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  1. Theory Choice, Theory Change, and Inductive Truth-Conduciveness.Konstantin Genin & Kevin T. Kelly - 2019 - Studia Logica 107 (5):949-989.
    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 (...)
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  • Theory Choice, Theory Change, and Inductive Truth-Conduciveness.Konstantin Genin & Kevin T. Kelly - 2018 - Studia Logica:1-41.
    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 (...)
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  • Language Learning From Positive Evidence, Reconsidered: A Simplicity-Based Approach.Anne S. Hsu, Nick Chater & Paul Vitányi - 2013 - Topics in Cognitive Science 5 (1):35-55.
    Children learn their native language by exposure to their linguistic and communicative environment, but apparently without requiring that their mistakes be corrected. Such learning from “positive evidence” has been viewed as raising “logical” problems for language acquisition. In particular, without correction, how is the child to recover from conjecturing an over-general grammar, which will be consistent with any sentence that the child hears? There have been many proposals concerning how this “logical problem” can be dissolved. In this study, we review (...)
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  • A General Theory of Limit and Convergence.Hanti Lin - unknown
    I propose a new definition of identification in the limit, as a new success criterion that is meant to complement, rather than replacing, the classic definition due to Gold. The new definition is designed to explain how it is possible to have successful learning in a kind of scenario that Gold's classic account ignores---the kind of scenario in which the entire infinite data stream to be presented incrementally to the learner is not presupposed to completely determine the correct learning target. (...)
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  • The Implementation of Problem-Based Learning in a Taiwanese Primary Mathematics Classroom: Lessons Learned From the Students’ Side of the Story.Hui-Chuan Li & Tsung-Lung Tsai - 2017 - Educational Studies 43 (3).
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