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Inductive essays: tips, examples, and topics, carla johnson.

• June 14, 2023
• Essay Topics and Ideas , How to Guides

Inductive essays are a common type of academic writing. To come to a conclusion, you have to look at the evidence and figure out what it all means. Inductive essays start with a set of observations or evidence and then move toward a conclusion. Deductive essays start with a thesis statement and then give evidence to support it. This type of essay is often used in the social sciences, humanities, and natural sciences.

The goal of an inductive essay is to look at the evidence and draw a conclusion from it. It requires carefully analyzing and interpreting the evidence and being able to draw logical conclusions from it. Instead of starting with a conclusion in mind and trying to prove it, the goal is to use the evidence to build a case for that conclusion.

You can’t say enough about how important it is to look at evidence before coming to a conclusion. In today’s world, where information is easy to find and often contradictory, it is important to be able to sort through the facts to come to a good decision. It is also important to be able to tell when the evidence isn’t complete or doesn’t prove anything, and to be able to admit when there is uncertainty.

In the sections that follow, we’ll talk about some tips for writing good inductive essays, show you some examples of good inductive essays, and give you some ideas for topics for your next inductive essay. By the end of this article, you’ll know more about how to write an inductive essay well.

What You'll Learn

Elements of an Inductive Essay

Most of the time, an inductive essay has three main parts: an intro, body paragraphs, and a conclusion.

The introduction should explain what the topic is about and show the evidence that will be looked at in the essay . It should also have a thesis statement that sums up the conclusion that will be drawn from the evidence.

In the body paragraphs, you should show and explain the evidence. Each paragraph should focus on one piece of evidence and explain how it supports the thesis statement . The analysis should make sense and be well-supported, and there should be a clear link between the evidence and the conclusion.

In the conclusion, you should sum up the evidence and the conclusion you came to based on it. It should also put the conclusion in a bigger picture by explaining why it’s important and what it means for the topic at hand.

How to Choose a Topic for an Inductive Essay

It can be hard to choose a topic for an inductive essay, but there are a few things you can do that will help.

First, it’s important to look at the assignment prompt carefully. What’s the question you’re supposed to answer? What evidence do you have to back up your claim? To choose a topic that is both possible and interesting , you need to understand the prompt and the evidence you have.

Next, brainstorming can be a good way to come up with ideas. Try writing down all the ideas that come to mind when you think about the prompt. At this point, it doesn’t matter if the ideas are good or not. The goal is to come up with as many ideas as possible.

Once you have a list of possible topics , it’s important to pick one that you can handle and that you’re interested in. Think about how big the topic is and if you will have enough time to analyze the evidence in enough depth for the assignment . Also, think about your own passions and interests. If you choose a topic that really interests you, you are more likely to write a good essay .

Some potential topics for an inductive essay include:

– The impact of social media on mental health

– The effectiveness of alternative medicine for treating chronic pain

– The causes of income inequality in the United States

– The relationship between climate change and extreme weather events

– The effects of video game violence on children

By following these tips for choosing a topic and understanding the elements of an inductive essay, you can master the art of this type of academic writing and produce compelling and persuasive essays that draw on evidence to arrive at sound conclusions.

Inductive Essay Outline

An outline can help you to organize your thoughts and ensure that your essay is well-structured. An inductive essay outline typically includes the following sections:

– Introduction: The introduction should provide background information on the topic and present the evidence that will be analyzed in the essay . It should also include a thesis statement that summarizes the conclusion that will be drawn from the evidence.

– Body Paragraphs: The body paragraphs should present the evidence and analyze it in depth. Each paragraph should focus on a specific piece of evidence and explain how it supports the thesis statement . The analysis should be logical and well-supported, with clear connections made between the evidence and the conclusion.

– Conclusion: The conclusion should summarize the evidence and the conclusion that was drawn from it. It should also provide a broader context for the conclusion, explaining why it matters and what implications it has for the topic at hand.

Inductive Essay Structure

The structure of an inductive essay is similar to that of other types of academic essays. It typically includes the following elements:

– Thesis statement: The thesis statement should summarize the conclusion that will be drawn from the evidence and provide a clear focus for the essay .

– Introduction: The introduction should provide background information on the topic and present the evidence that will be analyzed in the essay. It should also include a thesis statement that summarizes the conclusion that will be drawn from the evidence.

– Body Paragraphs: The body paragraphs should present the evidence and analyze it in depth. Each paragraph should focus on a specific piece of evidence and explain how it supports the thesis statement. The analysis should be logical and well-supported, with clear connections made between the evidence and the conclusion.

It is important to note that the body paragraphs can be organized in different ways depending on the nature of the evidence and the argument being made. For example, you may choose to organize the paragraphs by theme or chronologically. Regardless of the organization, each paragraph should be focused and well-supported with evidence.

By following this structure, you can ensure that your inductive essay is well-organized and persuasive, drawing on evidence to arrive at a sound conclusion. Remember to carefully analyze the evidence, and to draw logical connections between the evidence and the conclusion. With practice, you can master the art of inductive essays and become a skilled academic writer.

Inductive Essay Examples

Examples of successful inductive essays can provide a helpful model for your own writing. Here are some examples of inductive essay topics:

– Example 1: The Link Between Smoking and Lung Cancer: This essay could look at the studies and statistics that have been done on the link between smoking and lung cancer and come to a conclusion about how strong it is.

– Example 2: The Effects of Social Media on Mental Health: This essay could look at the studies and personal experiences that have been done on the effects of social media on mental health to come to a conclusion about the effects of social media on mental health.

– Example 3: The Effects of Climate Change on Agriculture: This essay could look at the studies and expert opinions on the effects of climate change on agriculture to come to a conclusion about how it might affect food production..

– Example 4: The Benefits of a Plant-Based Diet: This essay could look at the available evidence about the benefits of a plant-based diet, using studies and dietary guidelines to come to a conclusion about the health benefits of this type of diet.

– Example 5: The Effects of Parenting Styles on Child Development: This essay could look at the studies and personal experiences that have been done on the effects of parenting styles on child development and come to a conclusion about the best way to raise a child.

Tips for Writing an Effective Inductive Essay

Here are some tips for writing acompelling and effective inductive essay:

1. Presenting evidence in a logical and organized way: It is important to present evidence in a clear and organized way that supports the thesis statement and the conclusion. Use topic sentences and transitions to make the connections between the evidence and the conclusion clear for the reader.

2. Considering alternative viewpoints: When analyzing evidence, it is important to consider alternative viewpoints and opinions. Acknowledge counterarguments and address them in your essay, demonstrating why your conclusion is more compelling.

3. Using strong and credible sources: Use credible sources such as peer-reviewed journal articles , statistics, and expert opinions to support your argument. Avoid relying on unreliable sources or anecdotal evidence.

4. Avoiding fallacies and biases: Be aware of logical fallacies and biases that can undermine the credibility of your argument. Avoid making assumptions or jumping to conclusions without sufficient evidence.

By following these tips, you can write an effective inductive essay that draws on evidence to arrive at a sound conclusion. Remember to carefully analyze the evidence, consider alternative viewpoints, and use credible sources to support your argument. With practice and dedication, you can master the art of inductive essays and become a skilled academic writer.

Frequently Asked Questions

1. what is an inductive essay.

An inductive essay is an academic writing that starts with a set of observations or evidence and then works towards a conclusion. The essay requires careful analysis and interpretation of evidence, and the ability to draw logical conclusions based on that evidence.

2. What are the elements of an inductive essay?

An inductive essay typically consists of an introduction, body paragraphs, and a conclusion. The introduction provides background information and presents the thesis statement. The body paragraphs present the evidence and analyze it in depth. The conclusion summarizes the evidence and the conclusion drawn from it.

3. How do I choose a topic for an inductive essay?

To choose a topic for an inductive essay, carefully analyze the assignment prompt, brainstorm ideas, narrow down the topic, and select a topic that interests you.

4. What is the difference between an inductive essay and a deductive essay?

An inductive essay starts with evidence and works towards a conclusion, while a deductive essay starts with a thesis statement and provides arguments to support it.

5. How do I structure an inductive essay?

An inductive essay typically follows a structure that includes a thesis statement, introduction, body paragraphs, and conclusion.

Inductive essays are an important type of academic writing that require careful analysis and interpretation of evidence to come to a conclusion. By using the advice in this article, you can become a good inductive essay writer. Remember to carefully look at the evidence, think about other points of view, use reliable sources, and stay away from logical errors and biases. In conclusion , learning how to write inductive essays is important for developing critical thinking skills and making arguments that are compelling and convincing. You can make a valuable contribution to your field of study and to society as a whole by looking at the facts and coming to logical conclusions. With practice and hard work , you can learn to write good inductive essays that will help you in school and in your career.

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25 Academic Writing – Sound and Valid Argument

Academic speak – clarification.

When reading about academic writing you will sometimes come across a set of words that seem to be used somewhat interchangeably and even randomly at times. So, just to set the record straight:

Claim / assertion / premise / proposition are all statements that require support either to justify them or prove their soundness. They need further evidence. These are the starting point of reasoning.

Position / Thesis identify the stance you are taking on the main topic of the essay and it is generated by the essay question provided by your instructor. In an analytical or critical essay, it may indicate more than one available stance.

Also, some authors refer to the thesis as the premise or proposition. This is not the best description, though it is not completely inaccurate because the thesis statement does need to be supported with sound evidence and valid arguments throughout the essay.

Glossary of Terms

Argument – noun

• Logic – a reason or set of reasons given in support of an idea, action, or theory

Claim – noun (synonyms – premise, assertion, proposition)

• an assertion that something is true

Claim – verb

• state or assert something, typically without providing evidence or proof

Counter claim – noun

• a claim made to rebut a previous claim; refutation of opposing arguments

Deduction – noun

• Logic – the act of understanding something, or drawing to a conclusion, based on evidence

Induction – noun

• the process or action of bringing about or giving rise to something

Position – noun (synonym – thesis )

• the main point or overall argument that is to be proven or justified. It focuses the writer’s ideas and minor arguments

Premise – noun (synonyms – claim, assertion, proposition)

• Logic – a previous statement or proposition from which another is inferred or follows as a conclusion
• a statement in an argument that provides reason or support for the conclusion

Proposition – noun (synonyms – premise, claim, assertion)

• Logic – a statement or assertion that expresses a judgment or opinion
• a statement that expresses a concept that can be true or false

Soundness – noun

• the quality of being based on valid reason or good judgment
• the soundness of an argument has two qualities 1. valid structure 2. true premises

Validity – noun

• Logic – the quality of being justifiable by reason

the conclusion follows from the premises

Introduction to Academic Argument

The capacity to academically argue is a core skill that many students are not taught adequately prior to university writing. Argumentative ability is centered around knowledge. Not only knowledge of a topic, but knowledge of how to write a clear and coherent argument. Basically, an argument is an informed position, on a topic, that you are supporting or defending with sound evidence and valid conclusions. An essay may have one overall argument or position, yet include a series or set of smaller arguments that support or develop the overall position of the writer. This may include evaluating sources or contradictory evidence. The position is stated in the thesis (see Chapter 21 & 26). This position must be supported by sound academic evidence obtained through reading and research.

Suspend Bias

In order to develop sound and valid arguments, students must first suspend their personal judgments or bias on a topic (see Chapter 30). This can be achieved through self-reflection and critical thinking. Academic writing must be clear and objective, and this means you must be open and willing to examine more than one perspective of a topic or argument without preconceived ideas and opinions, without bias. Make a conscious effort to step beyond your own subjectivity and depersonalize both the topic and the supporting evidence. Through critical thinking skills, such as objectivity and analysis, you can begin to closely examine and evaluate sources and the production of knowledge. As a writer, sound and valid reasoning assists you in determining the best evidence to support your own claims and in evaluating the claims of other writers. As an objective writer, you should remain open to other viewpoints, though rely on your critical analysis skills to both identify and write sound and valid academic arguments.

Validity primarily means that in an argument the conclusion follows from the premises. If the premises are true, then the conclusion must also be true. Salva veritate (Latin) means “without loss of truth” – a rule of inference must be truth preserving; it must take one from truths to truths = Validity [1]

Valid Argument

• All cats are aliens
• Felix is a cat

Therefore, Felix is an alien

This is a valid argument . Hypothetically, if all the premises are true, then the conclusion cannot be false . It is logically impossible for the premises to be true and for the conclusion to be false.

Invalid Argument

• Felix is an alien

Therefore, Felix is a cat

This is an invalid argument . Hypothetically, just because Felix is an alien does not guarantee that he is a cat. There may be other types of creatures that are also aliens. However, if the first premise said “ Only cats are aliens”, then the argument would be valid.

• Only cats are aliens

This is a valid argument . No individual premise (claim, assertion) is labelled as valid or invalid, only the argument structure as a whole . However, premises can be checked for soundness.

The soundness of an argument relies on two qualities:

1. the structure of the argument is valid (see above)

2. the premises are true and therefore the conclusion is also true.

Hence, Felix is not an alien unless we can provide sound proof (truth or true facts) that support this premise (claim, assertion). We would also need to provide evidence that Felix is indeed a cat! So, while the argument structure may be correct (valid), the premises could be untrue, therefore the premises and overall argument lacks soundness .

Deductive Syllogism

The structure of the above arguments is called a deductive syllogism and it is the the conventional way of displaying or writing a deductive argument:

Premise + Premise = Conclusion

Of course, you can have more than two premises or reasons to support your conclusion. In academic writing the major position is put forward in the thesis statement and the balance of the essay has the task of unpacking the claims and counter-claims surrounding the key arguments and providing supporting evidence. Note also, you should never begin your assignment preparation with a predetermined conclusion in mind (called “jumping to the conclusion”) and work your argument back from that point. Yes, in an essay the thesis is proposed in the introduction, though it is assumed that you arrived at this thesis statement through research and careful consideration of the facts and evidence surrounding the chosen topic. Whereas “jumping to the conclusion” beforehand and attempting to make the evidence fit your thesis is not the actions of an open and critical thinker who responds to evidence found through research. It instead indicates a very determined bias in thinking and academic writing.

Inductive Reasoning

Inductive reasoning is often defined as the inference from particular to general [2] . It is based on formulating theories through detailed observations. It is useful in scientific fields, however, it presupposes that the future will resemble the past. This type of reasoning moves from evidence to assumptions (about the future) to a claim. The claim cannot be a deductive conclusion, only a generalization from observable evidence and applied assumptions.

You’re in the supermarket and would like to buy a couple of ripe avocados. To determine if they are ripe, you give them a gentle squeeze. After testing three to four from the fruit case, you determine that they are all still too green and decide not to purchase avocados.

Through induction, you have made your own observation , and from the evidence at hand made an assumption – they’re all too green. This is a generalization made using observable evidence and applying an assumption. As you cannot know for certain that every avocado is green, without testing each one, this cannot be a deductive argument. While there may be sufficient evidence to make a decision and therefore, strong inductive reasoning, the reasoning has not been proven true, merely an assumption.

While inductive reasoning may be useful in formulating a scientific hypothesis for further testing, it is not a strong form of reasoning for academic writing.

Good academic writing is founded on your capacity to academically argue from a well-researched and informed perspective, free from subjectivity and personal bias. The deductive syllogism is a good illustration of sound and valid argument structure that is the backbone of all well-written academic discussions.

Watch the video below for further information and examples of deductive and inductive reasoning. Particularly helpful is the middle section on evaluating deductive and inductive arguments / reasoning.

Test your knowledge with five quick questions:

• Honderich, T. (Ed.). (2005). The Oxford companion to philosophy (2nd ed.). Oxford University Press. ↵
• Plumlee, D., & Taverna, J. [Center for Innovation in Legal Education]. (2013, August 24). Episode 1.3: Deductive and inductive arguments. ↵

the conclusion does not necessarily follow from the premises

a deductive scheme of a formal argument consisting of a major and a minor premise and a conclusion

assertion, maintain as fact

a claim made to rebut a previous claim

Academic Writing Skills Copyright © 2021 by Patricia Williamson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Table of Contents

Ai, ethics & human agency, collaboration, information literacy, writing process, inductive order, inductive reasoning, inductive writing.

