PHI 103 Informal Logic

Type of document Essay Number of pages/words 4 Pages Double Spaced (approx 275 words per page)

Subject area Sociology Academic Level Undergraduate

Style APA Number of sources/references 4

Order description:

Week 3 – Assignment

Scholarly Arguments

In the Week 1 Presenting Arguments assignment, you objectively and neutrally evaluated reasoning on each side of your question from non-scholarly sources. For this assignment, you will objectively and neutrally evaluate and present the reasoning from scholarly sources on the same question. For an example of how to complete this paper, take a look at the Week Three ExamplePreview the document paper.

Conduct research from scholarly sources on each side of your issue and write a paper that includes the following:

Introduction (approximately 100 words)

Explain your topic and state the specific question that you are addressing (be sure to incorporate any relevant feedback you got from the instructor on your first paper).

Presentation of an Argument

Describe the scholarly source on one side of the issue and summarize the key points made. (approximately 100 words)

Present what you see as the main argument from that source in standard form, with the premises listed above the conclusion. (approximately 100 words)

Evaluate the quality of the reasoning in this source. You may address questions such as: How adequately the article supports the premises with research and how strongly the premises of the argument support the truth of the conclusion. (approximately 200 words)

Presentation of an Opposing Argument

Describe the scholarly source on the other side of the issue and summarize the key points made. (approximately 100 words)

Present what you see as the main argument from that source in standard form, with the premises listed above the conclusion. (approximately 100 words)

Evaluation of Arguments in Non-Scholarly and Scholarly Sources (approximately 200 words)

Discuss the differences in the quality of the reasoning or in the degree of support in the sources that you analyzed (Scholarly and Popular Resources (1) (Links to an external site.)Links to an external site.).

Some specific types of questions you might address here include: Who is the target audience? What types of motives may be influencing these authors? Discuss any logical fallacies in any of the sources.

Conclusion (approximately 50 words)

Reflect on how this activity might influence how you conduct research in the future.

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The Scholarly Arguments paper

Must be 600 to 1,200 words in length (not including title and references pages), double spaced, and formatted according to APA style as outlined in the APA Style (Links to an external site.)Links to an external site.

Must include a separate title page with the following:

Title of paper

Student’s name

Course name and number

Instructor’s name

Date submitted

For assistance with formatting of the title page, refer to APA Formatting for Word 2013 (Links to an external site.)Links to an external site..

Must use at least three scholarly sources in addition to the course text. The Help! Need Article (Links to an external site.)Links to an external site. tutorial can also assist with searching for articles.

The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

The Integrating Research (Links to an external site.)Links to an external site. tutorial will offer further assistance with including supporting information and reasoning.

Must document all sources in APA style, as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.)Links to an external site..

Must include a separate references page that is formatted according to APA style. See the Formatting Your References List (Links to an external site.)Links to an external site. resource in the Ashford Writing Center for specifications.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

Resources/

Required Resources

Text

Hardy, J., Foster, C., & Zúñiga y Postigo, G. (2015). With good reason: A guide to critical thinking. Retrieved from https://content.ashford.edu/

Chapter 7: Informal Fallacies

Chapter 8: Persuasion and Rhetoric

Multimedia

deLaplante, K. [Kevin deLaplante]. (2009, November 15). The “red herring” fallacy [Video file]. Retrieved from https://youtu.be/exdK7Lirngg

This video, embedded within the guidance in the Lectures for this week, explains the red herring fallacy with examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/4fe3d4b9-9101-4646-b832-34ebfe0e4263/1/The%20Red%20Herring%20Fallacy%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2009, November 17). The “straw man” fallacy [Video file]. Retrieved from https://youtu.be/v5vzCmURh7o

This video, embedded within the guidance in the Lectures for this week, explains the straw man fallacy and provides examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/e1eb150b-5ad7-4789-a126-0db4529ac30e/1/The%20Straw%20Man%20Fallacy%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2010, January 13). Fallacies: Slippery slope [Video file]. Retrieved from https://youtu.be/DtmAw9Ia7LA

This video, embedded within the guidance in the Lectures for this week, explains the slippery slope fallacy with examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/520251ba-0ee7-4704-ae69-385226351df2/1/Fallacies%20Slippery%20Slope.%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2011, February 3). Cognitive biases: What they are, why they’re important [Video file]. Retrieved from https://youtu.be/dTJLchCHsrc

This video, embedded within the guidance in the Lectures for this week, explains the role of cognitive biases in our thinking. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/a81a3a94-d5c8-4eef-9a51-408828358217/1/Cognitive%20Biases%20What%20They%20Are,%20Why%20Theyre%20Important%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2011, July 3). The ad hominem fallacy [Video file]. Retrieved from https://youtu.be/7GzXVqwYHVE

This video, embedded within the guidance in the Lectures for this week, explains the ad hominem fallacy and provides examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/0385a615-c125-4462-915f-b8a1ebb1ea48/1/The%20Ad%20Hominem%20Fallacy%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 27). Fallacies: Appeal to popular belief [Video file]. Retrieved from https://youtu.be/NvBjMO8RAWs

This video, embedded within the guidance in the Lectures for this week, explains the appeal to popular belief fallacy and provides examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/43e4b1a4-973b-410e-90fc-8c36fbea70c8/1/Fallacies%20Appeal%20to%20Popular%20Belief%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 27). What is a fallacy? [Video file]. Retrieved from https://youtu.be/EJp4bZhhYfw

This video, embedded within the guidance in the Lectures for this week, explains how to distinguish fallacies from other bad arguments. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/db49442d-2cb2-43d6-ba26-3fedf296698d/1/What%20is%20a%20Fallacy%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 29). Fallacies: Appeal to authority [Video file]. Retrieved from https://youtu.be/3PDrnZoM3nA

This video, embedded within the guidance in the Lectures for this week, explains the appeal to authority fallacy and provides examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/a24e0262-8142-4f4a-ad28-125eced64479/1/Fallacies%20Appeal%20to%20Authority%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 29). Fallacies: Begging the question (broad sense) [Video file]. Retrieved from https://youtu.be/krYpiQ6evD4

This video, embedded within the guidance in the Lectures for this week, explains the broad sense of begging the question (which involves premises that are no more plausible than the conclusion is initially) and provides examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/bc5b97c5-a45f-4d76-8a8e-bc0d7a7064f7/1/Fallacies%20Begging%20the%20Question%20(broad%20sense).%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 29). Fallacies: Begging the question (narrow sense) [Video file]. Retrieved from https://youtu.be/qSWCi_-qIME

This video, embedded within the guidance in the Lectures for this week, explains the narrow sense of begging the question (which is equivalent to circular reasoning) and provides examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/02a10429-2cb3-4977-bd3e-04f6e5347044/1/Fallacies%20Begging%20the%20Question%20(narrow%20sense)%20%5bVideo%20file%5d.pdf

Accessibility Statement

deLaplante, K. [Kevin deLaplante]. (2013, January 29). Fallacies: False dilemma [Video file]. Retrieved from https://youtu.be/3-Xf0y13pQI

This video, embedded within the guidance in the Lectures for this week, explains the fallacy of assuming that there are only two options, when there are in fact more than two, and provides examples. This video will assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/32d5f062-0612-4199-8c4a-0ef68f4445f2/1/Fallacies-False_Dilemma.pdf

Accessibility Statement

HoustonPBS (2010, March 16). Critical thinking on LIVING SMART with Patricia Gras [Video file]. Retrieved from https://youtu.be/W4-XVZ7GQD8

This video discusses media bias and how to detect it, and it will assist you in addressing one of the discussion prompts this week. Your instructor will determine if this video will be required viewing based on the selected prompt. This video has closed captioning and a transcript.

Accessibility Statement

Recommended Resources

Multimedia

deLaplante, K. [Kevin deLaplante]. (2011, July 31). TCT 015: Confirmation bias and the evolution of reason [Video file]. Retrieved from https://youtu.be/e-TXeQwla84

This video offers a psychological explanation for confirmation bias in our reasoning. This video may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/cba16346-4f8e-4d49-8d9f-0db5ca402279/1/Confirmation%20Bias%20and%20the%20Evolution%20of%20Reason%20%5bVideo%20file%5d.pdf

Accessibility Statement

Harrison, J. [Justin Harrison]. (2013, November 18). Critical thinking 2 [Video file]. Retrieved from https://youtu.be/F1FqeC8UxhQ

This video talks about logical fallacies and gives examples of how they appear in daily life. This video may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/f6b352bf-b03f-4e43-b078-f29deb17f1bf/1/Critical_Thinking_2%20.pdf

Accessibility Statement

Harrison, J. [Justin Harrison]. (2013, December 12). Informal fallacies 1 [Video file]. Retrieved from https://youtu.be/QPIK3odiDeA

This video provides explanations of logical fallacies with examples of how they show up in daily life. This video may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/73b56cfa-627e-4da4-a05c-c367cb35f7bc/1/Informal_Fallacies_1%20.pdf

Accessibility Statement

Harrison, J. [Justin Harrison]. (2013, December 12). Informal fallacies 2 [Video file]. Retrieved from https://youtu.be/zN4YUif-UAU

This video provides explanations of logical fallacies with examples of how they show up in daily life. This video may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/c977d73a-4217-4969-9e60-684a840c7ef5/1/Informal_Fallacies_2.pdf

Accessibility Statement

Harrison, J. [Justin Harrison]. (2013, December 12). Informal fallacies 3 [Video file]. Retrieved from https://youtu.be/rpaSdLxCEXw

This video provides explanations of logical fallacies with examples of how they show up in daily life. This video may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/a282261e-1d09-410e-8ec2-ce85f92fe4ff/1/Informal_Fallacies_3.pdf

Accessibility Statement

inFact with Brian Dunning. (2011, July 6). inFact: Logical fallacies 2 [Video file]. Retrieved from https://youtu.be/Z71w-rHkeSk

This video demonstrates multiple informal logical fallacies that you will examine during this week.This video may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/6b616c37-b0fc-4865-ae63-b0513a228eb1/1/Dunning%20Logical%20Fallacies%202.pdf

Accessibility Statement

TheHtownusa. (2011, March 31). The fallacy project: Examples of fallacies from advertising, politics, and popular culture [Video file]. Retrieved from https://youtu.be/fXLTQi7vVsI

This video provides examples of fallacies as seen in the media and in life. This video may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week. This video has closed captioning and a transcript. The transcript is available here: https://content.bridgepointeducation.com/curriculum/file/eeacdeb8-72a8-41bd-89d9-22f92bb0f279/1/The%20Fallacy%20Project.pdf

Accessibility Statement

Web Page

Labossiere, M. C. (n.d.). The Nizkor Project: Fallacies. Retrieved from http://www.nizkor.org/features/fallacies/

This web page offers definitions and examples of many of the fallacies that we cover in this course. This web page may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week.

Accessibility Statement does not exist.

Website

Clearer Thinking. (http://www.clearerthinking.org/)

This website offers many mini-tutorials aimed at enhancing your decision making, refining your planning, and sharpening your reasoning. There are some that are applicable to fallacies, such as “Probabilistic Fallacies: Gauging the Strength of Evidence,” which is a discussion on how to interpret evidence and avoid fallacies. There are other videos dedicated to fallacies in everyday life that have practical value. This website may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week.

Accessibility Statement does not exist.

FlackCheck.org. (http://www.flackcheck.org/)

This website presents examples of logical fallacies. This website may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week.

Accessibility Statement does not exist.

Logical Fallacies. (http://www.logicalfallacies.info/)

This website presents examples of logical fallacies. This website may assist you with your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week.

Accessibility Statement does not exist.

Supplemental Material

Harrison, J. (n.d.). Informal fallacies [Unpublished work]. Retrieved from https://content.bridgepointeducation.com/curriculum/file/e5fdd506-3752-4ed3-a6fb-61319b25bd2d/1/Harrison%20Informal%20Fallacies%20unpublished%20work.pdf

This document provides information on a variety of fallacies so that you might avoid these in your constructed arguments. This article may assist you in your Understanding Fallacies and your Understanding Fallacies (Continued) discussions this week.

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Format document below:

Is Marijuana Use Safe?

Dr. Christopher Foster

PHI103 Informal Logic

Ashford University

Modeled example for week 3 assignment

With many states legalizing both medical and recreational marijuana, an important question for voters, legislators, and potential users is whether marijuana is safe. There have been many studies done on the topic, with findings on both sides. The focus of this paper will be to present scholarly research on both sides of the question and to evaluate the quality of each. To provide the most reliable information possible, I have chosen to present the findings of meta-studies on each side of the question of the safety of marijuana use. I will present and evaluate the reasoning used by each and conclude with a discussion of the value of different types of sources in terms of the degree of support that they provide for their conclusions.

