In a recent no-go theorem [Bong et al., Nature Physics ], we proved that the predictions of unitary quantum mechanics for an extended Wigner’s friend scenario are incompatible with any theory satisfying three metaphysical assumptions, the conjunction of which we call “Local Friendliness”: Absoluteness of Observed Events, Locality and No-Superdeterminism. In this paper I discuss the implications of this theorem for QBism, as seen from the point of view of experimental metaphysics. I argue that the key distinction between QBism and (...) realist interpretations of quantum mechanics is best understood in terms of their adherence to different theories of truth: the pragmatist versus the correspondence theories. I argue that a productive pathway to resolve the measurement problem within a pragmatist view involves taking seriously the perspective of quantum betting agents, even those in what I call a “Wigner bubble”. The notion of reality afforded by QBism, I propose, will correspond to the invariant elements of any theory that has pragmatic value to all rational agents—that is, the elements that are invariant upon changes of agent perspectives. The classical notion of ‘event’ is not among those invariants, even when those events are observed by some agent. Neither are quantum states. Nevertheless, I argue that far from solipsism, a personalist view of quantum states is an expression of its precise opposite: Copernicanism. (shrink)

Bellʼs 1964 theorem causes a severe problem for the notion that correlations require explanation, encapsulated in Reichenbachʼs principle of common cause. Despite being a hallmark of scientific thought, dropping the principle has been widely regarded as much less bitter medicine than the perceived alternative—dropping relativistic causality. Recently, however, some authors have proposed that modified forms of Reichenbachʼs principle could be maintained even with relativistic causality. Here we break down Reichenbachʼs principle into two independent assumptions—the principle of common cause proper and (...) factorization of probabilities. We show how Bellʼs theorem can be derived from these two assumptions plus relativistic causality and the law of total probability for actual events, and we review proposals to drop each of these assumptions in light of the theorem. In particular, we show that the non-commutative common causes of Hofer-Szabó and Vecsernyés fail to have an analogue of the notion that the common causes can explain the observed correlations. Moreover, we show that their definition can be satisfied trivially by any quantum product state for any quantum correlations. We also discuss how the conditional states approach of Leifer and Spekkens fares in this regard. (shrink)

I apply some of the lessons from quantum theory, in particular from Bell’s theorem, to a debate on the foundations of decision theory and causation. By tracing a formal analogy between the basic assumptions of causal decision theory (CDT)—which was developed partly in response to Newcomb’s problem— and those of a local hidden variable theory in the context of quantum mechanics, I show that an agent who acts according to CDT and gives any nonzero credence to some possible causal interpretations (...) underlying quantum phenomena should bet against quantum mechanics in some feasible game scenarios involving entangled systems, no matter what evidence they acquire. As a consequence, either the most accepted version of decision theory is wrong, or it provides a practical distinction, in terms of the prescribed behaviour of rational agents, between some metaphysical hypotheses regarding the causal structure underlying quantum mechanics. (shrink)

Children and individuals with developmental disabilities compared to typical participants are disadvantaged not only by virtue of being vulnerable to risks inherent in research participation but also by the higher likelihood of exclusion from research altogether. Current regulatory and ethical guidelines although necessary for their protection do not sufficiently ensure fair distributive justice. Yet, in view of disproportionately higher burdens of co-occurring physical and mental disorders in individuals with DD, they are better positioned to benefit from research by equitable participation. (...) Greater elucidation of this ethical dilemma is called for by researchers, institutional review boards, and funding agencies to urgently redress the imbalance. This article discusses many of the regulatory principles to ensure better research participation of children and individuals with DD: human rights, validity, distributive justice, beneficence/nonmaleficence, and autonomy. (shrink)

The 1964 theorem of John Bell shows that no model that reproduces the predictions of quantum mechanics can simultaneously satisfy the assumptions of locality and determinism. On the other hand, the assumptions of signal locality plus predictability are also sufficient to derive Bell inequalities. This simple theorem, previously noted but published only relatively recently by Masanes, Acin and Gisin, has fundamental implications not entirely appreciated. Firstly, nothing can be concluded about the ontological assumptions of locality or determinism independently of each (...) other—it is possible to reproduce quantum mechanics with deterministic models that violate locality as well as indeterministic models that satisfy locality. On the other hand, the operational assumption of signal locality is an empirically testable (and well-tested) consequence of relativity. Thus Bell inequality violations imply that we can trust that some events are fundamentally unpredictable, even if we cannot trust that they are indeterministic. This result grounds the quantum-mechanical prohibition of arbitrarily accurate predictions on the assumption of no superluminal signalling, regardless of any postulates of quantum mechanics. It also sheds a new light on an early stage of the historical debate between Einstein and Bohr. (shrink)

This experiment investigated the effect of format (line vs. bar), viewers’ familiarity with variables, and viewers’ graphicacy (graphical literacy) skills on the comprehension of multivariate (three variable) data presented in graphs. Fifty-five undergraduates provided written descriptions of data for a set of 14 line or bar graphs, half of which depicted variables familiar to the population and half of which depicted variables unfamiliar to the population. Participants then took a test of graphicacy skills. As predicted, the format influenced viewers’ interpretations (...) of data. Specifically, viewers were more likely to describe x–y interactions when viewing line graphs than when viewing bar graphs, and they were more likely to describe main effects and “z–y” (the variable in the legend) interactions when viewing bar graphs than when viewing line graphs. Familiarity of data presented and individuals’ graphicacy skills interacted with the influence of graph format. Specifically, viewers were most likely to generate inferences only when they had high graphicacy skills, the data were familiar and thus the information inferred was expected, and the format supported those inferences. Implications for multivariate data display are discussed. (shrink)

The 2008 financial crisis has raised serious ethical questions about behaviors associated with the free market system and the effectiveness of undergraduate business ethics education. We offer opposing interpretations of the crisis, a “Markets Work” and a “Critical” perspective, in order to provide students with an opportunity to examine their ethical assumptions. We frame our discussion around legitimacy; therefore, we utilize an institutional theory lens to frame the processes by which financial organizations are rewarded with social legitimacy for using “proper” (...) structures and following “appropriate” procedures and punished when they do not. By presenting these two opposing narratives of the crisis, we provide a richer framework for discussing the crisis and relating it to the larger issue of corporate malfeasance. We draw upon a wealth of readily available, easily accessible material. We identify films, readings, and provide notes that may use to set the direction and tenor of classroom discussion. (shrink)