Inductive Order and Inductive Reasoning refer to the practice of deriving general principles, claims, and theories from specific instances and observations. When employing an inductive approach, rhetors move

• from specific instances to a general conclusion
• from from data to theory
• from observations of particular instances to premises about what those events mean.

Inductive Writing is a style of prose fueled by induction. Writing described as inductive or indirect

• provides the thesis or research question at the conclusion of the text
• leaves it up to the reader to derive a conclusion.
• shows rather than tells.
• presents tentative hypotheses and limit the generalizability of knowledge clams
• is reflective and thoughtful in tone
• embrace ambiguity, nuance.

Inductive Order and Inductive Reasoning are sometimes referred to as

• a bottom-up approach rather than t op-down ( deductive ) or
• hypothesis-generating rather than hypothesis testing (deductive).

The human mind seeks order from chaos. As we engage with the world, we constantly derive abstractions from observations:

• When we read texts, we engage in inductive analysis: we look at each passage, read line-by-line, and then we draw a conclusion about the validity, significance and quality of the text.
• When we engage in discussions with colleagues, we watch who listens, who rephrases accurately ours and peers’ comments, and who inevitably undermines or misrepresents what we say. Thereafter, we make assumptions about the character of our colleagues.
• When we receive feedback from to critics (bosses, clients, editors, teachers) we analyze the feedback into types of feedback (e.g., Really Important; Off Topic, But Interesting; Gotta Do This. This is B.S.! ). In other words, we move from particular instances to the abstract: we categorize feedback, make judgments about what criteria those readers cared most about, and seek insights regarding priorities for revision.

We use inductive reasoning almost incessantly. Consider, for example, how we learn about genres in school and workplace on texts: after engaging in sustained reading within a discipline or profession, we notice repetitive patterns in the documents we read. For instance, when it comes to résumés, we notice from templates and samples on the internet that others avoid full sentences and the first person. That’s learning.

While inductive reasoning informs much of our thinking on a daily basis, it’s more common to use a deductive writing style rather than an inductive one. Our attention spans are really stretched by modern life: we receive texts, emails, and various app alerts that are tracking our health and fitness. Mass Media barrages us with a never-ending stream of national and international events. And then there’s work and school. Thus, it’s not surprising that most readers want to be told what a text is about and how it’s organized from the get go.

But it would be an overstatement to say that inductive writing has no place in school and workplace writing. The following rhetorical situations are particularly receptive to documents organized inductively:

• Bad News. Using a deductive order in a bad-news situation would be cruel. Instead, before firing someone or reprimanding them or turning them down for something, we want to shafe with them that the situation was competitive, that there were loads of excellent submissions, that we considered sharing bad news, rhetors
• Controversial Topics. When writing documents that address controversial issues or matters that threaten the beliefs of their readers, writers may find it strategic to place their arguments in their conclusions rather than their introductions. For instance, if you were writing to support universal health care in the U.S. and you approached a republican seeking support, you would probably have more luck if you shared your personal struggles with health care or in other ways humanized the issue rather than launching immediately in your thesis: that the U.S should adopt universal health care.
• Qualitative Research, especially grounded theory (Glaser and Strauss) . Some ethnographers, case study researchers, and journalistic interviewers enter projects seeking to develop a hypothesis that is grounded in the rhetorical situation as opposed to the theories that inform past scholarship in a discipline

Related Concepts

• Flow, Coherence, Unity Flow and Coherence are more challenging to achieve using an inductive rather than a deductive approach.
• Organizational Schema & Logical Reasoning Inductive order is an element of organizational schema.
• Sentence Order within Paragraphs Writers may employ inductive or deductive order to organize sentences in within paragraphs
• Thesis, Research Question, Title Inductive writing tends to introduce the thesis or research question in the conclusion of the text.

Brevity - Say More with Less

Clarity (in Speech and Writing)

Coherence - How to Achieve Coherence in Writing

Flow - How to Create Flow in Writing

Inclusivity - Inclusive Language

The Elements of Style - The DNA of Powerful Writing

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Deductive and Inductive Reasoning Essay

Inductive and deductive reasoning: essay introduction, deductive approach, inductive approach, inductive vs deductive: essay conclusion, reference list.

There are different types of reasoning, most of which are explained in psychology books and articles. This paper discusses two types of reasoning – deductive and inductive reasoning using cognitive research. The inductive and deductive reasoning essay you read focuses on teaching science and technical courses in High Schools. It explores cases of science and mathematical teaching in schools.

Deductive reasoning is a logical process where conclusions are made from general cases. General cases are studied, after which conclusions are made as they apply to a certain case (Byrne, Evans and Newstead, 2019). In the context of this deductive reasoning essay, an argument from analogy is one of the examples under deductive reasoning. The rule underlying this module is that in the case where P and Q are similar and have properties a, b, and c, object P has an extra property, “x.” Therefore, Q will automatically have the same extra property, “x,” as the two are similar (Dew Jr and Foreman, 2020).

Most high school students in the United States do come across the argument from the analogy model of deductive reasoning while studying science subjects. Nonetheless, most students do not realize the applicability of this rule. They apply the rule unconsciously. Therefore, high school students should learn about this model of reasoning. This will help them know certain instances under which they should apply this rule when making arguments in science subjects (National Academies of Sciences, Engineering, and Medicine, 2019).

Researches conducted on analogies give a clear way of explaining why student reports have added ideas. While studying scientific subjects, students do make productive analogies. They apply scientific principles, for instance, energy conservation principles, to different settings.

Unproductive analogies are also made by students, for example, in experiments between temperature and heat. Research that compares different forms of analogies gained from visual and animated representations. Such studies distinguish the functions of different brain parts. It emphasizes the benefits of activating correct pathways for specific learning forms. Research on analogies emphasizes on the selection and inclusion of right analogies in the reports. It also encourages the analysis of different analogies (Vygotsky, 2020).

Argument from analogy is one of the tools that students can use to advance reasonable arguments in different science subjects. This is according to a study that was conducted to ascertain the model that can be used by high school students in when solving problems in genetics. Different questions and student-teacher engagements were used to reach the conclusion (Choden and Kijkuakul, 2020).

The major problems in the teaching of science subjects are the lapses in communication. More often, students and teachers in science classrooms rarely share similar purpose on either the subject or the activity. At times, teachers and students assign different meanings to the same concept. This happens in cases where the two have different levels of understanding about the science concepts because most of these concepts are technical (Choden and Kijkuakul, 2020).

In order to improve the understanding of science subjects, students are required to use different approaches. For students to use analogy, they must have an understanding of the concept in question first. The concept is the most important thing as arguments derived from the subject will be concrete when the concept is well grasped.

More models should be used by science teachers in the science classes. The real nature of the models or analogs used for teaching are better understood when they are realistic. Analogs are forms of human interventions in learning. They should be used carefully as poor use may result in mal understanding of the real meaning. Analogs have an aspect of practicality which leaves images in the minds of students.

When used well, a constructive learning environment will be attained. Analogies should be used in a way that students can easily capture or map. Students should also be given room to make suggestions of improving the analogies used by their teachers. Imperfect analogies expose difficulties that arise in describing and explaining scientific ideas that are mostly of an abstract nature (Newton, 2022).

According to Oaksford and Chater (2020), inductive reasoning entails taking certain examples and using the examples to develop a general principle. It cannot be utilized in proving a concept. In inductive reasoning, solutions to problems can be reached even when the person offering the solution does not have general knowledge about the world.

An example of deductive reasoning is the case of ‘Rex the dog’. In this case, a child can make a deduction that is logical when Rex barks even at times when barking itself is an unfamiliar activity. If the child was told that Rex is a cat and that all cats bark, the child would respond with a “yes” when asked whether Rex barks. This is even when Rex does not bark. Under this reasoning, logical deductions are counterfactual in that they are not made in line with the beliefs of the real world (Pellegrino and Glaser, 2021).

On the other hand, inductive reasoning is one of the oldest learning models. Inductive reasoning develops with time as students grow. However, this reasoning has not been fully utilized in schools. It carries many cognitive skills within it. Inductive thinking is used in creative arts in high schools. In creative art subjects, students are expected to build on their learned ideas. The knowledge learned is applied in different contexts. This is the real goal of inductive reasoning (Csapó, 2020).

For the purposes of the inductive reasoning essay, research has revealed that deductive reasoning can be applied in two performance contexts. This includes the school knowledge application and the applicable knowledge context. School knowledge is the knowledge that is acquired at school. This knowledge is mostly applied in situations that are related to schoolwork.

It is applied in a similar context in which it was acquired. This knowledge or reasoning is what the students apply in handling assignments, tests, and examinations in school. It is used to grade students and determine student careers in schools. Applicable knowledge can be easily applied in situations that differ from the context in which the command was acquired (Csapó, 2020).

Research conducted in the United States revealed that the skills students acquire at the elementary level are insufficient. Elementary mathematics teaching lacks a conceptual explanation to the students. When these students get to high school, they need a basis upon which they can understand mathematical formulas and measurements. Therefore, teachers are forced to introduce these students to a higher level of thinking.

The tasks in high school mathematics that require deep thinking are also called high cognitive demand tasks. At this level of thinking, students can understand complex mathematical concepts and apply them correctly. Thus, students are introduced to inductive reasoning (Brahier, 2020).

Students will mostly have a tough time at the introductory to inductive reasoning. Students will get a grasp of concepts, mostly mathematical ones. However, it will take longer for students to develop application skills. Mathematical concepts will be understood by students within a short span.

However, applying the concepts to solve different mathematical problems is another problem. Just like for the two types of knowledge, it has always been hard for students from high school to apply the school concept in the real world. Students acquire the inside, but in most cases, they reserve it for schoolwork only.

When students do not get good tutoring, gaining the transition required to achieve the real concepts becomes difficult. This idea further destroys them and may even cause a total failure to understand and apply inductive reasoning (Van Vo and Csapó, 2022).

The transition from elementary school to high school includes psychological changes. These changes need to be molded by introducing the student to detailed thinking. This gradual process begins with slowly ushering the students to simple concepts. This simple concept builds slowly, and complexity is introduced gradually.

The students’ minds grow as they get used to the hard concepts. Later, the students become more creative and critical in thinking and understanding concepts (Hayes et al., 2019).

Inductive and deductive reasoning are two types of reasoning that borrow from one another. The use of logical conclusion applies in both of them. They are very useful, especially in teaching mathematics and science courses.

Brahier, D. (2020) Teaching secondary and middle school mathematics . Abingdon: Routledge.

Byrne, R.M., Evans, J.S.B. and Newstead, S.E. (2019) Human reasoning: the psychology of deduction . London: Psychology Press.

Choden, T. and Kijkuakul, S. (2020) ‘Blending problem based learning with scientific argumentation to enhance students’ understanding of basic genetics’, International Journal of Instruction , 13(1), pp. 445-462.

Csapó, B. (2020) ‘Development of inductive reasoning in students across school grade levels’, Thinking Skills and Creativity , 37, pp. 1-15.

Dew Jr, J.K. and Foreman, M.W. (2020) How do we know?: an introduction to epistemology . Westmont: InterVarsity Press.

Hayes, B.K. et al. (2019) ‘The diversity effect in inductive reasoning depends on sampling assumptions’, Psychonomic Bulletin & Review , 26, pp.1043-1050.

National Academies of Sciences, Engineering, and Medicine (2019) Science and engineering for grades 6-12: investigation and design at the center . Washington, D.C.: National Academies Press.

Newton, D.P. (2022) A practical guide to teaching science in the secondary school . Milton Park: Taylor & Francis.

Oaksford, M. and Chater, N. (2020) ‘New paradigms in the psychology of reasoning’, Annual Review of Psychology , 71, pp. 305-330.

Pellegrino, J.W. and Glaser, R. (2021) ‘Components of inductive reasoning’, In Aptitude, learning, and instruction (pp. 177-218). Abingdon: Routledge.

Upmeier zu Belzen, A., Engelschalt, P. and Krüger, D. (2021) ‘Modeling as scientific reasoning – the role of abductive reasoning for modeling competence’, Education Sciences , 11(9), pp. 1-11.

Van Vo, D. and Csapó, B. (2022) ‘Exploring students’ science motivation across grade levels and the role of inductive reasoning in science motivation’, European Journal of Psychology of Education , 37(3), pp. 807-829.

Vygotsky, L.S. (2020) Educational psychology . Boca Raton: CRC Press.

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IvyPanda. (2019, May 20). Deductive and Inductive Reasoning. https://ivypanda.com/essays/deductive-and-inductive-reasoning-essay/

"Deductive and Inductive Reasoning." IvyPanda , 20 May 2019, ivypanda.com/essays/deductive-and-inductive-reasoning-essay/.

IvyPanda . (2019) 'Deductive and Inductive Reasoning'. 20 May.

IvyPanda . 2019. "Deductive and Inductive Reasoning." May 20, 2019. https://ivypanda.com/essays/deductive-and-inductive-reasoning-essay/.

1. IvyPanda . "Deductive and Inductive Reasoning." May 20, 2019. https://ivypanda.com/essays/deductive-and-inductive-reasoning-essay/.

Bibliography

IvyPanda . "Deductive and Inductive Reasoning." May 20, 2019. https://ivypanda.com/essays/deductive-and-inductive-reasoning-essay/.

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Inductive and Deductive Assignment (McMahon)

The next writing assignment we will be concentrating on will be the construction of persuasive passages using induction, deduction, and expressive language or analogy. These passages should be used to further strengthen and develop your Pro/Con and/or your Rogerian essays.

1. Inductive reasoning is the process of reasoning from specifics to the general. We draw general conclusions based on discrete, specific everyday experiences. Because both writers and readers share this reasoning process, induction can be a highly effective strategy for persuasion. A truly persuasive and effective inductive argument proceeds through an accumulation of many specifics. Within your own essays you should use support from outside sources, personal experience, and specific examples to fully develop your inductive passages. Also, keep in mind that conclusions drawn from inductive reasoning are always only probable. To use induction effectively, a writer must demonstrate that the specifics are compelling and thus justify the conclusion but never claim that the conclusion is guaranteed in all situations. In addition, a writer must keep in mind who his/her audience is and what specifics or evidence will persuade the audience to accept the conclusion. Finally, a writer who is reasoning inductively must be cautious of hasty generalizations in which the specifics are inadequate to justify the conclusions.

2. Deductive reasoning is the process of reasoning from general statements agreed to be true to a certain and logical conclusion. Again, like inductive reasoning, deductive reasoning is a familiar strategy we use in our everyday lives and is a potentially effective persuasive strategy. However, unlike inductive reasoning when the conclusion may be justified but is always only probable, the conclusion reached deductively must be logically certain. Most deductive arguments begin with a general statement that has already been "proven" inductively and is now accepted by most people as true. Today, most deductive general statements involve commonly held values or established scientific fact. A writer who uses deduction to frame an argument must be absolutely certain that the general statement is accepted as true and then must demonstrate the relationship between this general statement and the specific claim, thus proving beyond a doubt the conclusion. An effective deductive argument is one in which your audience accepts the general statement and is then logically compelled by the development of the argument to accept your conclusion.

3. An analogy helps a writer further develop and support an idea he/she is trying to convey to a reader. In an analogy a comparison is drawn between the principle idea and something else a reader is familiar with. Thus, the comparison clarifies the principle idea. Analogies within persuasive writing appeal to either a reader's value system or to a reader's reason and logic. Asking a reader to consider an idea, issue, or problem in the context of something else can both clarify the idea and persuade the reader to accept our interpretation of the idea. Please note: analogies only work when the subjects you are comparing have some similarities. If the things you compare are too dissimilar, your readers will dismiss the analogy and fail to be persuaded of your idea.

