SearcharxivSearch

arXiv · 2007.00238

Popper's falsification and corroboration from the statistical perspectives

Abstract

The role of probability appears unchallenged as the key measure of uncertainty, used among other things for practical induction in the empirical sciences. Yet, Popper was emphatic in his rejection of inductive probability and of the logical probability of hypotheses; furthermore, for him, the degree of corroboration cannot be a probability. Instead he proposed a deductive method of testing. In many ways this dialectic tension has many parallels in statistics, with the Bayesians on logico-inductive side vs the non-Bayesians or the frequentists on the other side. Simplistically Popper seems to be on the frequentist side, but recent synthesis on the non-Bayesian side might direct the Popperian views to a more nuanced destination. Logical probability seems perfectly suited to measure partial evidence or support, so what can we use if we are to reject it? For the past 100 years, statisticians have also developed a related concept called likelihood, which has played a central role in statistical modelling and inference. Remarkably, this Fisherian concept of uncertainty is largely unknown or at least severely under-appreciated in non-statistical literature. As a measure of corroboration, the likelihood satisfies the Popperian requirement that it is not a probability. Our aim is to introduce the likelihood and its recent extension via a discussion of two well-known logical fallacies in order to highlight that its lack of recognition may have led to unnecessary confusion in our discourse about falsification and corroboration of hypotheses. We highlight the 100 years of development of likelihood concepts. The year 2021 will mark the 100-year anniversary of the likelihood, so with this paper we wish it a long life and increased appreciation in non-statistical literature.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

Youngjo Lee, Yudi Pawitan. 2020-07-01. Popper's falsification and corroboration from the statistical perspectives. https://doi.org/10.1007/978-3-030-67036-8_7

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related papers

The Design and Implementation of a Virtual Statistical Computing Lab to Teach R Coding to Introductory Statistics Students

Motivated by national calls for computationally enriched, data-centric instruction across the statistics curriculum, this study investigates the design, implementation, and impact of a Virtual Statistical Computing Lab (VSCL) integrated into an introductory statistics course at a medium-sized minority-serving university in the USA. The redesigned course embedded R-based coding through two virtual lab formats: Design I (a static Posit Cloud environment) and Design II (an interactive learnr-based interface). Using a quasi-experimental design across three instructional formats, traditional (no lab), Design I, and Design II, we evaluated students' conceptual learning gains, levels of data science (DS) readiness, and DS aspirations. The results indicated significant learning gains across all groups, with the highest gains observed in Design II. Students in both VSCL formats achieved greater gains in DS readiness than the traditional group, with Design II again yielding the largest gains across the demographic subgroups. Conversely, DS aspirations remained low or declined, suggesting a gap between skill acquisition and long-term interest. These findings highlight the value of structured, interactive computing environments in supporting statistical reasoning and building confidence in modern data tools. They also point to the need for intentional curricular bridges and career mentoring to help students translate early computing exposure into sustained academic and professional pathways in statistics and data science.

stat.OT

Statistical Theory in the Age of Machine-Assisted Mathematics: Rethinking How Theory Is Made and Taught

The computational revolution is advancing at an unprecedented pace. The combination of proof-assistant technologies and generative AI tools has recently enabled the solution of complex problems in pure mathematics at a scale that seemed unattainable only a few years ago. However, these technologies have not yet become standard tools in the development of statistical theory. In this paper, we do not present new theoretical results. Instead, we discuss five case studies involving classical problems in statistics and describe how they can be analyzed using a machine proof-checking. Our goal is not to propose a definitive workflow, but to stimulate reflection on how these technologies may transform theoretical research and advanced statistical education. We focus on two main aspects. First, statistical theory often compresses substantial mathematical content into expressions such as "under the usual regularity conditions". Formalization in a machine-verifiable language forces each assumption to be explicit, reveal hidden dependencies, and provide a deeper understanding of the formalized objects. Second, we argue that the statistical community could benefit from a collaborative effort to build repositories of formalized axioms, definitions, and theorems, supporting more precise and reliable theoretical developments. Finally, we discuss the role of these tools in graduate education. Just as high-level programming languages revolutionized empirical research by enabling rapid experimentation and prototyping, machine-assisted formalization may introduce a new paradigm for the development, verification, and communication of statistical theory.

stat.OT

Statistical Leadership of What? Statistics After AI

Statisticians have spent over a century arguing that we are more than calculators, usually by pointing to what else we know. AI is making that defense harder, since the list of what only statisticians can do grows shorter with each model release. AI makes claims cheap to generate and may eventually make the statistics behind them cheap too. However, a model cannot be answerable in the way that statistical practice requires. Statistical leadership then becomes a question of which claims we are there to answer for, including the ones we answer for in advance by building judgment into systems.

stat.OT