Presentation of an Argument that Marijuana Use is Safe

A large meta-study was performed by a group of researchers at UC San Diego focusing on the long-term neurocognitive effects of cannabis use (Grant, Gonzales, Carey, Natarajan, & Wolfson, 2003). The study analyzed other studies that had been done, comparing data for 623 cannabis users against 409 non- or minimal users. The researchers found that chronic users of marijuana showed minor decreases in performance in the categories of learning and remembering, but no other significant effects. The study concludes that cannabis is probably safe for use for medical purposes (Grant et al., 2003).

The primary argument given may be represented in standard form as follows:

Premise 1: Combining data from studies that have been done on the effects of marijuana use on cognitive function allows for a large data pool from which to draw strong conclusions.

Premise 2: In six out of the eight cognitive areas studied, namely: reaction time, attention, language, abstraction/executive, perceptual, and motor skills, no significant cognitive impairment was found among marijuana users.

Premise 3: In the two areas in which cognitive impairment was found, learning and memory, the effect was small and could have been affected by sample bias.

Premise 4: Medical use of marijuana tends not to involve long term use, resulting in even more minor if any, ill effects.

Premise 5: Medical use of marijuana is likely to have benefits that outweigh minor amounts of harm.

Conclusion: Medical use of marijuana has “an acceptable margin of safety under the more limited conditions of exposure that would likely obtain in a medical setting” (Grant et al., 2003).

The reasoning presented appears to be strong since the premises appear adequately to support the idea that the potential harms are minor and either don’t apply to medical use or are outweighed by the benefits to be gained therefrom. The article also attempts to explain away the negative effects in learning and memory, suggesting that they could be due to selection bias in the articles reviewed or due to an insufficient time of non-use of the drug prior to the study (Grant et al., 2003). If the article is right about that, then perhaps there is no significant neurological harm even in those two areas. The article supplies substantial support for its premises, since there is a large data pool, all of it gathered from scientific studies.

However, the article points out that there are limitations of the research, such as different lengths of time within the studies since the last use of the drug and the question of whether long term marijuana users may not have the same initial cognitive abilities as those that do not, making causal inferences more difficult (Grant et al., 2003).

Presentation of an Argument that Marijuana Use is Unsafe

On the other side of the issue, a study from 2016 seems to demonstrate the exact opposite conclusion. The authors show that use of marijuana, especially by teens, has many long term negative effects and is associated with a multitude of including physical, psychiatric, neurological, and social impairments (Feeney & Kampman, 2016). The argument presented can be summarized as follows:

Premise 1: Marijuana is addictive (Volkow, Baler, Compton, & Weiss, 2014).

Premise 2: Marijuana causes breathing problems (Tashkin, Baldwin, Sarafian, Dubinett, & Roth, 2002).

Premise 3: Marijuana may increase the likelihood of developing schizophrenia and other psychiatric symptoms (Arseneault, Cannon, Witton, & Murray, 2004).

Premise 4: Marijuana causes long terms harms cognitive abilities, including attention, memory, processing speed, and executive functioning (Thames, Arbid, & Sayegh, 2014).

Premise 5: Marijuana use by teens is correlated with lower academic achievement, job performance, and social functioning in relationships (Palamar et al., 2014).

Premise 6: Marijuana use results in decreased psychomotor function, and reaction time, causing driving risks (Neavyn, Blohm, Babu, & Bird, 2014).

Conclusion: Marijuana use can cause physical, psychological, neurological, and social harm, especially when used by adolescents.

The reasoning in the article seems quite strong. The conclusion seems to follow from the premises since it mostly summarizes the research findings. Furthermore, the premises are well supported since they are all based in scientific research studies.

However, there are some limitations in the strength of the reasoning (as noted within the study). One of those limitations is that we are not sure in all cases if marijuana use is the cause of the impairment observed. For example, the article notes that the correlation with schizophrenia may or may not be causal (Feeney & Kampman, 2016). Furthermore, most of the studies focus on the use of marijuana by teens; therefore, these results may have limited application to discussions of marijuana use among adults, especially those using it for medical purposes.