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7.3: Inductive and Deductive Reasoning

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Another approach authors might take in presenting non-fiction, academic writing is based in logic. Especially in persuasive argument pieces, authors will present readers with a series of reasons why their thesis is correct.

The relationship between the thesis and the reasons to support that thesis can be introduced in two main ways: through inductive reasoning , and through deductive reasoning . Both are addressed in the video below.

Text: Inductive and Deductive Reasoning

Two ways of understanding.

We have two basic approaches for how we come to believe something is true.

The first way is that we are exposed to several different examples of a situation, and from those examples, we conclude a general truth. For instance, you visit your local grocery store daily to pick up necessary items. You notice that on Friday, two weeks ago, all the clerks in the store were wearing football jerseys. Again, last Friday, the clerks wore their football jerseys. Today, also a Friday, they’re wearing them again. From just these observations, you can conclude that on all Fridays, these supermarket employees will wear football jerseys to support their local team.

This type of pattern recognition, leading to a conclusion, is known as inductive reasoning .

Knowledge can also move the opposite direction. Say that you read in the news about a tradition in a local grocery store, where employees wore football jerseys on Fridays to support the home team. This time, you’re starting from the overall rule, and you would expect individual evidence to support this rule. Each time you visited the store on a Friday, you would expect the employees to wear jerseys.

Such a case, of starting with the overall statement and then identifying examples that support it, is known as deductive reasoning .

The Power of Inductive Reasoning

You have been employing  inductive reasoning  for a very long time. Inductive reasoning is based on your ability to recognize meaningful patterns and connections. By taking into account both examples and your understanding of how the world works, induction allows you to conclude that something is likely to be true. By using induction, you move from specific data to a generalization that tries to capture what the data “mean.”

Imagine that you ate a dish of strawberries and soon afterward your lips swelled. Now imagine that a few weeks later you ate strawberries and soon afterwards your lips again became swollen. The following month, you ate yet another dish of strawberries, and you had the same reaction as formerly. You are aware that swollen lips can be a sign of an allergy to strawberries. Using induction, you conclude that, more likely than not, you are allergic to strawberries.

Data : After I ate strawberries, my lips swelled (1st time).

Data : After I ate strawberries, my lips swelled (2nd time).

Data : After I ate strawberries, my lips swelled (3rd time).

Additional Information : Swollen lips after eating strawberries may be a sign of an allergy.

Conclusion : Likely I am allergic to strawberries.

The results of inductive thinking can be skewed if relevant data are overlooked. In the previous example, inductive reasoning was used to conclude that I am likely allergic to strawberries after suffering multiple instances of my lips swelling. Would I be as confident in my conclusion if I were eating strawberry shortcake on each of those occasions? Is it reasonable to assume that the allergic reaction might be due to another ingredient besides strawberries?

This example illustrates that inductive reasoning must be used with care. When evaluating an inductive argument, consider

• the amount of the data,
• the quality of the data,
• the existence of additional data,
• the relevance of necessary additional information, and
• the existence of additional possible explanations.

Inductive Reasoning Put to Work

A synopsis of the features, benefits, and drawbacks of inductive reasoning can be found in this video.

Click here to download a transcript for this video

The Power of Deductive Reasoning

Deductive reasoning is built on two statements whose logical relationship should lead to a third statement that is an unquestionably correct conclusion, as in the following example.

All raccoons are omnivores. This animal is a raccoon. This animal is an omnivore.

If the first statement is true (All raccoons are omnivores) and the second statement is true (This animal is a raccoon), then the conclusion (This animal is an omnivore) is unavoidable. If a group must have a certain quality, and an individual is a member of that group, then the individual must have that quality.

Going back to the example from the opening of this page, we could frame it this way:

Grocery store employees wear football jerseys on Fridays. Today is Friday. Grocery store employees will be wearing football jerseys today.

Unlike inductive reasoning, deductive reasoning allows for certainty as long as certain rules are followed.

Evaluating the Truth of a Premise

A formal argument may be set up so that, on its face, it looks logical. However, no matter how well-constructed the argument is, the additional information required must be true. Otherwise any inferences based on that additional information will be invalid. 

Inductive reasoning can often be hidden inside a deductive argument. That is, a generalization reached through inductive reasoning can be turned around and used as a starting “truth” for a deductive argument. For instance, 

Most Labrador retrievers are friendly. Kimber is a Labrador retriever. Therefore, Kimber is friendly.

In this case we cannot know for certain that Kimber is a friendly Labrador retriever. The structure of the argument may look logical, but it is based on observations and generalizations rather than indisputable facts.

Methods to Evaluate the Truth of a Premise

One way to test the accuracy of a premise is to apply the same questions asked of inductive arguments. As a recap, you should consider

• the relevance of the additional data, and
• the existence of additional possible explanations.

Determine whether the starting claim is based upon a sample that is both representative and sufficiently large, and ask yourself whether all relevant factors have been taken into account in the analysis of data that leads to a generalization.

Another way to evaluate a premise is to determine whether its source is credible.

• Are the authors identified?
• What is their background?
• Was the claim something you found on an undocumented website?
• Did you find it in a popular publication or a scholarly one?
• How complete, how recent, and how relevant were the studies or statistics discussed in the source?

Overview and Recap

A synopsis of the features, benefits, and drawbacks of deductive reasoning can be found in this video.

• Revision and Adaptation. Provided by : Lumen Learning. License : CC BY: Attribution
• Inductive Reasoning. Authored by : Chuck Creager Jr.. Located at : https://youtu.be/wzEOwleZNnA . License : CC BY: Attribution
• Deductive Reasoning. Authored by : Chuck Creager Jr.. Located at : https://youtu.be/oBnKgxcdSyM . License : All Rights Reserved . License Terms : Standard YouTube License
• The Logical Structure of Arguments. Provided by : Radford University. Located at : http://lcubbison.pressbooks.com/chapter/core-201-analyzing-arguments/ . Project : Core Curriculum Handbook. License : Public Domain: No Known Copyright

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Inductive Logic

An inductive logic is a logic of evidential support. In a deductive logic, the premises of a valid deductive argument logically entail the conclusion, where logical entailment means that every logically possible state of affairs that makes the premises true must make the conclusion true as well. Thus, the premises of a valid deductive argument provide total support for the conclusion. An inductive logic extends this idea to weaker arguments. In a good inductive argument, the truth of the premises provides some degree of support for the truth of the conclusion, where this degree-of-support might be measured via some numerical scale. By analogy with the notion of deductive entailment, the notion of inductive degree-of-support might mean something like this: among the logically possible states of affairs that make the premises true, the conclusion must be true in (at least) proportion r of them—where r is some numerical measure of the support strength.

If a logic of good inductive arguments is to be of any real value, the measure of support it articulates should be up to the task. Presumably, the logic should at least satisfy the following condition:

Criterion of Adequacy (CoA) : The logic should make it likely (as a matter of logic) that as evidence accumulates, the total body of true evidence claims will eventually come to indicate, via the logic’s measure of support , that false hypotheses are probably false and that true hypotheses are probably true.

The CoA stated here may strike some readers as surprisingly strong. Given a specific logic of evidential support, how might it be shown to satisfy such a condition? Section 4 will show precisely how this condition is satisfied by the logic of evidential support articulated in Sections 1 through 3 of this article.

This article will focus on the kind of the approach to inductive logic most widely studied by epistemologists and logicians in recent years. This approach employs conditional probability functions to represent measures of the degree to which evidence statements support hypotheses. Presumably, hypotheses should be empirically evaluated based on what they say (or imply) about the likelihood that evidence claims will be true. A straightforward theorem of probability theory, called Bayes’ Theorem, articulates the way in which what hypotheses say about the likelihoods of evidence claims influences the degree to which hypotheses are supported by those evidence claims. Thus, this approach to the logic of evidential support is often called a Bayesian Inductive Logic or a Bayesian Confirmation Theory . This article will first provide a detailed explication of a Bayesian approach to inductive logic. It will then examine the extent to which this logic may pass muster as an adequate logic of evidential support for hypotheses. In particular, we will see how such a logic may be shown to satisfy the Criterion of Adequacy stated above.

Sections 1 through 3 present all of the main ideas underlying the (Bayesian) probabilistic logic of evidential support. These three sections should suffice to provide an adequate understanding of the subject. Section 5 extends this account to cases where the implications of hypotheses about evidence claims (called likelihoods ) are vague or imprecise. After reading Sections 1 through 3, the reader may safely skip directly to Section 5, bypassing the rather technical account in Section 4 of how how the CoA is satisfied.

Section 4 is for the more advanced reader who wants an understanding of how this logic may bring about convergence to the true hypothesis as evidence accumulates. This result shows that the Criterion of Adequacy is indeed satisfied—that as evidence accumulates, false hypotheses will very probably come to have evidential support values (as measured by their posterior probabilities ) that approach 0; and as this happens, a true hypothesis may very probably acquire evidential support values (as measured by its posterior probability ) that approaches 1.

1. Inductive Arguments

2.1 the historical origins of probabilistic logic, 2.2 probabilistic logic: axioms and characteristics, 2.3 two conceptions of inductive probability, 3.1 likelihoods, 3.2 posterior probabilities and prior probabilities, 3.3 bayes’ theorem, 3.4 on prior probabilities and representations of vague and diverse plausibility assessments, 4.1 the space of possible outcomes of experiments and observations, 4.2 probabilistic independence, 4.3 likelihood ratio convergence when falsifying outcomes are possible, 4.4 likelihood ratio convergence when no falsifying outcomes are possible, 5. when the likelihoods are vague or diverse, list of supplements, other internet resources, related entries.

Let us begin by considering some common kinds of examples of inductive arguments. Consider the following two arguments:

Example 1. Every raven in a random sample of 3200 ravens is black. This strongly supports the following conclusion: All ravens are black.

Example 2. 62 percent of voters in a random sample of 400 registered voters (polled on February 20, 2004) said that they favor John Kerry over George W. Bush for President in the 2004 Presidential election. This supports with a probability of at least .95 the following conclusion: Between 57 percent and 67 percent of all registered voters favor Kerry over Bush for President (at or around the time the poll was taken).

This kind of argument is often called an induction by enumeration . It is closely related to the technique of statistical estimation. We may represent the logical form of such arguments semi-formally as follows:

Premise: In random sample S consisting of n members of population B , the proportion of members that have attribute A is r .

Therefore, with degree of support p ,

Conclusion: The proportion of all members of B that have attribute A is between \(r-q\) and \(r+q\) (i.e., lies within margin of error q of r ).

Let’s lay out this argument more formally. The premise breaks down into three separate statements: [ 1 ]

Any inductive logic that treats such arguments should address two challenges. (1) It should tell us which enumerative inductive arguments should count as good inductive arguments. In particular, it should tell us how to determine the appropriate degree p to which such premises inductively support the conclusion, for a given margin of error q . (2) It should demonstrably satisfy the CoA . That is, it should be provable (as a metatheorem) that if a conclusion expressing the approximate proportion for an attribute in a population is true, then it is very likely that sufficiently numerous random samples of the population will provide true premises for good inductive arguments that confer degrees of support p approaching 1 for that true conclusion—where, on pain of triviality, these sufficiently numerous samples are only a tiny fraction of a large population. The supplement on Enumerative Inductions: Bayesian Estimation and Convergence , shows precisely how a a Bayesian account of enumerative induction may meet these two challenges.

Enumerative induction is, however, rather limited in scope. This form of induction is only applicable to the support of claims involving simple universal conditionals (i.e., claims of form ‘All B s are A s’) and claims about the proportion of an attribute in a population (i.e., claims of form ‘the frequency of A s among the B s is r ’). But, many important empirical hypotheses are not reducible to this simple form, and the evidence for these hypotheses is not composed of an enumeration of such instances. Consider, for example, the Newtonian Theory of Mechanics:

All objects remain at rest or in uniform motion unless acted upon by some external force. An object’s acceleration (i.e., the rate at which its motion changes from rest or from uniform motion) is in the same direction as the force exerted on it; and the rate at which the object accelerates due to a force is equal to the magnitude of the force divided by the object’s mass. If an object exerts a force on another object, the second object exerts an equal amount of force on the first object, but in the opposite direction to the force exerted by the first object.

The evidence for (and against) this theory is not gotten by examining a randomly selected subset of objects and the forces acting upon them. Rather, the theory is tested by calculating what this theory says (or implies) about observable phenomena in a wide variety of specific situations—e.g., ranging from simple collisions between small bodies to the trajectories of planets and comets—and then seeing whether those phenomena occur in the way that the theory says they will. This approach to testing hypotheses and theories is ubiquitous, and should be captured by an adequate inductive logic.

More generally, for a wide range of cases where inductive reasoning is important, enumerative induction is inadequate. Rather, the kind of evidential reasoning that judges the likely truth of hypotheses on the basis of what they say (or imply) about the evidence is more appropriate. Consider the kinds of inferences jury members are supposed to make, based on the evidence presented at a murder trial. The inference to probable guilt or innocence is based on a patchwork of evidence of various kinds. It almost never involves consideration of a randomly selected sequences of past situations when people like the accused committed similar murders. Or, consider how a doctor diagnoses her patient on the basis of his symptoms. Although the frequency of occurrence of various diseases when similar symptoms have been present may play a role, this is clearly not the whole story. Diagnosticians commonly employ a form of hypothesis evaluation —e.g., would the hypothesis that the patient has a brain tumor account for his symptoms?; or are these symptoms more likely the result of a minor stroke?; or may some other hypothesis better account for the patient’s symptoms? Thus, a fully adequate account of inductive logic should explicate the logic of hypothesis evaluation , through which a hypothesis or theory may be tested on the basis of what it says (or "predicts") about observable phenomena. In Section 3 we will see how a kind of probabilistic inductive logic called "Bayesian Inference" or "Bayesian Confirmation Theory" captures such reasoning. The full logical structure of such arguments will be spelled out in that section.

2. Inductive Logic and Inductive Probabilities

Perhaps the oldest and best understood way of representing partial belief, uncertain inference, and inductive support is in terms of probability and the equivalent notion odds . Mathematicians have studied probability for over 350 years, but the concept is certainly much older. In recent times a number of other, related representations of partial belief and uncertain inference have emerged. Some of these approaches have found useful application in computer based artificial intelligence systems that perform inductive inferences in expert domains such as medical diagnosis. Nevertheless, probabilistic representations have predominated in such application domains. So, in this article we will focus exclusively on probabilistic representations of inductive support. A brief comparative description of some of the most prominent alternative representations of uncertainty and support-strength can be found in the supplement Some Prominent Approaches to the Representation of Uncertain Inference .

The mathematical study of probability originated with Blaise Pascal and Pierre de Fermat in the mid-17 th century. From that time through the early 19 th century, as the mathematical theory continued to develop, probability theory was primarily applied to the assessment of risk in games of chance and to drawing simple statistical inferences about characteristics of large populations—e.g., to compute appropriate life insurance premiums based on mortality rates. In the early 19 th century Pierre de Laplace made further theoretical advances and showed how to apply probabilistic reasoning to a much wider range of scientific and practical problems. Since that time probability has become an indispensable tool in the sciences, business, and many other areas of modern life.

Throughout the development of probability theory various researchers appear to have thought of it as a kind of logic. But the first extended treatment of probability as an explicit part of logic was George Boole’s The Laws of Thought (1854). John Venn followed two decades later with an alternative empirical frequentist account of probability in The Logic of Chance (1876). Not long after that the whole discipline of logic was transformed by new developments in deductive logic.

