. We
likely
nce
Ratin
that
source
The au
infere T be a
will po
tradit
we wi y. The au
g
nce
s
thor
llute
conv
Ratin
thor
ional
ll run
mu
doesn
les
ert
g
is
st
sou
ou
do
’t
t of
rces.
gas to from oil s if
actua
it im
The au
media
and
lly say
altern
source
tely.
thor
we
ative
❏ hig
“less
wants
s.
hly pla
en
✔ hig
❏
❏ po
usible
source vironme people to
hly pla
ssi
ntally
use
s
❏ po
usible
❏ un ble
harm
tradit as an alt
ssi
3. We
likely
ful”
ern
ional
The au
❏ un ble
will use
or fal
source ative to
gas.
likely
thor
se
if we
less en
s, suc
are no
or fal
says
conv
h as
altern
ergy
se
t av
ert
tra
oil
ail
red
fro
dit
an
The au
m
uce the able no ate source
ional
d
w so
to
altern
thor
energ
source
we sho s
says
ative
y we
tha
❏ hig
❏ hig
s
source
uld
use.
hly pla
be be will pollu t altern
s.
ati
❏ po
cau
✔ possihly plausible
te les
❏
usible
ssi
s. Co ve
use les se they
uld thi
❏ un ble
may
❏ un ble
s of it?
There
requir
likely
s
likely
is
e tha
or fal
or fal
source no statem
t we
se
se
4. Th
s
ent tha
reason will use
e au
t
tho
alt
les
r think
can pro
runnin for cutting s energy. ernative
s we
Th
g ou
❏ hig
quali tect our
t of tra back is to e
there
❏ hig
In the
cu
ty
is
av
✔ po hly plausible
hly pla
❏
lon
imme of life on rrent
use les no sugge ditional sou oid
❏ po
our use g run,
ssi
ly if we
diatel
usible
stion
s energ
ssi
we mu
rces;
❏ un ble
tradit
y sto
envir
that
❏ un ble
are to of tradit
p usi
likely
y wh
st red
ion
we
onme
ng
likely
ional
or fal
uce
maint
source al energ
ntally en the sou will
sou
or fal
into
se
y
s.
frien
rces
the fut ain our qu rces if
se
The au
dly.
are
we
5. It
ality
ure.
tho
is
of
r
mo
sou
sta
life
tes tha
rces
use oil re expensi
t altern
dema can’t me
ve
et
ns.
❏ hig
ative
wind than to use to
ou
This
optio
hly pla
The au
powe
sugge r current
n
❏ po
r.
usible
thor
❏ hig
ssi
tradit is to conti sts our on
more
talks
hly pla
ion
❏ un ble
nu
abou
ex
ly
❏ po
usible
likely
source al source e with the
t oil
doesn pensive
beco
ov
or fal
s
s are
’t
✔ un ssible
❏
ming
6.
se
readil until altern
powe mention er the ye
likely
ars
r.
y avail
the co
There
ative
or fal
st of , and
able.
se
is
wind
captur no menti
on of
ing wi
wi
the
nd
ll
tak
po
co
capaci e a while wer. Given st of
to de
ty, thi
❏ hig
velop that it
be ex
s ma
y
pensi
wind
✔ po hly plausible
❏
ve as mean tha
ssi
well.
t it wi
❏ un ble
ll
likely
or fal
se
nce
❏ hig
hly pla
❏ po
usible
ssi
❏ un ble
likely
or fal
se
❏ hig
hly pla
❏ po
usible
ssi
❏ un ble
likely
or fal
se
32
Infere
Apply the concept in
everyday teaching
3. We
will use
if we
less en
co
tradit nvert fro ergy
m
ional
to
altern
ative
source
s.
4. Th
e
au
tho
r think
can pro
s we
quali tect our
cu
ty
imme of life on rrent
dia
tely sto ly if we
tradit
p usi
ion
ng
source al energ
y
s.
5. It
is mo
use oil re expensi
ve
wind than to use to
powe
r.
Inference
Distribute copies of Rating inferences (Activity Sheet C) to
each student. Ask students to work with a partner to look
for evidence in the paragraph to support or contradict each
of the five possible inferences listed in the chart. With
elementary students, complete the first few examples as
a class. Based on the evidence in the text, ask students
to rate the inference as highly plausible, possible, or
unlikely. Review the suggested answers found on
Rating inferences (sample answers) (Activity Sheet
D). Invite students to think of their own inference
and rate it based on the supporting and opposing
evidence in the paragraph.
Infere
➤➤
8
©
The
Critica
l Thi
nking
Consor
tium
• When reading a text or examining images, develop a deeper understanding of material
by looking for the messages that can be drawn beyond what is actually provided.
Assess student
understanding
➤
Encourage students to refer to the rubric found in the Student Resource when self-assessing
their understanding of this concept:
• Allow students opportunities to apply the concept two or three times without evaluation.
• Guide students in interpreting and using the rubrics to assess their own responses.
• Encourage students to use the rubric whenever they use this concept.
To use the rubric for teacher evaluation of student work, remove the first person (student)
reference from each descriptor.
