yego.me
💡 Stop wasting time. Read Youtube instead of watch. Download Chrome Extension

Is science synonymous with ‘truth’? Game theory says, ‘not always’. | Kevin Zollman | Big Think


3m read
·Nov 3, 2024

Processing might take a few minutes. Refresh later.

[Music]

Uh, game theory can be applied to scientific understanding in a lot of different ways. One of the interesting things about contemporary science is that it's done by these large groups of people who are interacting with one another. So, science isn't just the lone scientist in his lab removed from everyone else, but rather it's teams working together, sometimes in competition with other teams who are trying to beat them out to make a big discovery.

So, it's become much more like a kind of economic interaction. These scientists are striving for credit from their peers, for grants from federal agencies, and so a lot of the decisions that they make are strategic in nature. They're trying to decide what things will get funded, what strategies are most likely to lead to a scientific advance, how can they do things so as to get a leg up on their competition, and also get the acclaim of their peers.

Game theory helps us to understand how the incentives that scientists face in trying to get credit, in trying to get grants, and trying to get acclaim might affect the decisions that they make. And sometimes there are cases where scientists striving to get acclaim can actually make science worse because a scientist might commit fraud if he thinks he can get away with it, or a scientist might rush a result out the door even though she's not completely sure that it's correct, in order to beat the competition.

So, those of us who use game theory in order to try and understand science apply it in order to understand how those incentives that scientists face might eventually impact their ability to produce truths and useful information that we as a society can go on. Or how those incentives might encourage them to do things that are harmful to the progress of science by either publishing things that are wrong or fraudulent, or even withholding information that would be valuable.

This is one of the big problems that a lot of people have identified with the way that scientists’ scientific incentives work right now. Scientists get credit for publication, and they're encouraged to publish exciting new findings that demonstrate some new phenomena that we've never seen before. But when a scientist fails to find something that's informative, too, the fact that I was unable to reproduce a result of another scientist shows that maybe that was an error.

But the way that the system is set up right now, I wouldn't get credit for publishing what's called a null result, a finding where I didn't discover something that somebody else had claimed to discover. So, as a result, when we look at the scientific results that show up in the journals that have been published, it turns out that they are skewed towards positive findings and against null results.

A lot of different people have suggested that we need to change the way that scientists are incentivized by rewarding scientists more for both publishing null results and for trying to replicate the results of others. In particular, in fields like psychology and medicine, places where there's a lot of findings and there are lots of things to look at, people really think that we might want to change the incentives a little bit in order to encourage more duplication of effort, in order to make sure that a kind of exciting but probably wrong result doesn't end up going unchallenged in the literature.

Traditionally, until very recently, scientists were mostly looking for the acclaim of their peers. You succeeded in science when you got the acclaim of another scientist in your field, or maybe some scientists outside your field. But now, as the area of science journalism is increasing, the public is starting to get interested in science, and so scientists are starting to be rewarded for doing things that the public is interested in.

This has a good side and a bad side. The good side is it means that scientists are driven to do research that has public impact, that people are going to find useful and interesting, and that helps to encourage scientists not just to pursue some esoteric question that maybe is completely irrelevant to people's everyday life. The bad ...

More Articles

View All
Eulers formula
So in this video, we’re going to talk about Oilers formula. One of the things I want to start out with is why. Why do we want to talk about this rather oddly looking formula? What’s the big deal about this? And there is a big deal, and the big deal is e. …
Microwaving Grapes Makes Plasma
Almost eight years ago, when this channel was fresh and before I had gray hairs in my beard—in fact, before I had a beard—I made a video showing that if you take a grape and cut it almost completely in half and put it in the microwave, you can make some p…
Baker v. Carr | Interactions among branches of government | US government and civics | Khan Academy
[Kim] Hi, this is Kim from Khan Academy. Today we’re learning more about Baker versus Carr, a landmark Supreme Court case decided in 1962. Baker versus Carr grappled with an incredibly important issue: whether one person’s vote is equal to another person’…
Lucy in the Sky with Asteroids | Podcast | Overheard at National Geographic
What sparked my interest in space was just dreaming about the stars. This is Adriana Ocampo, she’s a NASA scientist, and back when she was a kid in Argentina, she’d grab her dog and head to the roof of her house. You know, we would go every evening that w…
Why It's Better to be Single | 4 Reasons
The romantic ideal of two people pair-bonding and staying together for a long time is still very much alive. However, in the current age, we can see that an increasing amount of people deliberately chooses to stay single. Especially in the West, marriage …
What Would You Do If Money Didn’t Matter? | Short Film Showcase
What do you desire? What makes you itch? What sort of a situation would you like? Let’s suppose I do this often in vocational guidance of students. They come to me and say, “Well, we’re getting out of college and