In the late 19 th and early 20 th century Frege, followed by Russell and Whitehead, showed how deductive logic may be represented in the kind of rigorous formal system we now call quantified predicate logic . For the first time logicians had a fully formal deductive logic powerful enough to represent all valid deductive arguments that arise in mathematics and the sciences. In this logic the validity of deductive arguments depends only on the logical structure of the sentences involved. This development in deductive logic spurred some logicians to attempt to apply a similar approach to inductive reasoning. The idea was to extend the deductive entailment relation to a notion of probabilistic entailment for cases where premises provide less than conclusive support for conclusions. These partial entailments are expressed in terms of conditional probabilities , probabilities of the form \(P[C \pmid B] = r\) (read “the probability of C given B is r ”), where P is a probability function, C is a conclusion sentence, B is a conjunction of premise sentences, and r is the probabilistic degree of support that premises B provide for conclusion C . Attempts to develop such a logic vary somewhat with regard to the ways in which they attempt to emulate the paradigm of formal deductive logic.

Some inductive logicians have tried to follow the deductive paradigm by attempting to specify inductive support probabilities solely in terms of the syntactic structures of premise and conclusion sentences. In deductive logic the syntactic structure of the sentences involved completely determines whether premises logically entail a conclusion. So these inductive logicians have attempted to follow suit. In such a system each sentence confers a syntactically specified degree of support on each of the other sentences of the language. Thus, the inductive probabilities in such a system are logical in the sense that they depend on syntactic structure alone. This kind of conception was articulated to some extent by John Maynard Keynes in his Treatise on Probability (1921). Rudolf Carnap pursued this idea with greater rigor in his Logical Foundations of Probability (1950) and in several subsequent works (e.g., Carnap 1952). (For details of Carnap’s approach see the section on logical probability in the entry on interpretations of the probability calculus , in this Encyclopedia .)

In the inductive logics of Keynes and Carnap, Bayes’ theorem, a straightforward theorem of probability theory, plays a central role in expressing how evidence comes to bear on hypotheses. Bayes’ theorem expresses how the probability of a hypothesis h on the evidence e , \(P[h \pmid e]\), depends on the probability that e should occur if h is true, \(P[e \pmid h]\), and on the probability of hypothesis h prior to taking the evidence into account, \(P[h]\) (called the prior probability of h ). (Later we’ll examine Bayes’ theorem in detail.) So, such approaches might well be called Bayesian logicist inductive logics. Other prominent Bayesian logicist attempts to develop a probabilistic inductive logic include the works of Jeffreys (1939), Jaynes (1968), and Rosenkrantz (1981).

It is now widely held that the core idea of this syntactic approach to Bayesian logicism is fatally flawed—that syntactic logical structure cannot be the sole determiner of the degree to which premises inductively support conclusions. A crucial facet of the problem faced by syntactic Bayesian logicism involves how the logic is supposed to apply in scientific contexts where the conclusion sentence is some scientific hypothesis or theory, and the premises are evidence claims. The difficulty is that in any probabilistic logic that satisfies the usual axioms for probabilities, the inductive support for a hypothesis must depend in part on its prior probability . This prior probability represents (arguably) how plausible the hypothesis is taken to be on the basis of considerations other than the observational and experimental evidence (e.g., perhaps due to various plausibility arguments). A syntactic Bayesian logicist must tell us how to assign values to these pre-evidential prior probabilities of hypotheses in a way that relies only on the syntactic logical structure of the hypothesis, perhaps based on some measure of syntactic simplicity. There are severe problems with getting this idea to work. Various kinds of examples seem to show that such an approach must assign intuitively quite unreasonable prior probabilities to hypotheses in specific cases (see the footnote cited near the end of Section 3.2 for details). Furthermore, for this idea to apply to the evidential support of real scientific theories, scientists would have to formalize theories in a way that makes their relevant syntactic structures apparent, and then evaluate theories solely on that syntactic basis (together with their syntactic relationships to evidence statements). Are we to evaluate alternative theories of gravitation, and alternative quantum theories, this way? This seems an extremely dubious approach to the evaluation of real scientific hypotheses and theories. Thus, it seems that logical structure alone may not suffice for the inductive evaluation of scientific hypotheses. (This issue will be treated in more detail in Section 3 , after we first see how probabilistic logics employ Bayes’ theorem to represent the evidential support for hypotheses as a function of prior probabilities together with evidential likelihoods .)

At about the time that the syntactic Bayesian logicist idea was developing, an alternative conception of probabilistic inductive reasoning was also emerging. This approach is now generally referred to as the Bayesian subjectivist or personalist approach to inductive reasoning (see, e.g., Ramsey 1926; De Finetti 1937; Savage 1954; Edwards, Lindman, & Savage 1963; Jeffrey 1983, 1992; Howson & Urbach 1993; Joyce 1999). This approach treats inductive probability as a measure of an agent’s degree-of-belief that a hypothesis is true, given the truth of the evidence. This approach was originally developed as part of a larger normative theory of belief and action known as Bayesian decision theory . The principal idea is that the strength of an agent’s desires for various possible outcomes should combine with her belief-strengths regarding claims about the world to produce optimally rational decisions. Bayesian subjectivists provide a logic of decision that captures this idea, and they attempt to justify this logic by showing that in principle it leads to optimal decisions about which of various risky alternatives should be pursued. On the Bayesian subjectivist or personalist account of inductive probability, inductive probability functions represent the subjective (or personal) belief-strengths of ideally rational agents, the kind of belief strengths that figure into rational decision making. (See the section on subjective probability in the entry on interpretations of the probability calculus , in this Encyclopedia .)

Elements of a logicist conception of inductive logic live on today as part of the general approach called Bayesian inductive logic . However, among philosophers and statisticians the term ‘Bayesian’ is now most closely associated with the subjectivist or personalist account of belief and decision. And the term ‘Bayesian inductive logic’ has come to carry the connotation of a logic that involves purely subjective probabilities. This usage is misleading since, for inductive logics, the Bayesian/non-Bayesian distinction should really turn on whether the logic gives Bayes’ theorem a prominent role, or the approach largely eschews the use of Bayes’ theorem in inductive inferences, as do the classical approaches to statistical inference developed by R. A. Fisher (1922) and by Neyman & Pearson (1967)). Indeed, any inductive logic that employs the same probability functions to represent both the probabilities of evidence claims due to hypotheses and the probabilities of hypotheses due to those evidence claims must be a Bayesian inductive logic in this broader sense; because Bayes’ theorem follows directly from the axioms that each probability function must satisfy, and Bayes’ theorem expresses a necessary connection between the probabilities of evidence claims due to hypotheses and the probabilities of hypotheses due to those evidence claims .

In this article the probabilistic inductive logic we will examine is a Bayesian inductive logic in this broader sense. This logic will not presuppose the subjectivist Bayesian theory of belief and decision, and will avoid the objectionable features of the syntactic version of Bayesian logicism. We will see that there are good reasons to distinguish inductive probabilities from degree-of-belief probabilities and from purely syntactic logical probabilities . So, the probabilistic logic articulated in this article will be presented in a way that depends on neither of these conceptions of what the probability functions are . However, this version of the logic will be general enough that it may be fitted to a Bayesian subjectivist or Bayesian syntactic-logicist program, if one desires to do that.

All logics derive from the meanings of terms in sentences. What we now recognize as formal deductive logic rests on the meanings (i.e., the truth-functional properties) of the standard logical terms. These logical terms, and the symbols we will employ to represent them, are as follows:

• ‘not’, ‘\({\nsim}\)’;
• ‘and’, ‘\(\cdot\)’;
• ‘inclusive or’, ‘\(\vee\)’;
• truth-functional ‘if-then’, ‘\(\supset\)’;
• ‘if and only if’, ‘\(\equiv\)’;
• ‘all’, ‘\(\forall\)’, and
• ‘some’, ‘\(\exists\)’;
• the identity relation, ‘=’.

The meanings of all other terms, the non-logical terms such as names and predicate and relational expressions, are permitted to “float free”. That is, the logical validity of deductive arguments depends neither on the meanings of the name and predicate and relation terms, nor on the truth-values of sentences containing them. It merely supposes that these non-logical terms are meaningful, and that sentences containing them have truth-values. Deductive logic then tells us that the logical structures of some sentences—i.e., the syntactic arrangements of their logical terms—preclude them from being jointly true of any possible state of affairs. This is the notion of logical inconsistency . The notion of logical entailment is inter-definable with it. A collection of premise sentences logically entails a conclusion sentence just when the negation of the conclusion is logically inconsistent with those premises.

An inductive logic must, it seems, deviate from the paradigm provided by deductive logic in several significant ways. For one thing, logical entailment is an absolute, all-or-nothing relationship between sentences, whereas inductive support comes in degrees-of-strength. For another, although the notion of inductive support is analogous to the deductive notion of logical entailment , and is arguably an extension of it, there seems to be no inductive logic extension of the notion of logical inconsistency —at least none that is inter-definable with inductive support in the way that logical inconsistency is inter-definable with logical entailment . Indeed, it turns out that when the unconditional probability of \((B\cdot{\nsim}A)\) is very nearly 0 (i.e., when \((B\cdot{\nsim}A)\) is “nearly inconsistent”), the degree to which B inductively supports A , \(P[A \pmid B]\), may range anywhere between 0 and 1.

Another notable difference is that when B logically entails A , adding a premise C cannot undermine the logical entailment—i.e., \((C\cdot B)\) must logically entail A as well. This property of logical entailment is called monotonicity . But inductive support is nonmonotonic . In general, depending on what \(A, B\), and C mean, adding a premise C to B may substantially raise the degree of support for A , or may substantially lower it, or may leave it completely unchanged—i.e., \(P[A \pmid (C\cdot B)]\) may have a value much larger than \(P[A \pmid B]\), or may have a much smaller value, or it may have the same, or nearly the same value as \(P[A \pmid B]\).

In a formal treatment of probabilistic inductive logic, inductive support is represented by conditional probability functions defined on sentences of a formal language L . These conditional probability functions are constrained by certain rules or axioms that are sensitive to the meanings of the logical terms (i.e., ‘not’, ‘and’, ‘or’, etc., the quantifiers ‘all’ and ‘some’, and the identity relation). The axioms apply without regard for what the other terms of the language may mean. In essence the axioms specify a family of possible support functions , \(\{P_{\beta}, P_{\gamma}, \ldots ,P_{\delta}, \ldots \}\) for a given language L . Although each support function satisfies these same axioms, the further issue of which among them provides an appropriate measure of inductive support is not settled by the axioms alone. That may depend on additional factors, such as the meanings of the non-logical terms (i.e., the names and predicate expressions) of the language.

A good way to specify the axioms of the logic of inductive support functions is as follows. These axioms are apparently weaker than the usual axioms for conditional probabilities. For instance, the usual axioms assume that conditional probability values are restricted to real numbers between 0 and 1. The following axioms do not assume this, but only that support functions assign some real numbers as values for support strengths. However, it turns out that the following axioms suffice to derive all the usual axioms for conditional probabilities (including the usual restriction to values between 0 and 1). We draw on these weaker axioms only to forestall some concerns about whether the support function axioms may assume too much, or may be overly restrictive.

Let L be a language for predicate logic with identity, and let ‘\(\vDash\)’ be the standard logical entailment relation—i.e., the expression ‘\(B \vDash A\)’ says “ B logically entails A ” and the expression ‘\(\vDash A\)’ says “ A is a tautology”. A support function is a function \(P_{\alpha}\) from pairs of sentences of L to real numbers that satisfies the following axioms:

• (1) \(P_{\alpha}[E \pmid F] \ne P_{\alpha}[G \pmid H]\) for at least some sentences \(E, F, G\), and H .

For all sentence \(A, B, C\), and D :

• (2) If \(B \vDash A\), then \(P_{\alpha}[A \pmid B] \ge P_{\alpha}[C \pmid D]\);
• (3) \(P_{\alpha}[A \pmid (B \cdot C)] = P_{\alpha}[A \pmid (C \cdot B)]\);
• (4) If \(C \vDash{\nsim}(B \cdot A)\), then either \[P_{\alpha}[(A \vee B) \pmid C] = P_{\alpha}[A \pmid C] + P_{\alpha}[B \pmid C]\] or else \[P_{\alpha}[E \pmid C] = P_{\alpha}[C \pmid C]\] for every sentence E ;
• (5) \(P_{\alpha}[(A \cdot B) \pmid C] = P_{\alpha}[A \pmid (B \cdot C)] \times P_{\alpha}[B \pmid C]\).

This axiomatization takes conditional probability as basic, as seems appropriate for evidential support functions . (These functions agree with the more usual unconditional probability functions when the latter are defined—just let \(P_{\alpha}[A] = P_{\alpha}[A \pmid (D \vee{\nsim}D)]\). However, these axioms permit conditional probabilities \(P_{\alpha}[A \pmid C]\) to remain defined even when condition statement C has probability 0—i.e., even when \(P_{\alpha}[C \pmid (D\vee{\nsim}D)] = 0\).)

Notice that conditional probability functions apply only to pairs of sentences, a conclusion sentence and a premise sentence. So, in probabilistic inductive logic we represent finite collections of premises by conjoining them into a single sentence. Rather than say,

A is supported to degree r by the set of premises \(\{B_1\), \(B_2\), \(B_3\),…, \(B_n\}\),

we instead say that

A is supported to degree r by the conjunctive premise \((((B_1\cdot B_2)\cdot B_3)\cdot \ldots \cdot B_n)\),

and write this as

The above axioms are quite weak. For instance, they do not say that logically equivalent sentences are supported by all other sentences to the same degree; rather, that result is derivable from these axioms (see result 6 below). Nor do these axioms say that logically equivalent sentences support all other sentences to the same degree; rather, that result is also derivable (see result 8 below). Indeed, from these axioms all of the usual theorems of probability theory may be derived. The following results are particularly useful in probabilistic logic. Their derivations from these axioms are provided in note 2. [ 2 ]

• If \(B \vDash A\), then \(P_{\alpha}[A \pmid B] = 1\).
• If \(C \vDash{\nsim}(B\cdot A)\), then either \[P_{\alpha}[(A \vee B) \pmid C] = P_{\alpha}[A \pmid C] + P_{\alpha}[B \pmid C]\] or else \(P_{\alpha}[E \pmid C] = 1\) for every sentence E .
• \(P_{\alpha}[{\nsim}A \pmid B] = 1 - P_{\alpha}[A \pmid B]\) or else \(P_{\alpha}[C \pmid B] = 1\) for every sentence C .
• \(1 \ge P_{\alpha}[A \pmid B] \ge 0\).
• If \(B \vDash A\), then \(P_{\alpha}[A \pmid C] \ge P_{\alpha}[B \pmid C]\).
• If \(B \vDash A\) and \(A \vDash B\), then \(P_{\alpha}[A \pmid C] = P_{\alpha}[B \pmid C]\).
• If \(C \vDash B\), then \(P_{\alpha}[(A\cdot B) \pmid C] = P_{\alpha}[(B\cdot A) \pmid C] = P_{\alpha}[A \pmid C]\).
• If \(C \vDash B\) and \(B \vDash C\), then \(P_{\alpha}[A \pmid B] = P_{\alpha}[A \pmid C]\).
• \(P_{\alpha}[B \pmid C] \gt 0\), then \[P_{\alpha}[A \pmid (B\cdot C)] = P_{\alpha}[B \pmid (A\cdot C)] \times \frac{P_{\alpha}[A \pmid C]}{P_{\alpha}[B \pmid C]}\] (this is a simple form of Bayes’ theorem).
• \(P_{\alpha}[(A\vee B) \pmid C] = P_{\alpha}[A \pmid C] + P_{\alpha}[B \pmid C] - P_{\alpha}[(A\cdot B) \pmid C]\).
• If \(\{B_1 , \ldots ,B_n\}\) is any finite set of sentences such that for each pair \(B_i\) and \(B_j, C \vDash{\nsim}(B_{i}\cdot B_{j})\) (i.e., the members of the set are mutually exclusive, given C ), then either \(P_{\alpha}[D \pmid C] = 1\) for every sentence D , or \[ P_{\alpha}[((B_1\vee B_2)\vee \ldots \vee B_n) \pmid C] = \sum ^{n}_{i=1} P_{\alpha}[B_i \pmid C]. \]
• If \(\{B_1 , \ldots ,B_n , \ldots \}\) is any countably infinite set of sentences such that for each pair \(B_i\) and \(B_j, C \vDash{\nsim}(B_{i}\cdot B_{j})\), then either \(P_{\alpha}[D \pmid C] = 1\) for every sentence D , or [ 3 ] \[ \lim_n P_{\alpha}[((B_1\vee B_2)\vee \ldots \vee B_n) \pmid C] = \sum^{\infty}_{i=1} P_{\alpha}[B_i \pmid C]. \]

Let us now briefly consider each axiom to see how plausible it is as a constraint on a quantitative measure of inductive support, and how it extends the notion of deductive entailment. First notice that each degree-of-support function \(P_{\alpha}\) on L measures support strength with some real number values, but the axioms don’t explicitly restrict these values to lie between 0 and 1. It turns out that the all support values must lie between 0 and 1, but this follows from the axioms, rather than being assumed by them. The scaling of inductive support via the real numbers is surely a reasonable way to go.

Axiom 1 is a non-triviality requirement. It says that the support values cannot be the same for all sentence pairs. This axiom merely rules out the trivial support function that assigns the same amount of support to each sentence by every sentence. One might replace this axiom with the following rule:

But this alternative rule turns out to be derivable from axiom 1 together with the other axioms.

Axiom 2 asserts that when B logically entail A , the support of A by B is as strong as support can possibly be. This comports with the idea that an inductive support function is a generalization of the deductive entailment relation, where the premises of deductive entailments provide the strongest possible support for their conclusions.

Axiom 3 merely says that \((B \cdot C)\) supports sentences to precisely the same degree that \((C \cdot B)\) supports them. This is an especially weak axiom. But taken together with the other axioms, it suffices to entail that logically equivalent sentences support all sentences to precisely the same degree.

Axiom 4 says that inductive support adds up in a plausible way. When C logically entails the incompatibility of A and B , i.e., when no possible state of affairs can make both A and B true together, the degrees of support that C provides to each of them individually must sum to the support it provides to their disjunction. The only exception is in those cases where C acts like a logical contradiction and supports all sentences to the maximum possible degree (in deductive logic a logical contradiction logically entails every sentence).

To understand what axiom 5 says, think of a support function \(P_{\alpha}\) as describing a measure on possible states of affairs. Read each degree-of-support expression of form ‘\(P_{\alpha}[D \pmid E] = r\)’ to say that the proportion of states of affairs in which D is true among those states of affairs where E is true is r . Read this way, axiom 5 then says the following. Suppose B is true in proportion q of all the states of affairs where C is true, and suppose A is true in fraction r of those states where B and C are true together. Then A and B should be true together in what proportion of all the states where C is true? In fraction r (the \((A\cdot B)\) part) of proportion q (the B portion) of all those states where C is true.

The degree to which a sentence B supports a sentence A may well depend on what these sentences mean. In particular it will usually depend on the meanings we associate with the non-logical terms (those terms other than the logical terms not , and , or , etc., the quantifiers , and identity ), that is, on the meanings of the names, and the predicate and relation terms of the language. For example, we should want

given the usual meanings of ‘bachelor’ and ‘married’, since “all bachelors are unmarried” is analytically true—i.e. no empirical evidence is required to establish this connection. (In the formal language for predicate logic, if we associate the meaning “is married” with predicate term ‘ M ’, the meaning “is a bachelor” with the predicate term ‘ B ’, and take the name term ‘ g ’ to refer to George, then we should want \(P_{\alpha}[{\nsim}Mg \pmid Bg] = 1\), since \(\forall x (Bx \supset{\nsim}Mx)\) is analytically true on this meaning assignment to the non-logical terms.) So, let’s associate with each individual support function \(P_{\alpha}\) a specific assignment of meanings ( primary intensions ) to all the non-logical terms of the language. (However, evidential support functions should not presuppose meaning assignments in the sense of so-called secondary intensions —e.g., those associated with rigid designators across possible states of affairs. For, we should not want a confirmation function \(P_{\alpha}\) to make

since we presumably want the inductive logic to draw on explicit empirical evidence to support the claim that water is made of H 2 O. Thus, the meanings of terms we associate with a support function should only be their primary intensions, not their secondary intensions.)

In the context of inductive logic it makes good sense to supplement the above axioms with two additional axioms. Here is the first of them:

• (6) If A is an axiom of set theory or any other piece of pure mathematics employed by the sciences, or if A is analytically true (i.e., if the truth of A depends only on the meanings of the words it contains, where the specific meanings for names and predicates are those associated with the particular support function \(P_{\alpha})\), then, for all sentences C , \(P_{\alpha}[A \pmid C] = P_{\alpha}[C \pmid C]\) (i.e., \(P_{\alpha}[A \pmid C] = 1)\).

Here is how axiom 6 applies to the above example, yielding \(P_{\alpha}[{\nsim}Mg \pmid Bg] = 1\) when the meaning assignments to non-logical terms associated with support function \(P_{\alpha}\) makes \(\forall x(Bx \supset{\nsim}Mx)\) analytically true. From axiom 6 (followed by results 7, 5, and 4) we have

thus, \(P_{\alpha}[{\nsim}Mg \pmid Bg] = 1\). The idea behind axiom 6 is that inductive logic is about evidential support for contingent claims. Nothing can count as empirical evidence for or against non-contingent truths. In particular, analytic truths should be maximally supported by all premises C .

One important respect in which inductive logic should follow the deductive paradigm is that the logic should not presuppose the truth of contingent statements. If a statement C is contingent, then some other statements should be able to count as evidence against C . Otherwise, a support function \(P_{\alpha}\) will take C and all of its logical consequences to be supported to degree 1 by all possible evidence claims. This is no way for an inductive logic to behave. The whole idea of inductive logic is to provide a measure of the extent to which premise statements indicate the likely truth-values of contingent conclusion statements. This idea won’t work properly if the truth-values of some contingent statements are presupposed by assigning them support value 1 on every possible premise. Such probability assignments would make the inductive logic enthymematic by hiding significant premises in inductive support relationships. It would be analogous to permitting deductive arguments to count as valid in cases where the explicitly stated premises are insufficient to logically entail the conclusion, but where the validity of the argument is permitted to depend on additional unstated premises. This is not how a rigorous approach to deductive logic should work, and it should not be a common practice in a rigorous approach to inductive logic.

Nevertheless, it is common practice for probabilistic logicians to sweep provisionally accepted contingent claims under the rug by assigning them probability 1 (regardless of the fact that no explicit evidence for them is provided). This practice saves the trouble of repeatedly writing a given contingent sentence B as a premise, since \(P_{\gamma}[A \pmid B\cdot C]\) will equal \(P_{\gamma}[A \pmid C]\) whenever \(P_{\gamma}[B \pmid C] = 1\). Although this convention is useful, such probability functions should be considered mere abbreviations for proper, logically explicit, non-enthymematic, inductive support relations. Thus, properly speaking, an inductive support function \(P_{\alpha}\) should not assign probability 1 to a sentence on every possible premise unless that sentence is either (i) logically true, or (ii) an axiom of set theory or some other piece of pure mathematics employed by the sciences, or (iii) unless according to the interpretation of the language that \(P_{\alpha}\) presupposes, the sentence is analytic (and so outside the realm of evidential support). Thus, we adopt the following version of the so-called “axiom of regularity”.

• (7) If, for all C , \(P_{\alpha}[A \pmid C] = P_{\alpha}[C \pmid C]\) (i.e., \(P_{\alpha}[A \pmid C] = 1\)), then A must be a logical truth or an axiom of set theory or some other piece of pure mathematics employed by the sciences, or A must be analytically true (according to the meanings of the terms of L associated with support function \(P_{\alpha})\).

Axioms 6 and 7 taken together say that a support function \(P_{\alpha}\) counts as non-contingently true, and so not subject to empirical support, just those sentences that are assigned probability 1 by every premise.

Some Bayesian logicists have proposed that an inductive logic might be made to depend solely on the logical form of sentences, as is the case for deductive logic. The idea is, effectively, to supplement axioms 1–7 with additional axioms that depend only on the logical structures of sentences, and to introduce enough such axioms to reduce the number of possible support functions to a single uniquely best support function. It is now widely agreed that this project cannot be carried out in a plausible way. Perhaps support functions should obey some rules in addition to axioms 1–7. But it is doubtful that any plausible collection of additional rules can suffice to determine a single, uniquely qualified support function. Later, in Section 3 , we will briefly return to this issue, after we develop a more detailed account of how inductive probabilities capture the relationship between hypotheses and evidence.

Axioms 1–7 for conditional probability functions merely place formal constraints on what may properly count as a degree of support function . Each function \(P_{\alpha}\) that satisfies these axioms may be viewed as a possible way of applying the notion of inductive support to a language L that respects the meanings of the logical terms, much as each possible truth-value assignment for a language represents a possible way of assigning truth-values to its sentences in a way that respects the meanings of the logical terms. The issue of which of the possible truth-value assignments to a language represents the actual truth or falsehood of its sentences depends on more than this. It depends on the meanings of the non-logical terms and on the state of the actual world. Similarly, the degree to which some sentences actually support others in a fully meaningful language must rely on something more than the mere satisfaction of the axioms for support functions. It must, at least, rely on what the sentences of the language mean, and perhaps on much more besides. But, what more? Perhaps a better understanding of what inductive probability is may provide some help by filling out our conception of what inductive support is about. Let’s pause to discuss two prominent views—two interpretations of the notion of inductive probability.

One kind of non-syntactic logicist reading of inductive probability takes each support function \(P_{\alpha}\) to be a measure on possible states of affairs. The idea is that, given a fully meaningful language (associated with support function \(P_{\alpha}\)) ‘\(P_{\alpha}[A \pmid B] = r\)’ says that among those states of affairs in which B is true, A is true in proportion r of them. There will not generally be a single privileged way to define such a measure on possible states of affairs. Rather, each of a number of functions \(P_{\alpha}\), \(P_{\beta}\), \(P_{\gamma}\),…, etc., that satisfy the constraints imposed by axioms 1–7 may represent a viable measure of the inferential import of the propositions expressed by sentences of the language. This idea needs more fleshing out, of course. The next section will provide some indication of how that might go.

Subjectivist Bayesians offer an alternative reading of the support functions. First, they usually take unconditional probability as basic, and take conditional probabilities as defined in terms of unconditional probabilities: the conditional probability ‘\(P_{\alpha}[A \pmid B]\)’ is defined as a ratio of unconditional probabilities:

Subjectivist Bayesians take each unconditional probability function \(P_{\alpha}\) to represent the belief-strengths or confidence-strengths of an ideally rational agent, \(\alpha\). On this understanding ‘\(P_{\alpha}[A] =r\)’ says, “the strength of \(\alpha\)’s belief (or confidence) that A is truth is r ”. Subjectivist Bayesians usually tie such belief strengths to how much money (or how many units of utility ) the agent would be willing to bet on A turning out to be true. Roughly, the idea is this. Suppose that an ideally rational agent \(\alpha\) would be willing to accept a wager that would yield (no less than) $ u if A turns out to be true and would lose him $1 if A turns out to be false. Then, under reasonable assumptions about the agent’s desire money, it can be shown that the agent’s belief strength that A is true should be

And it can further be shown that any function \(P_{\alpha}\) that expresses such betting-related belief-strengths on all statements in agent \(\alpha\)’s language must satisfy axioms for unconditional probabilities analogous to axioms 1–5. [ 4 ] Moreover, it can be shown that any function \(P_{\beta}\) that satisfies these axioms is a possible rational belief function for some ideally rational agent \(\beta\). These relationships between belief-strengths and the desirability of outcomes (e.g., gaining money or goods on bets) are at the core of subjectivist Bayesian decision theory . Subjectivist Bayesians usually take inductive probability to just be this notion of probabilistic belief-strength .

Undoubtedly real agents do believe some claims more strongly than others. And, arguably, the belief strengths of real agents can be measured on a probabilistic scale between 0 and 1, at least approximately. And clearly the inductive support of a hypothesis by evidence should influence the strength of an agent’s belief in the truth of that hypothesis—that’s the point of engaging in inductive reasoning, isn’t it? However, there is good reason for caution about viewing inductive support functions as Bayesian belief-strength functions, as we’ll see a bit later. So, perhaps an agent’s support function is not simply identical to his belief function, and perhaps the relationship between inductive support and belief-strength is somewhat more complicated.

In any case, some account of what support functions are supposed to represent is clearly needed. The belief function account and the logicist account (in terms of measures on possible states of affairs) are two attempts to provide this account. But let us put this interpretative issue aside for now. One may be able to get a better handle on what inductive support functions really are after one sees how the inductive logic that draws on them is supposed to work.

3. The Application of Inductive Probabilities to the Evaluation of Scientific Hypotheses

One of the most important applications of an inductive logic is its treatment of the evidential evaluation of scientific hypotheses. The logic should capture the structure of evidential support for all sorts of scientific hypotheses, ranging from simple diagnostic claims (e.g., “the patient is infected by the HIV”) to complex scientific theories about the fundamental nature of the world, such as quantum mechanics or the theory of relativity. This section will show how evidential support functions (a.k.a. Bayesian confirmation functions) represent the evidential evaluation of scientific hypotheses and theories. This logic is essentially comparative. The evaluation of a hypothesis depends on how strongly evidence supports it over alternative hypotheses.

Consider some collection of mutually incompatible, alternative hypotheses (or theories) about a common subject matter, \(\{h_1, h_2 , \ldots \}\). The collection of alternatives may be very simple, e.g., {“the patient has HIV”, “the patient is free of HIV”}. Or, when the physician is trying to determine which among a range of diseases is causing the patient’s symptoms, the collection of alternatives may consist of a long list of possible disease hypotheses. For the cosmologist, the collection of alternatives may consist of several distinct gravitational theories, or several empirically distinct variants of the “same” theory. Whenever two variants of a hypothesis (or theory) differ in empirical import, they count as distinct hypotheses. (This should not be confused with the converse positivistic assertion that theories with the same empirical content are really the same theory. Inductive logic doesn’t necessarily endorse that view.)

The collection of competing hypotheses (or theories) to be evaluated by the logic may be finite in number, or may be countably infinite. No realistic language contains more than a countable number of expressions; so it suffices for a logic to apply to countably infinite number of sentences. From a purely logical perspective the collection of competing alternatives may consist of every rival hypothesis (or theory) about a given subject matter that can be expressed within a given language — e.g., all possible theories of the origin and evolution of the universe expressible in English and contemporary mathematics. In practice, alternative hypotheses (or theories) will often be constructed and evidentially evaluated over a long period of time. The logic of evidential support works in much the same way regardless of whether all alternative hypotheses are considered together, or only a few alternative hypotheses are available at a time.

Evidence for scientific hypotheses consists of the results of specific experiments or observations. For a given experiment or observation, let ‘\(c\)’ represent a description of the relevant conditions under which it is performed, and let ‘\(e\)’ represent a description of the result of the experiment or observation, the evidential outcome of conditions \(c\).

The logical connection between scientific hypotheses and the evidence often requires the mediation of background information and auxiliary hypotheses. Let ‘\(b\)’ represent whatever background and auxiliary hypotheses are required to connect each hypothesis \(h_i\) among the competing hypotheses \(\{h_1, h_2 , \ldots \}\) to the evidence. Although the claims expressed by the auxiliary hypotheses within \(b\) may themselves be subject to empirical evaluation, they should be the kinds of claims that are not at issue in the evaluation of the alternative hypothesis in the collection \(\{h_1, h_2 , \ldots \}\). Rather, each of the alternative hypotheses under consideration draws on the same background and auxiliaries to logically connect to the evidential events. (If competing hypotheses \(h_i\) and \(h_j\) draw on distinct auxiliary hypotheses \(a_i\) and \(a_j\), respectively, in making logical contact with evidential claims, then the following treatment should be applied to the respective conjunctive hypotheses, \((h_{i}\cdot a_{i})\) and \((h_{j}\cdot a_{j})\), since these alternative conjunctive hypotheses will constitute the empirically distinct alternatives at issue.)