Inference
4
© The Critical Thinking Consortium
ACTIVITY SHEET A
Recognizing inferences
The accepted facts: The animal has brown feathers, a hooked beak, and claw-like feet.
The animal has a big mouth.
A1
A2
The animal might be an eagle.
A3
A4
The animal is dead.
The animal might be an owl.
A5
A6
The animal is a bird.
The animal has more than one foot.
A7
A8
The animal has eyes.
The animal probably eats meat.
A9
A10
A statement that can be inferred from the
accepted facts:
A related statement that cannot be inferred
from the accepted facts:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Inference
5
© The Critical Thinking Consortium
Inference
The animal is alive.
32
The animal might be a hawk.
ACTIVITY SHEET B
Assessing inferences
The accepted facts: The bird has brown feathers, a hooked beak, and claw-like feet.
The bird’s main food sources are seeds and
grains.
The bird is a hawk.
B2
B1
Inference
The bird might be alive.
The bird might be a robin.
B3
B4
32
The bird likes to swim under water.
The bird might be dead.
B6
B5
The bird probably produces its young by
laying eggs.
The bird can land on branches in trees.
B8
B7
A statement that is an unlikely or false
inference drawn from the accepted facts:
The bird is well suited to eating small
animals.
B9
________________________________________________________________
________________________________________________________________
A statement that is a highly plausible
inference drawn from the accepted facts:
A statement that is a possible inference
drawn from the accepted facts:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Inference
6
© The Critical Thinking Consortium
Evidence from the source
that it might be a
likely inference
Evidence from the source
that it might NOT be a
likely inference
Rating
o highly plausible
o possible
o unlikely or false
Possible inference
1. The author thinks we
should start using solar
energy as soon as we
can.
o highly plausible
o possible
o unlikely or false
o highly plausible
o possible
o unlikely or false
2. We will pollute less if
we convert from oil and
gas to alternative
sources.
4. The author thinks we
can protect our current
quality of life only if we
immediately stop using
traditional energy
sources.
o highly plausible
o possible
o unlikely or false
o highly plausible
o possible
o unlikely or false
5. It is more expensive to
use oil than to use
wind power.
o highly plausible
o possible
o unlikely or false
3. We will use less energy
if we convert from
traditional to alternative sources.
6.
© The Critical Thinking Consortium
7
Inference
32
The traditional sources of energy—oil, gas, and coal—pollute the environment and have become increasingly
expensive over the years. Because they are not renewable, we will eventually run out of our supplies of these
resources. Clearly, we must develop renewable energy sources that are less harmful to the environment if
we want to protect our current quality of life and save the planet. Wind and solar power are alternatives to
traditional energy sources. Since it will take years to fully replace current energy sources with alternative sources,
we must take steps to reduce the amount of energy we use while we still rely on non-renewable sources.
Inference
ACTIVITY SHEET C
Rating inferences
ACTIVITY SHEET D
Rating inferences (sample answers)
The traditional sources of energy—oil, gas, and coal—pollute the environment and have become increasingly
expensive over the years. Because they are not renewable, we will eventually run out of our supplies of these
resources. Clearly, we must develop renewable energy sources that are less harmful to the environment if
we want to protect our current quality of life and save the planet. Wind and solar power are alternatives to
traditional energy sources. Since it will take years to fully replace current energy sources with alternative sources,
we must take steps to reduce the amount of energy we use while we still rely on non-renewable sources.
Rating
4
o highly plausible
o possible
o unlikely or false
Evidence from the source
that it might NOT be a
likely inference
The author doesn’t actually say we
must do it immediately.
4
o possible
Evidence from the source
that it might be a
likely inference
The entire point of the article is to
encourage use of alternative sources
such as solar energy. The author is
afraid that we will run out of
traditional sources.
The author says alternative sources
are not available now so we should
reduce the energy we use.
Possible inference
1. The author thinks we
should start using solar
energy as soon as we
can.
The author wants people to use
“less environmentally harmful”
sources as an alternative to
traditional sources, such as oil and
gas.
o highly plausible
o possible
o highly plausible
o possible
o unlikely or false
o unlikely or false
4
o possible
o highly plausible
4
o unlikely or false
o highly plausible
4
o possible
o unlikely or false
o unlikely or false
o highly plausible
2. We will pollute less if
we convert from oil and
gas to alternative
sources.
There is no statement that alternative
sources will use less energy. The reason for cutting back is to avoid
running out of traditional sources;
there is no suggestion that we will
use less energy when the sources are
environmentally friendly.
The author states that alternative
sources can’t meet our current
demands. This suggests our only
option is to continue with the
traditional sources until alternative
sources are readily available.
3. We will use less energy
The author says that alternative
if we convert from
sources will pollute less. Could this
traditional to be because they may require that we
alternative sources.
use less of it?
4. The author thinks we
can protect our current
quality of life only if we
immediately stop using
traditional energy sources.
There is no mention of the cost of
capturing wind power. Given that it
will take a while to develop wind
capacity, this may mean that it will
be expensive as well.
In the long run, we must reduce
our use of traditional sources if we
are to maintain our quality of life
into the future.
