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	<title>Monkeymagic &#187; experiments</title>
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	<description>thoughts on thinking</description>
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		<title>Proof, Dodgy Theories and Disconfirmation</title>
		<link>http://www.monkeymagic.net/2009/04/29/proof-dodgy-theories-and-disconfirmation/</link>
		<comments>http://www.monkeymagic.net/2009/04/29/proof-dodgy-theories-and-disconfirmation/#comments</comments>
		<pubDate>Wed, 29 Apr 2009 21:32:09 +0000</pubDate>
		<dc:creator>Piers Young</dc:creator>
				<category><![CDATA[Notes]]></category>
		<category><![CDATA[Brains]]></category>
		<category><![CDATA[confirmation]]></category>
		<category><![CDATA[experiments]]></category>
		<category><![CDATA[proof]]></category>
		<category><![CDATA[psychology]]></category>
		<category><![CDATA[thinking]]></category>

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		<description><![CDATA[We’re pretty bad at theories, it seems, because we don’t really look for disconfirmation.
In Dan Gardner’s book Risk, he recounts an experiment done to show this that was conducted by Peter Watson.
The challenge is pretty simple: given 3 numbers in sequence, can you figure out what the rule is?&#160; Participants were allowed to write down [...]]]></description>
			<content:encoded><![CDATA[<p>We’re pretty bad at theories, it seems, because we don’t really look for disconfirmation.</p>
<p>In <a href="http://www.dangardner.ca/">Dan Gardner</a>’s book <a href="http://www.google.com/url?sa=U&amp;start=3&amp;q=http://www.amazon.co.uk/Risk-Science-Politics-Dan-Gardner/dp/1905264151&amp;ei=28L4ScLqJaSQjAeW44jMDA&amp;sig2=biIQiejBwxqIuI8Jn8j2-g&amp;usg=AFQjCNHRoPCFK5OoLr1ce2F2_fM02uENKw">Risk</a>, he recounts an experiment done to show this that was conducted by Peter Watson.</p>
<p>The challenge is pretty simple: given 3 numbers in sequence, can you figure out what the rule is?&#160; Participants were allowed to write down 3 different numbers to see whether they followed the rule, and try this as many times as they wanted.</p>
<p>So here are the numbers: 2, 4 and 6.</p>
<p>It seems pretty normal, so most would then ask the researchers whether these numbers fitted the rule:</p>
<p>8, 10, and 12.&#160; And yes, they do.</p>
<p>And if they wanted more vigorous testing, they would ask whether the following sets of numbers followed the rule:</p>
<p>14, 16, 18 or 100, 102, 104.&#160; And yes, both do follow the rule</p>
<p>So what’s the rule?&#160; Well most said that it was “any 3 even numbers ascending by 2 each time”.&#160; And they were wrong.&#160; That’s not the rule.&#160; The correct rule is: “any 3 numbers in ascending order”.</p>
<p>What had happened, it seems, is that people didn’t try to disconfirm the rule.&#160; They didn’t ask, for example, whether “3,4,5” followed the rule.</p>
<p>As Dan Gardner says, </p>
<blockquote><p>“most people do not try to disconfirm.&#160; They do the opposite, trying to confirm the rule by looking for examples that fit it.&#160; That’s a futile strategy.&#160; No matter how many examples are piled up, they can never prove that the belief is correct.&#160; Confirmation doesn’t work”</p>
</blockquote>
<p>Something I need to bear in mind while trawling the myriad posts on Everything 2.0.&#160; It seems it’s better to look for indications that I’m wrong rather than bask in the warm webby-goodness of confirmed 2.0 successes.&#160; And intuitively that makes sense.&#160; Rigour is surely preferable to comfort.</p>
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		</item>
		<item>
		<title>Links for May 18th</title>
		<link>http://www.monkeymagic.net/2007/05/19/links-for-may-18th/</link>
		<comments>http://www.monkeymagic.net/2007/05/19/links-for-may-18th/#comments</comments>
		<pubDate>Sat, 19 May 2007 00:33:24 +0000</pubDate>
		<dc:creator>Piers Young</dc:creator>
				<category><![CDATA[Asides]]></category>
