Konstantin Genin

We analyze log-data generated by an experiment with Mathtutor, an intelligent tutoring system for fractions. The experiment compares the educational effectiveness of instruction with single and multiple graphical representations. We extract the error-making and hint-seeking behaviors of each student to characterize their learning strategy. Using an expectation-maximization approach, we cluster the students by their strategic profile. We find that a) experimental condition and learning outcome are clearly associated b) experimental condition and learning strategy are not, and c) almost all of the association between experimental condition and learning outcome is found among students implementing just one of the learning strategies we identify. This class of students is characterized by relatively high rates of error as well as a marked reluctance to seek help. They also show the greatest educational gains from instruction with multiple rather than single representations. The behaviors that characterize this group illuminate the mechanism underlying the effectiveness of multiple representations and suggest strategies for tailoring instruction to individual students. Our methodology can be implemented in an on-line tutoring system to dynamically tailor individualized instruction

Popper argued that a statistical falsification required a prior methodological decision to regard sufficiently improbable events as ruled out. That suggestion has generated a number of fruitful approaches, but also a number of apparent paradoxes and ultimately, no clear consensus. It is still commonly claimed that, since random samples are logically consistent with all the statistical hypotheses on the table, falsification simply does not apply in realistic statistical settings. We claim that the situation is considerably improved if we ask a conceptually prior question: when should a statistical hypothesis be regarded as falsifiable. To that end we propose several different notions of statistical falsifiability and prove that, whichever definition we prefer, the same hypotheses turn out to be falsifiable. That shows that statistical falsifiability enjoys a kind of conceptual robustness. These notions of statistical falsifiability are arrived at by proposing statistical analogues to intuitive properties enjoyed by exemplary falsifiable hypotheses familiar from classical philosophy of science. That demonstrates that, to a large extent, this philosophical tradition was on the right conceptual track. Finally, we demonstrate that, under weak assumptions, the statistically falsifiable hypotheses correspond precisely to the closed sets in a standard topology on probability measures. That means that standard techniques from statistics and measure theory can be used to determine exactly which hypotheses are statistically falsifiable. In other words: the proposed notion of statistical falsifiability both answers to our conceptual demands and submits to standard mathematical techniques.

Synchronic norms of theory choice, a traditional concern in scientific methodology, restrict the theories one can choose in light of given information. Diachronic norms of theory change, as studied in belief revision, restrict how one should change one’s current beliefs in light of new information. Learning norms concern how best to arrive at true beliefs. In this paper, we undertake to forge some rigorous logical relations between the three topics. Concerning, we explicate inductive truth conduciveness in terms of optimally direct convergence to the truth, where optimal directness is explicated in terms of reversals and cycles of opinion prior to convergence. Concerning, we explicate Ockham’s razor and related principles of choice in terms of the information topology of the empirical problem context and show that the principles are necessary for reversal or cycle optimal convergence to the truth. Concerning, we weaken the standard principles of agm belief revision theory in intuitive ways that are also necessary for reversal or cycle optimal convergence. Then we show that some of our weakened principles of change entail corresponding principles of choice, completing the triangle of relations between,, and.

Various publications claim that medical AI systems perform as well, or better, than clinical experts. However, there have been very few controlled trials and the quality of existing studies has been called into question. There is growing concern that existing studies overestimate the clinical benefits of AI systems. This has led to calls for more, and higher-quality, randomized controlled trials of medical AI systems. While this a welcome development, AI RCTs raise novel methodological challenges that have seen little discussion. We discuss some of the challenges arising in the context of AI RCTs and make some suggestions for how to meet them.

Ockham’s razor is the characteristic scientific penchant for simpler, more testable, and more unified theories. Glymour’s early work on confirmation theory eloquently stressed the rhetorical plausibility of Ockham’s razor in scientific arguments. His subsequent, seminal research on causal discovery still concerns methods with a strong bias toward simpler causal models, and it also comes with a story about reliability—the methods are guaranteed to converge to true causal structure in the limit. However, there is a familiar gap between convergent reliability and scientific rhetoric: convergence in the long run is compatible with any conclusion in the short run. For that reason, Carnap suggested that the proper sense of reliability for scientific inference should lie somewhere between short-run reliability and mere convergence in the limit. One natural such concept is straightest possible convergence to the truth, where straightness is explicated in terms of minimizing reversals of opinion and cycles of opinion prior to convergence. We close the gap between scientific rhetoric and scientific reliability by showing that Ockham’s razor is necessary for cycle-optimal convergence to the truth, and that patiently waiting for information to resolve conflicts among simplest hypotheses is necessary for reversal-optimal convergence to the truth

Synchronic norms of theory choice, a traditional concern in scientific methodology, restrict the theories one can choose in light of given information. Diachronic norms of theory change, as studied in belief revision, restrict how one should change one’s current beliefs in light of new information. Learning norms concern how best to arrive at true beliefs. In this paper, we undertake to forge some rigorous logical relations between the three topics. Concerning, we explicate inductive truth conduciveness in terms of optimally direct convergence to the truth, where optimal directness is explicated in terms of reversals and cycles of opinion prior to convergence. Concerning, we explicate Ockham’s razor and related principles of choice in terms of the information topology of the empirical problem context and show that the principles are necessary for reversal or cycle optimal convergence to the truth. Concerning, we weaken the standard principles of agm belief revision theory in intuitive ways that are also necessary for reversal or cycle optimal convergence. Then we show that some of our weakened principles of change entail corresponding principles of choice, completing the triangle of relations between,, and.