In cases where a hypothesis is deductively related to an outcome \(e\) of an observational or experimental condition \(c\) (via background and auxiliaries \(b\)), we will have either \(h_i\cdot b\cdot c \vDash e\) or \(h_i\cdot b\cdot c \vDash{\nsim}e\) . For example, \(h_i\) might be the Newtonian Theory of Gravitation. A test of the theory might involve a condition statement \(c\) that describes the results of some earlier measurements of Jupiter’s position, and that describes the means by which the next position measurement will be made; the outcome description \(e\) states the result of this additional position measurement; and the background information (and auxiliary hypotheses) \(b\) might state some already well confirmed theory about the workings and accuracy of the devices used to make the position measurements. Then, from \(h_i\cdot b\cdot c\) we may calculate the specific outcome \(e\) we expect to find; thus, the following logical entailment holds: \(h_i\cdot b\cdot c \vDash e\) . Then, provided that the experimental and observational conditions stated by \(c\) are in fact true, if the evidential outcome described by \(e\) actually occurs, the resulting conjoint evidential claim \((c\cdot e)\) may be considered good evidence for \(h_i\), given \(b\). (This method of theory evaluation is called the hypothetical-deductive approach to evidential support.) On the other hand, when from \(h_i\cdot b\cdot c\) we calculate some outcome incompatible with the observed evidential outcome \(e\), then the following logical entailment holds: \(h_i\cdot b\cdot c \vDash{\nsim}e\). In that case, from deductive logic alone we must also have that \(b\cdot c\cdot e \vDash{\nsim}h_i\) ; thus, \(h_i\) is said to be falsified by \(b\cdot c\cdot e\). The Bayesian account of evidential support we will be describing below extends this deductivist approach to include cases where the hypothesis \(h_i\) (and its alternatives) may not be deductive related to the evidence, but may instead imply that the evidential outcome is likely or unlikely to some specific degree r . That is, the Bayesian approach applies to cases where we may have neither \(h_i\cdot b\cdot c \vDash e\) nor \(h_i\cdot b\cdot c \vDash{\nsim}e\), but may instead only have \(P[e \pmid h_i\cdot b\cdot c] = r\), where r is some “entailment strength” between 0 and 1.

Before going on to describing the logic of evidential support in more detail, perhaps a few more words are in order about the background knowledge and auxiliary hypotheses, represented here by ‘\(b\)’. Duhem (1906) and Quine (1953) are generally credited with alerting inductive logicians to the importance of auxiliary hypotheses in connecting scientific hypotheses and theories to empirical evidence. (See the entry on Pierre Duhem .) They point out that scientific hypotheses often make little contact with evidence claims on their own. Rather, in most cases scientific hypotheses make testable predictions only relative to background information and auxiliary hypotheses that tie them to the evidence. (Some specific examples of such auxiliary hypotheses will be provided in the next subsection.) Typically auxiliaries are highly confirmed hypotheses from other scientific domains. They often describe the operating characteristics of various devices (e.g., measuring instruments) used to make observations or conduct experiments. Their credibility is usually not at issue in the testing of hypothesis \(h_i\) against its competitors, because \(h_i\) and its alternatives usually rely on the same auxiliary hypotheses to tie them to the evidence. But even when an auxiliary hypothesis is already well-confirmed, we cannot simply assume that it is unproblematic, or just known to be true . Rather, the evidential support or refutation of a hypothesis \(h_i\) is relative to whatever auxiliaries and background information (in \(b\)) is being supposed in the confirmational context. In other contexts the auxiliary hypotheses used to test \(h_i\) may themselves be among a collection of alternative hypotheses that are subject to evidential support or refutation. Furthermore, to the extent that competing hypotheses employ different auxiliary hypotheses in accounting for evidence, the evidence only tests each such hypothesis in conjunction with its distinct auxiliaries against alternative hypotheses packaged with their distinct auxiliaries, as described earlier. Thus, what counts as a hypothesis to be tested , \(h_i\), and what counts as auxiliary hypotheses and background information, \(b\), may depend on the epistemic context—on what class of alternative hypotheses are being tested by a collection of experiments or observations, and on what claims are presupposed in that context. No statement is intrinsically a test hypothesis , or intrinsically an auxiliary hypothesis or background condition . Rather, these categories are roles statements may play in a particular epistemic context.

In a probabilistic inductive logic the degree to which the evidence \((c\cdot e)\) supports a hypothesis \(h_i\) relative to background and auxiliaries \(b\) is represented by the posterior probability of \(h_i\), \(P_{\alpha}[h_i \pmid b\cdot c\cdot e]\), according to an evidential support function \(P_{\alpha}\). It turns out that the posterior probability of a hypothesis depends on just two kinds of factors: (1) its prior probability , \(P_{\alpha}[h_i \pmid b]\), together with the prior probabilities of its competitors, \(P_{\alpha}[h_j \pmid b]\), \(P_{\alpha}[h_k \pmid b]\), etc.; and (2) the likelihood of evidential outcomes \(e\) according to \(h_i\) in conjunction with with \(b\) and \(c\), \(P[e \pmid h_i\cdot b\cdot c]\), together with the likelihoods of these same evidential outcomes according to competing hypotheses, \(P[e \pmid h_j\cdot b\cdot c]\), \(P[e \pmid h_k\cdot b\cdot c]\), etc. We will now examine each of these factors in some detail. Following that we will see precisely how the values of posterior probabilities depend on the values of likelihoods and prior probabilities.

In probabilistic inductive logic the likelihoods carry the empirical import of hypotheses. A likelihood is a support function probability of form \(P[e \pmid h_i\cdot b\cdot c]\). It expresses how likely it is that outcome \(e\) will occur according to hypothesis \(h_i\) together with the background and auxiliaries \(b\) and the experimental (or observational) conditions \(c\). [ 5 ] If a hypothesis together with auxiliaries and experimental/observation conditions deductively entails an evidence claim, the axioms of probability make the corresponding likelihood objective in the sense that every support function must agree on its values: \(P[e \pmid h_i\cdot b\cdot c] = 1\) if \(h_i\cdot b\cdot c \vDash e\); \(P[e \pmid h_i\cdot b\cdot c] = 0\) if \(h_i\cdot b\cdot c \vDash{\nsim}e\). However, in many cases a hypothesis \(h_i\) will not be deductively related to the evidence, but will only imply it probabilistically. There are several ways this might happen: (1) hypothesis \(h_i\) may itself be an explicitly probabilistic or statistical hypothesis; (2) an auxiliary statistical hypothesis, as part of the background b , may connect hypothesis \(h_i\) to the evidence; (3) the connection between the hypothesis and the evidence may be somewhat loose or imprecise, not mediated by explicit statistical claims, but nevertheless objective enough for the purposes of evidential evaluation. Let’s briefly consider examples of the first two kinds. We’ll treat case (3) in Section 5 , which addresses the issue of vague and imprecise likelihoods.

The hypotheses being tested may themselves be statistical in nature. One of the simplest examples of statistical hypotheses and their role in likelihoods are hypotheses about the chance characteristic of coin-tossing. Let \(h_{[r]}\) be a hypothesis that says a specific coin has a propensity (or objective chance ) r for coming up heads on normal tosses, let \(b\) say that such tosses are probabilistically independent of one another. Let \(c\) state that the coin is tossed n times in the normal way; and let \(e\) say that on these tosses the coin comes up heads m times. In cases like this the value of the likelihood of the outcome \(e\) on hypothesis \(h_{[r]}\) for condition \(c\) is given by the well-known binomial formula:

There are, of course, more complex cases of likelihoods involving statistical hypotheses. Consider, for example, the hypothesis that plutonium 233 nuclei have a half-life of 20 minutes—i.e., that the propensity (or objective chance ) for a Pu-233 nucleus to decay within a 20 minute period is 1/2. The full statistical model for the lifetime of such a system says that the propensity (or objective chance ) for that system to remain intact (i.e., to not decay) within any time period x is governed by the formula \(1/2^{x/\tau}\), where \(\tau\) is the half-life of such a system. Let \(h\) be a hypothesis that says that this statistical model applies to Pu-233 nuclei with \(\tau = 20\) minutes; let \(c\) say that some specific Pu-233 nucleus is intact within a decay detector (of some specific kind) at an initial time \(t_0\); let \(e\) say that no decay of this same Pu-233 nucleus is detected by the later time \(t\); and let \(b\) say that the detector is completely accurate (it always registers a real decay, and it never registers false-positive detections). Then, the associated likelihood of \(e\) given \(h\) and \(c\) is this: \(P[e \pmid h\cdot b\cdot c] = 1/2^{(t - t_0)/\tau}\), where the value of \(\tau\) is 20 minutes.

An auxiliary statistical hypothesis, as part of the background \(b\), may be required to connect hypothesis \(h_i\) to the evidence. For example, a blood test for HIV has a known false-positive rate and a known true-positive rate. Suppose the false-positive rate is .05—i.e., the test tends to incorrectly show the blood sample to be positive for HIV in 5% of all cases where HIV is not present . And suppose that the true-positive rate is .99—i.e., the test tends to correctly show the blood sample to be positive for HIV in 99% of all cases where HIV really is present . When a particular patient’s blood is tested, the hypotheses under consideration are this patient is infected with HIV , \(h\), and this patient is not infected with HIV , \({\nsim}h\). In this context the known test characteristics function as background information, b . The experimental condition \(c\) merely states that this particular patient was subjected to this specific kind of blood test for HIV, which was processed by the lab using proper procedures. Let us suppose that the outcome \(e\) states that the result is a positive test result for HIV. The relevant likelihoods then, are \(P[e \pmid h\cdot b\cdot c] = .99\) and \(P[e \pmid {\nsim}h\cdot b\cdot c]\) = .05.

In this example the values of the likelihoods are entirely due to the statistical characteristics of the accuracy of the test, which is carried by the background/auxiliary information \(b\). The hypothesis \(h\) being tested by the evidence is not itself statistical.

This kind of situation may, of course, arise for much more complex hypotheses. The alternative hypotheses of interest may be deterministic physical theories, say Newtonian Gravitation Theory and some specific alternatives. Some of the experiments that test this theory relay on somewhat imprecise measurements that have known statistical error characteristics, which are expressed as part of the background or auxiliary hypotheses, \(b\). For example, the auxiliary \(b\) may describe the error characteristics of a device that measures the torque imparted to a quartz fiber, where the measured torque is used to assess the strength of the gravitational force between test masses. In that case \(b\) may say that for this kind of device the measurement errors are normally distributed about whatever value a given gravitational theory predicts, with some specified standard deviation that is characteristic of the device. This results in specific values \(r_i\) for the likelihoods, \(P[e \pmid h_i\cdot b\cdot c] = r_i\), for each of the various gravitational theories, \(h_i\), being tested.

Likelihoods that arise from explicit statistical claims—either within the hypotheses being tested, or from explicit statistical background claims that tie the hypotheses to the evidence—are often called direct inference likelihoods . Such likelihoods should be completely objective. So, all evidential support functions should agree on their values, just as all support functions agree on likelihoods when evidence is logically entailed. Direct inference likelihoods are logical in an extended, non-deductive sense. Indeed, some logicians have attempted to spell out the logic of direct inferences in terms of the logical form of the sentences involved. [ 6 ] But regardless of whether that project succeeds, it seems reasonable to take likelihoods of this sort to have highly objective or intersubjectively agreed values.

Not all likelihoods of interest in confirmational contexts are warranted deductively or by explicitly stated statistical claims. In such cases the likelihoods may have vague, imprecise values, but values that are determinate enough to still underwrite an objective evaluation of hypotheses on the evidence. In Section 5 we’ll consider such cases, where no underlying statistical theory is involved, but where likelihoods are determinate enough to play their standard role in the evidential evaluation of scientific hypotheses. However, the proper treatment of such cases will be more easily understood after we have first seen how the logic works when likelihoods are precisely known (such as cases where the likelihood values are endorsed by explicit statistical hypotheses and/or explicit statistical auxiliaries). In any case, the likelihoods that relate hypotheses to evidence claims in many scientific contexts will have such objective values. So, although a variety of different support functions \(P_{\alpha}\), \(P_{\beta}\),…, \(P_{\gamma}\), etc., may be needed to represent the differing “inductive proclivities” of the various members of a scientific community, for now we will consider cases where all evidential support functions agree on the values of the likelihoods. For, the likelihoods represent the empirical content of a scientific hypothesis, what the hypothesis (together with experimental conditions, \(c\), and background and auxiliaries \(b\)) says or probabilistically implies about the evidence. Thus, the empirical objectivity of a science relies on a high degree of objectivity or intersubjective agreement among scientists on the numerical values of likelihoods.

To see the point more vividly, imagine what a science would be like if scientists disagreed widely about the values of likelihoods. Each practitioner interprets a theory to say quite different things about how likely it is that various possible evidence statements will turn out to be true. Whereas scientist \(\alpha\) takes theory \(h_1\) to probabilistically imply that event \(e\) is highly likely, his colleague \(\beta\) understands the empirical import of \(h_1\) to say that \(e\) is very unlikely. And, conversely, \(\alpha\) takes competing theory \(h_2\) to probabilistically imply that \(e\) is very unlikely, whereas \(\beta\) reads \(h_2\) to say that \(e\) is extremely likely. So, for \(\alpha\) the evidential outcome \(e\) supplies strong support for \(h_1\) over \(h_2\), because

But his colleague \(\beta\) takes outcome \(e\) to show just the opposite, that \(h_2\) is strongly supported over \(h_1\), because

If this kind of situation were to occur often, or for significant evidence claims in a scientific domain, it would make a shambles of the empirical objectivity of that science. It would completely undermine the empirical testability of such hypotheses and theories within that scientific domain. Under these circumstances, although each scientist employs the same sentences to express a given theory \(h_i\), each understands the empirical import of these sentences so differently that \(h_i\) as understood by \(\alpha\) is an empirically different theory than \(h_i\) as understood by \(\beta\). (Indeed, arguably, \(\alpha\) must take at least one of the two sentences, \(h_1\) or \(h_2\), to express a different proposition than does \(\beta\).) Thus, the empirical objectivity of the sciences requires that experts should be in close agreement about the values of the likelihoods. [ 7 ]

For now we will suppose that the likelihoods have objective or intersubjectively agreed values, common to all agents in a scientific community. We mark this agreement by dropping the subscript ‘\(\alpha\)’, ‘\(\beta\)’, etc., from expressions that represent likelihoods, since all support functions under consideration are supposed to agree on the values for likelihoods. One might worry that this supposition is overly strong. There are legitimate scientific contexts where, although scientists should have enough of a common understanding of the empirical import of hypotheses to assign quite similar values to likelihoods, precise agreement on their numerical values may be unrealistic. This point is right in some important kinds of cases. So later, in Section 5, we will see how to relax the supposition that precise likelihood values are available, and see how the logic works in such cases. But for now the main ideas underlying probabilistic inductive logic will be more easily explained if we focus on those contexts were objective or intersubjectively agreed likelihoods are available. Later we will see that much the same logic continues to apply in contexts where the values of likelihoods may be somewhat vague, or where members of the scientific community disagree to some extent about their values.

An adequate treatment of the likelihoods calls for the introduction of one additional notational device. Scientific hypotheses are generally tested by a sequence of experiments or observations conducted over a period of time. To explicitly represent the accumulation of evidence, let the series of sentences \(c_1\), \(c_2\), …, \(c_n\), describe the conditions under which a sequence of experiments or observations are conducted. And let the corresponding outcomes of these observations be represented by sentences \(e_1\), \(e_2\), …, \(e_n\). We will abbreviate the conjunction of the first n descriptions of experimental or observational conditions by ‘\(c^n\)’, and abbreviate the conjunction of descriptions of their outcomes by ‘\(e^n\)’. Then, for a stream of n observations or experiments and their outcomes, the likelihoods take form \(P[e^n \pmid h_{i}\cdot b\cdot c^{n}] = r\), for appropriate values of \(r\). In many cases the likelihood of the evidence stream will be equal to the product of the likelihoods of the individual outcomes:

When this equality holds, the individual bits of evidence are said to be probabilistically independent on the hypothesis (together with auxiliaries) . In the following account of the logic of evidential support, such probabilistic independence will not be assumed, except in those places where it is explicitly invoked.

The probabilistic logic of evidential support represents the net support of a hypothesis by the posterior probability of the hypothesis , \(P_{\alpha}[h_i \pmid b\cdot c^{n}\cdot e^{n}]\). The posterior probability represents the net support for the hypothesis that results from the evidence, \(c^n \cdot e^n\), together with whatever plausibility considerations are taken to be relevant to the assessment of \(h_i\). Whereas the likelihoods are the means through which evidence contributes to the posterior probability of a hypothesis, all other relevant plausibility consideration are represented by a separate factor, called the prior probability of the hypothesis : \(P_{\alpha}[h_i \pmid b]\). The prior probability represents the weight of any important considerations not captured by the evidential likelihoods. Any relevant considerations that go beyond the evidence itself may be explicitly stated within expression \(b\) (in addition to whatever auxiliary hypotheses \(b\) may contain in support of the likelihoods). Thus, the prior probability of \(h_i\) may depend explicitly on the content of \(b\). It turns out that posterior probabilities depend only on the values of evidential likelihoods together with the values of prior probabilities.

As an illustration of the role of prior probabilities , consider the HIV test example described in the previous section. What the physician and the patient want to know is the value of the posterior probability, \(P_{\alpha}[h \pmid b\cdot c\cdot e]\), that the patient has HIV, \(h\), given the evidence of the positive test, \(c\cdot e\), and given the error rates of the test, described within \(b\). The value of this posterior probability depends on the likelihood (due to the error rates) of this patient obtaining a true-positive result, \(P[e \pmid h\cdot b\cdot c] = .99\), and of obtaining a false-positive result, \(P[e \pmid {\nsim}h\cdot b\cdot c] = .05\). In addition, the value of the of the posterior probability depends on how plausible it is that the patient has HIV prior to taking the test results into account, \(P_{\alpha}[h \pmid b]\). In the context of medical diagnosis, this prior probability is usually assessed on the basis of the base rate for HIV in the patient’s risk group (i.e., whether the patient is an IV drug user, has unprotected sex with multiple partners, etc.). On a rigorous approach to the logic, such information and its risk-relevance should be explicitly stated within the background information \(b\). To see the importance of this information, consider the following numerical results (which may be calculated using the formula called Bayes’ Theorem, presented in the next section). If the base rate for the patient’s risk group is relatively high, say \(P_{\alpha}[h \pmid b] = .10\), then the positive test result yields a posterior probability value for his having HIV of \(P_{\alpha}[h \pmid b\cdot c\cdot e] = .69\). However, if the patient is in a very low risk group, say \(P_{\alpha}[h \pmid b] = .001\), then a positive test result only raises the posterior probability of his having an HIV infection to \(P_{\alpha}[h \pmid b\cdot c\cdot e] = .02\). This posterior probability is much higher than the prior probability of .001, but should not worry the patient too much. This positive test result may well be due to the comparatively high false-positive rate for the test, rather than to the presence of HIV. This sort of test, with a false-positive rate as large as .05, is best used as a screening test; a positive result warrants conducting a second, more rigorous, less error-prone test.

More generally, in the evidential evaluation of scientific hypotheses and theories, prior probabilities represent assessments of non-evidential plausibility weightings among hypotheses. However, because the strengths of such plausibility assessments may vary among members of a scientific community, critics often brand such assessments as merely subjective , and take their role in Bayesian inference to be highly problematic. Bayesian inductivists counter that plausibility assessments play an important, legitimate role in the sciences, especially when evidence cannot suffice to distinguish among some alternative hypotheses. And, they argue, the epithet “merely subjective” is unwarranted. Such plausibility assessments are often backed by extensive arguments that may draw on forceful conceptual considerations.

Scientists often bring plausibility arguments to bear in assessing competing views. Although such arguments are seldom decisive, they may bring the scientific community into widely shared agreement, especially with regard to the implausibility of some logically possible alternatives. This seems to be the primary epistemic role of thought experiments. Consider, for example, the kinds of plausibility arguments that have been brought to bear on the various interpretations of quantum theory (e.g., those related to the measurement problem). These arguments go to the heart of conceptual issues that were central to the original development of the theory. Many of these issues were first raised by those scientists who made the greatest contributions to the development of quantum theory, in their attempts to get a conceptual hold on the theory and its implications.

Given any body of evidence, it is fairly easy to cook up a host of logically possible alternative hypotheses that make the evidence as probable as desired. In particular, it is easy to cook up hypotheses that logically entail any given body evidence, providing likelihood values equal to 1 for all the available evidence. Although most of these cooked up hypotheses will be laughably implausible, evidential likelihoods cannot rule them out. But, the only factors other than likelihoods that figure into the values of posterior probabilities for hypotheses are the values of their prior probabilities; so only prior probability assessments provide a place for the Bayesian logic to bring important plausibility considerations to bear. Thus, the Bayesian logic can only give implausible hypotheses their due via prior probability assessments.

It turns out that the mathematical structure of Bayesian inference makes prior probabilities especially well-suited to represent plausibility assessments among competing hypotheses. For, in the fully fleshed out account of evidential support for hypotheses (spelled out below), it will turn out that only ratios of prior probabilities for competing hypotheses, \(P_{\alpha}[h_j \pmid b] / P_{\alpha}[h_i \pmid b]\), together with ratios of likelihoods, \(P_{\alpha}[e \pmid h_j\cdot b\cdot c] / P_{\alpha}[e \pmid h_2\cdot b\cdot c]\), play essential roles. The ratio of prior probabilities is well-suited to represent how much more (or less) plausible hypothesis \(h_j\) is than competing hypothesis \(h_i\). Furthermore, the plausibility arguments on which such this comparative assessment is based may be explicitly stated within \(b\). So, given that an inductive logic needs to incorporate well-considered plausibility assessments (e.g. in order to lay low wildly implausible alternative hypotheses), the comparative assessment of Bayesian prior probabilities seems well-suited to do the job.

Thus, although prior probabilities may be subjective in the sense that agents may disagree on the relative strengths of plausibility arguments, the priors used in scientific contexts need not represent mere subjective whims . Rather, the comparative strengths of the priors for hypotheses should be supported by arguments about how much more plausible one hypothesis is than another. The important role of plausibility assessments is captured by such received bits of scientific wisdom as the well-known scientific aphorism, extraordinary claims require extraordinary evidence . That is, it takes especially strong evidence, in the form of extremely high values for (ratios of) likelihoods, to overcome the extremely low pre-evidential plausibility values possessed by some hypotheses. In the next section we’ll see precisely how this idea works, and we’ll return to it again in Section 3.4 .

When sufficiently strong evidence becomes available, it turns out that the contributions of prior plausibility assessments to the values of posterior probabilities may be substantially “washed out”, overridden by the evidence. That is, provided the prior probability of a true hypothesis isn’t assessed to be too close to zero, the influence of the values of the prior probabilities will very probably fade away as evidence accumulates. In Section 4 we’ll see precisely how this kind of Bayesian convergence to the true hypothesis works. Thus, it turns out that prior plausibility assessments play their most important role when the distinguishing evidence represented by the likelihoods remains weak.

One more point before moving on to the logic of Bayes’ Theorem. Some Bayesian logicists have maintained that posterior probabilities of hypotheses should be determined by syntactic logical form alone. The idea is that the likelihoods might reasonably be specified in terms of syntactic logical form; so if syntactic form might be made to determine the values of prior probabilities as well, then inductive logic would be fully “formal” in the same way that deductive logic is “formal”. Keynes and Carnap tried to implement this idea through syntactic versions of the principle of indifference—the idea that syntactically similar hypotheses should be assigned the same prior probability values. Carnap showed how to carry out this project in detail, but only for extremely simple formal languages. Most logicians now take the project to have failed because of a fatal flaw with the whole idea that reasonable prior probabilities can be made to depend on logical form alone. Semantic content should matter. Goodmanian grue-predicates provide one way to illustrate this point. [ 8 ] Furthermore, as suggested earlier, for this idea to apply to the evidential support of real scientific theories, scientists would have to assess the prior probabilities of each alternative theory based only on its syntactic structure. That seems an unreasonable way to proceed. Are we to evaluate the prior probabilities of alternative theories of gravitation, or for alternative quantum theories, by exploring only their syntactic structures, with absolutely no regard for their content—with no regard for what they say about the world? This seems an extremely dubious approach to the evaluation of real scientific theories. Logical structure alone cannot, and should not suffice for determining reasonable prior probability values for real scientific theories. Moreover, real scientific hypotheses and theories are inevitably subject to plausibility considerations based on what they say about the world. Prior probabilities are well-suited to represent the comparative weight of plausibility considerations for alternative hypotheses. But no reasonable assessment of comparative plausibility can derive solely from the logical form of hypotheses.

We will return to a discussion of prior probabilities a bit later. Let’s now see how Bayesian logic combines likelihoods with prior probabilities to yield posterior probabilities for hypotheses.

Any probabilistic inductive logic that draws on the usual rules of probability theory to represent how evidence supports hypotheses must be a Bayesian inductive logic in the broad sense. For, Bayes’ Theorem follows directly from the usual axioms of probability theory. Its importance derives from the relationship it expresses between hypotheses and evidence. It shows how evidence, via the likelihoods, combines with prior probabilities to produce posterior probabilities for hypotheses. We now examine several forms of Bayes’ Theorem, each derivable from axioms 1–5 .

The simplest version of Bayes’ Theorem as it applies to evidence for a hypothesis goes like this:

Bayes’ Theorem: Simple Form

This equation expresses the posterior probability of hypothesis \(h_i\) due to evidence \(e\), \(P_{\alpha}[h_i \pmid e]\), in terms of the likelihood of the evidence on that hypothesis, \(P_{\alpha}[e \pmid h_i]\), the prior probability of the hypothesis , \(P_{\alpha}[h_i]\), and the simple probability of the evidence , \(P_{\alpha}[e]\). The factor \(P_{\alpha}[e]\) is often called the expectedness of the evidence . Written this way, the theorem suppresses the experimental (or observational) conditions, \(c\), and all background information and auxiliary hypotheses, \(b\). As discussed earlier, both of these terms play an important role in logically connecting the hypothesis at issue, \(h_i\), to the evidence \(e\). In scientific contexts the objectivity of the likelihoods, \(P_{\alpha}[e \pmid h_i\cdot b \cdot c]\), almost always depends on such terms. So, although the suppression of experimental (or observational) conditions and auxiliary hypotheses is a common practice in accounts of Bayesian inference, the treatment below, and throughout the remainder of this article will make the role of these terms explicit.

The subscript \(\alpha\) on the evidential support function \(P_{\alpha}\) is there to remind us that more than one such function exists. A host of distinct probability functions satisfy axioms 1–5 , so each of them satisfies Bayes’ Theorem. Some of these probability functions may provide a better fit with our intuitive conception of how the evidential support for hypotheses should work. Nevertheless, there are bound to be reasonable differences among Bayesian agents regarding to the initial plausibility of a hypothesis \(h_i\). This diversity in initial plausibility assessments is represented by diverse values for prior probabilities for the hypothesis: \(P_{\alpha}[h_i]\), \(P_{\beta}[h_i]\), \(P_{\gamma}[h_i]\), etc. This usually results in diverse values for posterior probabilities for hypotheses: \(P_{\alpha}[h_i \pmid e]\), \(P_{\beta}[h_i \pmid e]\), \(P_{\gamma}[h_i \pmid e]\), etc. So it is important to keep the diversity among evidential support functions in mind.

Here is how the Simple Form of Bayes’ Theorem looks when terms for the experimental (or observational) conditions, \(c\), and the background information and auxiliary hypotheses \(b\) are made explicit:

Bayes’ Theorem: Simple Form with explicit Experimental Conditions, Background Information and Auxiliary Hypotheses

This version of the theorem determines the posterior probability of the hypothesis, \(P_{\alpha}[h_i \pmid b\cdot c\cdot e]\), from the value of the likelihood of the evidence according to that hypothesis (taken together with background and auxiliaries and the experimental conditions), \(P[e \pmid h_i\cdot b\cdot c]\), the value of the prior probability of the hypothesis (on background and auxiliaries), \(P_{\alpha}[h_i \pmid b]\), and the value of the expectedness of the evidence (on background and auxiliaries and the experimental conditions), \(P_{\alpha}[e \pmid b\cdot c]\). Notice that in the factor for the likelihood, \(P[e \pmid h_i\cdot b\cdot c]\), the subscript \(\alpha\) has been dropped. This marks the fact that in scientific contexts the likelihood of an evidential outcome \(e\) on the hypothesis together with explicit background and auxiliary hypotheses and the description of the experimental conditions, \(h_i\cdot b\cdot c\), is usually objectively determinate. This factor represents what the hypothesis (in conjunction with background and auxiliaries) objectively says about the likelihood of possible evidential outcomes of the experimental conditions. So, all reasonable support functions should agree on the values for likelihoods. (Section 5 will treat cases where the likelihoods may lack this kind of objectivity.)

This version of Bayes’ Theorem includes a term that represents the ratio of the likelihood of the experimental conditions on the hypothesis and background information (and auxiliaries) to the “likelihood” of the experimental conditions on the background (and auxiliaries) alone: \(P_{\alpha}[c \pmid h_i\cdot b]/ P_{\alpha}[c \pmid b]\). Arguably the value of this term should be 1, or very nearly 1, since the truth of the hypothesis at issue should not significantly affect how likely it is that the experimental conditions are satisfied. If various alternative hypotheses assign significantly different likelihoods to the experimental conditions themselves, then such conditions should more properly be included as part of the evidential outcome \(e\).

Both the prior probability of the hypothesis and the expectedness tend to be somewhat subjective factors in that various agents from the same scientific community may legitimately disagree on what values these factors should take. Bayesian logicians usually accept the apparent subjectivity of the prior probabilities of hypotheses, but find the subjectivity of the expectedness to be more troubling. This is due at least in part to the fact that in a Bayesian logic of evidential support the value of the expectedness cannot be determined independently of likelihoods and prior probabilities of hypotheses. That is, when, for each member of a collection of alternative hypotheses, the likelihood \(P[e \pmid h_j\cdot b\cdot c]\) has an objective (or intersubjectively agreed) value, the expectedness is constrained by the following equation (where the sum ranges over a mutually exclusive and exhaustive collection of alternative hypotheses \(\{h_1, h_2 , \ldots ,h_m , \ldots \}\), which may be finite or countably infinite):

This equation shows that the values for the prior probabilities together with the values of the likelihoods uniquely determine the value for the expectedness of the evidence . Furthermore, it implies that the value of the expectedness must lie between the largest and smallest of the various likelihood values implied by the alternative hypotheses. However, the precise value of the expectedness can only be calculated this way when every alternative to hypothesis \(h_j\) is specified. In cases where some alternative hypotheses remain unspecified (or undiscovered), the value of the expectedness is constrained in principle by the totality of possible alternative hypotheses, but there is no way to figure out precisely what its value should be.

Troubles with determining a numerical value for the expectedness of the evidence may be circumvented by appealing to another form of Bayes’ Theorem, a ratio form that compares hypotheses one pair at a time:

Bayes’ Theorem: Ratio Form

The clause \(P_{\alpha}[c \pmid h_j\cdot b] = P_{\alpha}[c \pmid h_i\cdot b]\) says that the experimental (or observation) condition described by \(c\) is as likely on \((h_i\cdot b)\) as on \((h_j\cdot b)\) — i.e., the experimental or observation conditions are no more likely according to one hypothesis than according to the other. [ 9 ]

This Ratio Form of Bayes’ Theorem expresses how much more plausible, on the evidence, one hypothesis is than another. Notice that the likelihood ratios carry the full import of the evidence. The evidence influences the evaluation of hypotheses in no other way. The only other factor that influences the value of the ratio of posterior probabilities is the ratio of the prior probabilities. When the likelihoods are fully objective, any subjectivity that affects the ratio of posteriors can only arise via subjectivity in the ratio of the priors.