Evaluation of Arguments:

Both of these scholarly sources supply quite a bit of evidence for their conclusions by analyzing the data from multiple scientific studies. Non-scholarly sources, by contrast, frequently make claims that are not supported at all, or are only supported by other partisan sources. One of my non-scholarly sources does not explicitly cite any research at all, but only implies that it exists (Foundation, n.d.). This allows non-scholarly sources, such as advocative web pages, to make it sound as though the case for their position is much stronger than it actually is.

However, as we have seen, even scholarly sources are capable of contradicting each other. This would not be surprising in non-scholarly sources, especially between sources with advocative intent. It is more surprising to find contradictory results within scholarly sources.

However, there are possible ways to resolve these contradictions. One possibility comes from noting that the first meta-study combined the data from its studies. Some of these specific studies showed greater and lesser scores for various neurocognitive skills among marijuana users, and the meta-study’s methodology allowed them to cancel each other out. The study on the contrary side, on the other hand, simply cited one source each for the various harms, which may have enabled the authors to select studies to cite that showed results more favorable to their preferred conclusion.

Thus, while non-scholarly sources can be clearly partisan and non-objective, pulling from whichever sources, reliable or not, that support their point of view, even scholarly sources are able to analyze data in ways that are far from neutral.

Conclusion:

Studying the reasoning on each side of the issue has been enlightening. Though there is still debate, even among scholars, about the safety of marijuana use, studying the reasoning from high quality sources gives perspective about the type of evidence that is being used on each side, allowing one to assess which evidence is more reliable and provides more support for its conclusion. In the future, I am more likely to go to scholarly sources over popular ones and to analyze a multitude of scholarly results to understand the issue from a more well informed point of view.

References

Arseneault, L., Cannon, M., Witton, J., & Murray, R. M. (2004). Causal association between cannabis and psychosis: Examination of the evidence. British Journal of Psychiatry, 184(2), 110-117. https://doi.org/10.1192/bjp.184.2.110

Feeney, K. E., & Kampman, K. M. (2016). Adverse effects of marijuana use. The Linacre Quarterly, 83(2), 174-178. https://doi.org/10.1080/00243639.2016.1175707

Foundation for a Drug Free World. (n.d.). The truth about marijuana: Behind the smoke screen. Retrieved from http://www.drugfreeworld.org/drugfacts/marijuana/behind-the-smoke-screen.html

Grant, I., Gonzales, R., Carey, C., Natarajan, L., & Wolfson, T. (2003). Non-acute (residual) neurocognitive effects of cannabis use: A meta-analytic study. Journal of the International Neuropsychological Society, 9(5), 679-689. https://doi.org/10.1017/S1355617703950016

Neavyn, M. J., Blohm, E., Babu, K. M., & Bird, S. B. (2014). Medical marijuana and driving: A review. Journal of Medical Toxicology, 10(3), 269-279. https://doi.org/10.1007/s13181-014-0393-4

Palamar, J. J., Fenstermaker, M., Kamboukos, D., Ompad, D. C., Cleland, C. M., & Weitzman, M. (2014). Adverse psychosocial outcomes associated with drug use among US high school seniors: A comparison of alcohol and marijuana. American Journal of Drug and Alcohol Abuse, 40(6), 438-446. https://doi.org/10.3109/00952990.2014.943371

Tashkin, D. P., Baldwin, G. C., Sarafian, T., Dubinett, S., & Roth, M. D. (2002). Respiratory and immunologic consequences of marijuana smoking. Journal of Clinical Pharmacology, 42(S1), 71S-81S. https://doi.org/10.1002/j.1552-4604.2002.tb06006.x

Thames, A. D., Arbid, N., & Sayegh, P. (2014). Cannabis use and neurocognitive functioning in a non-clinical sample of users. Addictive Behaviors, 39(5), 994-999. https://doi.org/10.1016/j.addbeh.2014.01.019

Volkow, N. D., Baler, R. D., Compton, W. M., & Weiss, S. R. B. (2014). Adverse health effects of marijuana use. New England Journal of Medicine, 370, 2219-2227. https://doi.org/10.1056/NEJMra1402309