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Occam's razor has gained strong empirical support in helping to converge on better theories (see Uses section below for some examples). In the related concept of overfitting , excessively complex models are affected by statistical noise (a problem also known as the bias–variance tradeoff ), whereas simpler models may capture the underlying ...
An open-ended question is a question that cannot be answered with a "yes" or "no" response, or with a static response. Open-ended questions are phrased as a statement which requires a longer answer. They can be compared to closed-ended questions which demand a “yes”/“no” or short answer. [1]
A yes–no question (also called a polar question, [1] or general question [4]) asks whether some statement is true. They can, in principle be answered by a "yes" or "no" (or similar words or expressions in other languages). Examples include "Do you take sugar?", "Should they be believed?" and "Am I the loneliest person in the world?"
Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
A theory or explanation is hard to vary if all details play a functional role, i.e., cannot be varied or removed without changing the predictions of the theory. Easy to vary (i.e., bad) explanations, in contrast, can be varied to be reconciled with new observations because they are barely connected to the details of the phenomenon of question.
The items of a multiple choice test are often colloquially referred to as "questions," but this is a misnomer because many items are not phrased as questions. For example, they can be presented as incomplete statements, analogies, or mathematical equations. Thus, the more general term "item" is a more appropriate label.
Two types of convergent tasks used were, the first being a remote associates tasks, which gave the subject three words and asked what word the previous three words are related to. The second type of convergent thinking task were insight problems, which gave the subjects some contextual facts and then asked them a question requiring interpretation.
In this example, "smoke" is the explanandum, and "fire" is the explanans. Carl Gustav Hempel and Paul Oppenheim (1948), [ 1 ] in their deductive-nomological model of scientific explanation, motivated the distinction between explanans and explanandum in order to answer why-questions, rather than simply what-questions: