H-GET

"Hypothesis generation, evaluation and testing: An organic, developmental perspective"

 Coordinatore MAX PLANCK GESELLSCHAFT ZUR FOERDERUNG DER WISSENSCHAFTEN E.V. 

 Organization address address: Hofgartenstrasse 8
city: MUENCHEN
postcode: 80539

contact info
Titolo: Mrs.
Nome: Claudia
Cognome: Vinent
Email: send email
Telefono: 493082000000

 Nazionalità Coordinatore Germany [DE]
 Totale costo 252˙742 €
 EC contributo 252˙742 €
 Programma FP7-PEOPLE
Specific programme "People" implementing the Seventh Framework Programme of the European Community for research, technological development and demonstration activities (2007 to 2013)
 Code Call FP7-PEOPLE-2012-IOF
 Funding Scheme MC-IOF
 Anno di inizio 2013
 Periodo (anno-mese-giorno) 2013-12-01   -   2016-11-30

 Partecipanti

# participant  country  role  EC contrib. [€] 
1    MAX PLANCK GESELLSCHAFT ZUR FOERDERUNG DER WISSENSCHAFTEN E.V.

 Organization address address: Hofgartenstrasse 8
city: MUENCHEN
postcode: 80539

contact info
Titolo: Mrs.
Nome: Claudia
Cognome: Vinent
Email: send email
Telefono: 493082000000

DE (MUENCHEN) coordinator 252˙742.20

Mappa


 Word cloud

Esplora la "nuvola delle parole (Word Cloud) per avere un'idea di massima del progetto.

alternative    components    strategies    evaluation    us    generation    hypothesis   

 Obiettivo del progetto (Objective)

'Hypothesis generation, evaluation and testing are crucial components of many everyday tasks. They are fundamental processes not only for experts, such as clinicians, who are responsible of generating possible hypothesis explaining a cluster of symptoms, prior to evaluate them and finally issue diagnosis. We are continuously asked to generate hypothesis about alternative causes (e.g., 'Why is my baby crying?'), and very likely the composition of this set – sometimes not generated but externally given – critically influence the chosen course of action (e.g., 'Shall I feed him? Is she sick?'). However, hypothesis generation, hypothesis evaluation and hypothesis testing have never been thoroughly analyzed as three building blocks of a same process. In particular, only little attention has been paid to how the initial set of alternative generated/given hypotheses, together with their judged probability, influences the hypothesis testing strategies, in terms of search for information and inquiring strategies. Analyzing this complex process from a developmental perspective will help us disentangling the knowledge and the cognitive components of the process. This insight, together with an attempt to design both a descriptive and a prescriptive model of the organic process from the hypothesis generation phase to the solution, will allow us to develop interventions, especially in education.'

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