5. It is more expensive to
The author talks about oil becoming
use oil than to use
more expensive over the years, and
wind power.
doesn’t mention the cost of wind
power.
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6.
Inference
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Inference
34
Evidence from the source
that it might be a
likely inference
Evidence from the source
that it might NOT be a
likely inference
Rating
Inference
32
o highly plausible
o possible
o unlikely or false
Possible inference
1. The author thinks we
should start using solar
energy as soon as we
can.
o highly plausible
o possible
o unlikely or false
o highly plausible
o possible
o unlikely or false
4. The author thinks we
can protect our current
quality of life only if we
immediately stop using
traditional energy
sources.
o highly plausible
o possible
o unlikely or false
2. We will pollute less if
convert from oil and
gas to alternative
sources.
5. It is more expensive to
use oil than to use
wind power.
o highly plausible
o possible
o unlikely or false
o highly plausible
o possible
o unlikely or false
6.
© The Critical Thinking Consortium
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Inference
3. We will use less energy
if we convert from
traditional to alternative sources.
Inference
ACTIVITY SHEET E
Identifying and rating inferences
• Check that you are clear about the meaning of the details in the source.
• Think of several possible inferences that might be drawn from these details or study the inferences drawn by others.
• Look carefully for evidence in the source to support each possible conclusion.
• Look for any evidence in the source or think of alternative interpretations that are not consistent with the inferences or
that suggest a different inference is possible.
• Decide whether the proposed inferences are highly believable, possible, or unlikely, given the information in the source.
STUDENT RESOURCE
Inference
forming a new conclusion based solely on what is already known
What are the key attributes or features of the concept?
Inference
Inferences
are conclusions
based on what is
already known.
Example: If I turn off the sound
when watching TV and try to
figure out what is going on, I
am drawing inferences from
the details of the scene and the
My own example:
character’s actions and gestures.
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Basic
attributes
Individuals
may draw
different inferences
from the same
source.
We are
constantly drawing
inferences from many different
sources around us, including
statements, observations
sounds, and images.
Some
inferences may
be more plausible
than others.
EXAMPLE: One person watching
two people yell at each other
may think that they are fighting.
Another person who sees and
hears the same scene may
conclude that the pair are simply
poking fun at each other.
My own example:
EXAMPLE: Every time I look at a person or a
picture of a person, I will likely form impressions
about how old they are, whether they are
happy or sad, and so on. Every time I look at an
object, I may draw conclusions about whether
it is expensive or cheap, made by hand or by
machine, useful or largely for decoration.
EXAMPLE: Two people who are yelling
at each other may be fighting or simply
poking fun at each other. However, if one
of the individuals was crying, then it is
more likely that they are fighting.
My own example:
My own example:
Why is thinking about this concept important?
• Deeper understanding: Not all information is obviously stated. Looking
for inferences helps us understand more fully what is happening in things
we see, read and discover.
Instead of ignoring what my friend is feeling when he/she makes
confusing comments or gestures, I might look for clues to help me
figure out what is going on.
• More careful: Realizing that we constantly draw inferences reminds us
to check that the conclusions we reach are plausible.
Instead of accepting my initial interpretation of a fight I had with a
friend, I will think of other interpretations to see if any are as, or more,
plausible.
Inference10
My own example:
My own example:
© The Critical Thinking Consortium
STUDENT RESOURCE
Confusing terms
Conclusion
Interpretation
When interpreting a picture, story or event we often go beyond drawing inferences from the information provided and speculate on what it means to us or
why the situation is as it is.
Implication
Fact
Drawing an inference is not the same as finding out a fact—it is a matter of
drawing conclusions from the facts.
Guess
An inference is more than a guess—it requires that we reason carefully about
what is likely given the information provided to us.
How well do I understand the concept?
Assessing my understanding of “Inference”
Accomplished
Good
Basic
Struggling
Recognize examples of the concept:
I can easily identify
examples of an inference,
including complex or
difficult examples that
require making sense
of several pieces of
information.
I can identify most
examples of the concept,
but I sometimes have
trouble with the more
complex or difficult
examples.
I can identify obvious
examples of the concept,
but I often am confused
by the complex or difficult
examples.
I need help identifying
even simple examples of
the concept.
I can explain in obvious
cases why a suggestion
is or is not a plausible
inference, but I often
have trouble explaining
the complex or difficult
examples.
I need help explaining why
even a simple suggestion
is or is not a plausible
inference.
I can think of my own
examples of inferences that
are likely and unlikely in
simple or obvious situations.
I need help thinking of my
own examples of inferences
that are likely and unlikely,
even in simple situations.
Explain whether the inference is plausible or not:
I can clearly explain why
a suggestion is or is not a
plausible inference, even
in complex or difficult
situations.
I can clearly explain
in most cases why a
suggestion is or is not a
plausible inference, but
sometimes I am not sure.
Provide my own examples of the concept:
I can think of my own
examples of inferences that
are likely and unlikely, even
in very complex situations.
I can think of my own
examples of inferences
that are likely and unlikely
most of the time, but I
have trouble thinking of
examples in some complex
or difficult situations.
Inference11
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Inference
Similar terms
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What other terms are related to inference?