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Konstantin Genin
Carnegie Mellon University
  1. Full & Partial Belief.Konstantin Genin - 2019 - In Richard Pettigrew & Jonathan Weisberg (eds.), The Open Handbook of Formal Epistemology. PhilPapers Foundation. pp. 437-498.
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    Realism, Rhetoric, and Reliability.Kevin T. Kelly, Konstantin Genin & Hanti Lin - 2016 - Synthese 193 (4):1191-1223.
    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 (...)
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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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    Student Profiling From Tutoring System Log Data: When Do Multiple Graphical Representations Matter?Ryan Carlson, Konstantin Genin, Martina A. Rau & Richard Scheines - unknown
    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 (...)
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    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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