		<category><![CDATA[code]]></category>
		<category><![CDATA[community]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[experiments]]></category>
		<category><![CDATA[forum]]></category>
		<category><![CDATA[guidelines]]></category>
		<category><![CDATA[integration]]></category>
		<category><![CDATA[Learning]]></category>
		<category><![CDATA[networks]]></category>
		<category><![CDATA[practical]]></category>
		<category><![CDATA[research]]></category>
		<category><![CDATA[ruby]]></category>
		<category><![CDATA[science]]></category>
		<category><![CDATA[social_computing]]></category>
		<category><![CDATA[teaching]]></category>
		<category><![CDATA[transience]]></category>

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		<description><![CDATA[
Science Experiments for the kitchenSome great ideas for making science fun.  How to put a candle under a balloon and make sure it doesn&#8217;t pop, explaining global warming at the same time &#8230; that sort of thingTags: science education teaching experiments 
 How Technology Has Begun to Change Teaching and Learning at North ShoreWhat&#8217;s [...]]]></description>
			<content:encoded><![CDATA[<ul>
<li><a href="http://www.telegraph.co.uk/connected/main.jhtml?xml=/connected/2007/04/28/nosplit/ecroger28.xml">Science Experiments for the kitchen</a><br/>Some great ideas for making science fun.  How to put a candle under a balloon and make sure it doesn&#8217;t pop, explaining global warming at the same time &#8230; that sort of thing<br/>Tags: <a href="http://del.icio.us/monkeymagic/science">science</a> <a href="http://del.icio.us/monkeymagic/education">education</a> <a href="http://del.icio.us/monkeymagic/teaching">teaching</a> <a href="http://del.icio.us/monkeymagic/experiments">experiments</a> </li>
<li><a href="http://vvrotny.edublogs.org/2007/05/11/how-technology-has-begun-to-change-teaching-and-learning-at-north-shore/"> How Technology Has Begun to Change Teaching and Learning at North Shore</a><br/>What&#8217;s great about this is the non-technical aspect.  It&#8217;s not &#8220;we&#8217;ve got, blogs, wikis etc&#8221;, but &#8220;we&#8217;re now doing this sort of project which helps children like so&#8221;<br/>Tags: <a href="http://del.icio.us/monkeymagic/Learning">Learning</a> <a href="http://del.icio.us/monkeymagic/social_computing">social_computing</a> <a href="http://del.icio.us/monkeymagic/practical">practical</a> </li>
<li><a href="http://feeds.feedburner.com/~r/SmartMobs/~3/117519310/disappearing_ne....html">Disappearing networks</a><br/>Interesting research &#8220;This network is transient; we only know about it because we were able to look at this early period&#8221;<br/>Tags: <a href="http://del.icio.us/monkeymagic/networks">networks</a> <a href="http://del.icio.us/monkeymagic/research">research</a> <a href="http://del.icio.us/monkeymagic/transience">transience</a> </li>
<li><a href="http://fortuito.us/2007/05/some_community_tips_for_2007">7 tips for building a community</a><br/>Good solid tips, especially on the metrics.  The 7 are: Take emotion out of decisions; Talk like a human, not a robot; Give people something they can be proud of; Bring users in during community decisions; Moderation is a full-time job; Metrics spread the<br/>Tags: <a href="http://del.icio.us/monkeymagic/community">community</a> <a href="http://del.icio.us/monkeymagic/guidelines">guidelines</a> </li>
<li><a href="http://claudio.cicali.org/article/107/integrating-beast-within-another-application">Integrating Beast within another application</a><br/>Beast is a great little Rails forum app, but I&#8217;ve been struggling to work out how best to integrate it with existing code.  This looks like it could help<br/>Tags: <a href="http://del.icio.us/monkeymagic/ruby">ruby</a> <a href="http://del.icio.us/monkeymagic/code">code</a> <a href="http://del.icio.us/monkeymagic/forum">forum</a> <a href="http://del.icio.us/monkeymagic/integration">integration</a> </li>
</ul>
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