Bibliography: p.199-226. / x, 250 p. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Psychiatry, 2004

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 95-100).

A key aspect of how we understand the world revolves around an ability to manipulate our surroundings to experiment. From the scientific method through theories of child development, the ability to experiment is deemed critical; however, few studies have been performed to understand the strengths and weaknesses of different experimental strategies. This dissertation investigated the effectiveness of several different experimental strategies when learning about an unknown system. An empirical study was performed using binary functions as hypotheses and using computer programs to model several different experimental strategies. These strategies were derived from our definition of a normative experiment selector, which described how an idealized experimenter should select experiments. A detailed program of study was performed on these computer programs to determine the strengths and weaknesses of the experimental strategies they implemented. The number of experiments needed to determine a target theory from an initial set of hypotheses was measured. Two key discoveries were made. First, we discovered that simple experimental strategies were the most effective. For example, the most effective strategy we discovered was experimental relevance selecting any experiment guaranteeing elimination of at least a single hypothesis from the set being considered. Complex strategies to determine the optimal experiment to perform were very costly for a slight performance gain. Second, we discovered that only two factors had any major effect on performance: the number of experimental outcomes and the number of initial hypotheses considered. The number of experiments available to the experiment selector had little or no effect. Our best situations were where: (a) only a small number of hypotheses were possible, (b) each experiment had a large number of outcomes, and (c) relevant experiments were easy to determine and perform. / Graduation date: 1991

Thesis (Ph. D.) in Spatial Information Science and Engineering--University of Maine, 2001. / Includes vita. Includes bibliographical references (leaves 106-117).

Thesis (M.S.)--Florida State University, 2004. / Advisor: Dr. Gary Peterson, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed 6/15/04). Includes bibliographical references.

Thesis (Ph. D.) -- California Institute of Technology, 2010. / Title from home page (viewed 03/03/2010). Advisor and committee chair names found in the thesis' metadata record in the digital repository. Includes bibliographical references.

Thesis (Ph. D.) in Psychology--University of Maine, 2002. / Includes vita. Includes bibliographical references (leaves 103-118).

Thesis (M.A.)--York University, 2000. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 65-67). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ67737.

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