This version of Bayes’s Theorem shows that in order to evaluate the posterior probability ratios for pairs of hypotheses, the prior probabilities of hypotheses need not be evaluated absolutely; only their ratios are needed. That is, with regard to the priors, the Bayesian evaluation of hypotheses only relies on how much more plausible one hypothesis is than another (due to considerations expressed within b ). This kind of Bayesian evaluation of hypotheses is essentially comparative in that only ratios of likelihoods and ratios of prior probabilities are ever really needed for the assessment of scientific hypotheses. Furthermore, we will soon see that the absolute values of the posterior probabilities of hypotheses entirely derive from the posterior probability ratios provided by the Ratio Form of Bayes’ Theorem.

When the evidence consists of a collection of n distinct experiments or observations, we may explicitly represent this fact by replacing the term ‘\(c\)’ by the conjunction of experimental or observational conditions, \((c_1\cdot c_2\cdot \ldots \cdot c_n)\), and replacing the term ‘\(e\)’ by the conjunction of their respective outcomes, \((e_1\cdot e_2\cdot \ldots \cdot e_n)\). For notational convenience, let’s use the term ‘\(c^n\)’ to abbreviate the conjunction of n the experimental conditions, and we use the term ‘\(e^n\)’ to abbreviate the corresponding conjunction of n their respective outcomes. Relative to any given hypothesis \(h\), the evidential outcomes of distinct experiments or observations will usually be probabilistically independent of one another, and also independent of the experimental conditions for one another. In that case we have:

When the Ratio Form of Bayes’ Theorem is extended to explicitly represent the evidence as consisting of a collection of n of distinct experiments (or observations) and their respective outcomes, it takes the following form.

Bayes’ Theorem: Ratio Form for a Collection of n Distinct Evidence Claims

Furthermore, when evidence claims are probabilistically independent of one another, we have

Let’s consider a simple example of how the Ratio Form of Bayes’ Theorem applies to a collection of independent evidential events. Suppose we possess a warped coin and want to determine its propensity for heads when tossed in the usual way. Consider two hypotheses, \(h_{[p]}\) and \(h_{[q]}\), which say that the propensities for the coin to come up heads on the usual kinds of tosses are \(p\) and \(q\), respectively. Let \(c^n\) report that the coin is tossed n times in the normal way, and let \(e^n\) report that precisely m occurrences of heads has resulted. Supposing that the outcomes of such tosses are probabilistically independent (asserted by \(b\)), the respective likelihoods take the binomial form

with \(r\) standing in for \(p\) and for \(q\), respectively. Then, Equation 9** yields the following formula, where the likelihood ratio is the ratio of the respective binomial terms:

When, for instance, the coin is tossed \(n = 100\) times and comes up heads \(m = 72\) times, the evidence for hypothesis \(h_{[1/2]}\) as compared to \(h_{[3/4]}\) is given by the likelihood ratio

In that case, even if the prior plausibility considerations (expressed within \(b\)) make it 100 times more plausible that the coin is fair than that it is warped towards heads with propensity 3/4 — i.e., even if \(P_{\alpha}[h_{[1/2]} \pmid b] / P_{\alpha}[h_{[3/4]} \pmid b] = 100\) — the evidence provided by these tosses makes the posterior plausibility that the coin is fair only about 6/1000 ths as plausible as the hypothesis that it is warped towards heads with propensity 3/4 :

Thus, such evidence strongly refutes the “fairness hypothesis” relative to the “3/4- heads hypothesis”, provided the assessment of prior prior plausibilities doesn’t make the latter hypothesis too extremely implausible to begin with. Notice, however, that strong refutation is not absolute refutation . Additional evidence could reverse this trend towards the refutation of the fairness hypothesis .

This example employs repetitions of the same kind of experiment—repeated tosses of a coin. But the point holds more generally. If, as the evidence increases, the likelihood ratios

approach 0, then the Ratio Forms of Bayes’ Theorem, Equations \(9*)\) and \(9**)\), show that the posterior probability of \(h_j\) must approach 0 as well, since

Such evidence comes to strongly refute \(h_j\), with little regard for its prior plausibility value. Indeed, Bayesian induction turns out to be a version of eliminative induction , and Equation \(9*\) and \(9**\) begin to illustrate this. For, suppose that \(h_i\) is the true hypothesis, and consider what happens to each of its false competitors, \(h_j\). If enough evidence becomes available to drive each of the likelihood ratios

toward 0 (as n increases), then Equation \(9*\) says that each false \(h_j\) will become effectively refuted — each of their posterior probabilities will approaches 0 (as n increases). As a result, the posterior probability of \(h_i\) must approach 1. The next two equations show precisely how this works.

If we sum the ratio versions of Bayes’ Theorem in Equation \(9*\) over all alternatives to hypothesis \(h_i\) (including the catch-all alternative \(h_K\), if appropriate), we get the Odds Form of Bayes’ Theorem. By definition, the odds against a statement \(A\) given \(B\) is related to the probability of \(A\) given \(B\) as follows:

This notion of odds gives rise to the following version of Bayes’ Theorem:

Bayes’ Theorem: Odds Form

where the factor following the ‘ + ’ sign is only required in cases where a catch-all alternative hypothesis, \(h_K\), is needed.

Recall that when we have a finite collection of concrete alternative hypotheses available, \(\{h_1, h_2 , \ldots ,h_m\}\), but where this set of alternatives is not exhaustive (where additional, unarticulated, undiscovered alternative hypotheses may exist), the catch-all alternative hypothesis \(h_K\) is just the denial of each of the concrete alternatives, \(({\nsim}h_1\cdot{\nsim}h_2\cdot \ldots \cdot{\nsim}h_m)\). Generally, the likelihood of evidence claims relative to a catch-all hypothesis will not enjoy the same kind of objectivity possessed by the likelihoods for concrete alternative hypotheses. So, we leave the subscript \(\alpha\) attached to the likelihood for the catch-all hypothesis to indicate this lack of objectivity.

Although the catch-all hypothesis may lack objective likelihoods, the influence of the catch-all term in Bayes’ Theorem diminishes as additional concrete hypotheses are articulated. That is, as new hypotheses are discovered they are “peeled off” of the catch-all. So, when a new hypothesis \(h_{m+1}\) is formulated and made explicit, the old catch-all hypothesis \(h_K\) is replaced by a new catch-all, \(h_{K*}\), of form \(({\nsim}h_1\cdot \cdot{\nsim}h_2\cdot \ldots \cdot{\nsim}h_{m}\cdot{\nsim}h_{m+1})\); and the prior probability for the new catch-all hypothesis is gotten by diminishing the prior of the old catch-all: \(P_{\alpha}[h_{K*} \pmid b] = P_{\alpha}[h_K \pmid b] - P_{\alpha}[h_{m+1} \pmid b]\). Thus, the influence of the catch-all term should diminish towards 0 as new alternative hypotheses are made explicit. [ 10 ]

If increasing evidence drives towards 0 the likelihood ratios comparing each competitor \(h_j\) with hypothesis \(h_i\), then the odds against \(h_i\), \(\Omega_{\alpha}[{\nsim}h_i \pmid b\cdot c^{n}\cdot e^{n}]\), will approach 0 (provided that priors of catch-all terms, if needed, approach 0 as well, as new alternative hypotheses are made explicit and peeled off). And, as \(\Omega_{\alpha}[{\nsim}h_i \pmid b\cdot c^{n}\cdot e^{n}]\) approaches 0, the posterior probability of \(h_i\) goes to 1. This derives from the fact that the odds against \(h_i\) is related to and its posterior probability by the following formula:

Bayes’ Theorem: General Probabilistic Form

The odds against a hypothesis depends only on the values of ratios of posterior probabilities , which entirely derive from the Ratio Form of Bayes’ Theorem. Thus, we see that the individual value of the posterior probability of a hypothesis depends only on the ratios of posterior probabilities , which come from the Ratio Form of Bayes’ Theorem. Thus, the Ratio Form of Bayes’ Theorem captures all the essential features of the Bayesian evaluation of hypothesis. It shows how the impact of evidence (in the form of likelihood ratios) combines with comparative plausibility assessments of hypotheses (in the form of ratios of prior probabilities) to provide a net assessment of the extent to which hypotheses are refuted or supported via contests with their rivals.

There is a result, a kind of Bayesian Convergence Theorem , that shows that if \(h_i\) (together with \(b\cdot c^n)\) is true, then the likelihood ratios

comparing evidentially distinguishable alternative hypothesis \(h_j\) to \(h_i\) will very probably approach 0 as evidence accumulates (i.e., as n increases). Let’s call this result the Likelihood Ratio Convergence Theorem . When this theorem applies, Equation \(9^*\) shows that the posterior probability of a false competitor \(h_j\) will very probably approach 0 as evidence accumulates, regardless of the value of its prior probability \(P_{\alpha}[h_j \pmid b]\). As this happens to each of \(h_i\)’s false competitors, Equations 10 and 11 say that the posterior probability of the true hypothesis, \(h_i\), will approach 1 as evidence increases. [ 11 ] Thus, Bayesian induction is at bottom a version of induction by elimination , where the elimination of alternatives comes by way of likelihood ratios approaching 0 as evidence accumulates. Thus, when the Likelihood Ratio Convergence Theorem applies, the Criterion of Adequacy for an Inductive Logic described at the beginning of this article will be satisfied: As evidence accumulates, the degree to which the collection of true evidence statements comes to support a hypothesis, as measured by the logic, should very probably come to indicate that false hypotheses are probably false and that true hypotheses are probably true. We will examine this Likelihood Ratio Convergence Theorem in Section 4 . [ 12 ]

A view called Likelihoodism relies on likelihood ratios in much the same way as the Bayesian logic articulated above. However, Likelihoodism attempts to avoid the use of prior probabilities. For an account of this alternative view, see the supplement Likelihood Ratios, Likelihoodism, and the Law of Likelihood . For more discussion of Bayes’ Theorem and its application, see the entries on Bayes’ Theorem and on Bayesian Epistemology in this Encyclopedia .

Given that a scientific community should largely agree on the values of the likelihoods, any significant disagreement among them with regard to the values of posterior probabilities of hypotheses should derive from disagreements over their assessments of values for the prior probabilities of those hypotheses. We saw in Section 3.3 that the Bayesian logic of evidential support need only rely on assessments of ratios of prior probabilities —on how much more plausible one hypothesis is than another. Thus, the logic of evidential support only requires that scientists can assess the comparative plausibilities of various hypotheses. Presumably, in scientific contexts the comparative plausibility values for hypotheses should depend on explicit plausibility arguments, not merely on privately held opinions. (Formally, the logic may represent comparative plausibility arguments by explicit statements expressed within \(b\).) It would be highly unscientific for a member of the scientific community to disregard or dismiss a hypothesis that other members take to be a reasonable proposal with only the comment, “don’t ask me to give my reasons, it’s just my opinion”. Even so, agents may be unable to specify precisely how much more strongly the available plausibility arguments support a hypothesis over an alternative; so prior probability ratios for hypotheses may be vague. Furthermore, agents in a scientific community may disagree about how strongly the available plausibility arguments support a hypothesis over a rival hypothesis; so prior probability ratios may be somewhat diverse as well.

Both the vagueness of comparative plausibilities assessments for individual agents and the diversity of such assessments among the community of agents can be represented formally by sets of support functions, \(\{P_{\alpha}, P_{\beta}, \ldots \}\), that agree on the values for the likelihoods but encompass a range of values for the (ratios of) prior probabilities of hypotheses. Vagueness and diversity are somewhat different issues, but they may be represented in much the same way. Let’s briefly consider each in turn.

Assessments of the prior plausibilities of hypotheses will often be vague—not subject to the kind of precise quantitative treatment that a Bayesian version of probabilistic inductive logic may seem to require for prior probabilities. So, it may seem that the kind of assessment of prior probabilities required to get the Bayesian algorithm going cannot be accomplished in practice. To see how Bayesian inductivists address this worry, first recall the Ratio Form of Bayes’ Theorem, Equation \(9^*\).

Recall that this Ratio Form of the theorem captures the essential features of the logic of evidential support, even though it only provides a value for the ratio of the posterior probabilities. Notice that the ratio form of the theorem easily accommodates situations where we don’t have precise numerical values for prior probabilities. It only depends on our ability to assess how much more or less plausible alternative hypothesis \(h_j\) is than hypothesis \(h_i\)—only the value of the ratio \(P_{\alpha}[h_j \pmid b] / P_{\alpha}[h_i \pmid b]\) need be assessed; the values of the individual prior probabilities are not needed. Such comparative plausibilities are much easier to assess than specific numerical values for the prior probabilities of individual hypotheses. When combined with the ratio of likelihoods , this ratio of priors suffices to yield an assessment of the ratio of posterior plausibilities ,

Although such posterior ratios don’t supply values for the posterior probabilities of individual hypotheses, they place a crucial constraint on the posterior support of hypothesis \(h_j\), since

This Ratio Form of Bayes’ Theorem tolerates a good deal of vagueness or imprecision in assessments of the ratios of prior probabilities. In practice one need only assess bounds for these prior plausibility ratios to achieve meaningful results. Given a prior ratio in a specific interval,

a likelihood ratio

results in a posterior support ratio in the interval

(Technically each probabilistic support function assigns a specific numerical value to each pair of sentences; so when we write an inequality like

we are really referring to a set of probability functions \(P_{\alpha}\), a vagueness set , for which the inequality holds. Thus, technically, the Bayesian logic employs sets of probabilistic support functions to represent the vagueness in comparative plausibility values for hypotheses.)

Observe that if the likelihood ratio values \(\LR^n\) approach 0 as the amount of evidence \(e^n\) increases, the interval of values for the posterior probability ratio must become tighter as the upper bound (\(\LR^n\times r)\) approaches 0. Furthermore, the absolute degree of support for \(h_j\), \(P_{\alpha}[h_j \pmid b\cdot c^{n}\cdot e^{n}]\), must also approach 0.

This observation is really useful. For, it can be shown that when \(h_{i}\cdot b\cdot c^{n}\) is true and \(h_j\) is empirically distinct from \(h_i\), the continual pursuit of evidence is very likely to result in evidential outcomes \(e^n\) that (as n increases) yield values of likelihood ratios \(P[e^n \pmid h_{j}\cdot b\cdot c^{n}] / P[e^n \pmid h_{i}\cdot b\cdot c^{n}]\) that approach 0 as the amount of evidence increases. This result, called the Likelihood Ratio Convergence Theorem , will be investigated in more detail in Section 4 . When that kind of convergence towards 0 for likelihood ratios occurs, the upper bound on the posterior probability ratio also approaches 0, driving the posterior probability of \(h_j\) to approach 0 as well, effectively refuting hypothesis \(h_j\). Thus, false competitors of a true hypothesis will effectively be eliminated by increasing evidence. As this happens, Equations 9* through 11 show that the posterior probability \(P_{\alpha}[h_i \pmid b\cdot c^{n}\cdot e^{n}]\) of the true hypothesis \(h_i\) approaches 1.

Thus, Bayesian logic of inductive support for hypotheses is a form of eliminative induction, where the evidence effectively refutes false alternatives to the true hypothesis. Because of its eliminative nature, the Bayesian logic of evidential support doesn’t require precise values for prior probabilities. It only needs to draw on bounds on the values of comparative plausibility ratios, and these bounds only play a significant role while evidence remains fairly weak. If the true hypothesis is assessed to be comparatively plausible (due to plausibility arguments contained in b ), then plausibility assessments give it a leg-up over alternatives. If the true hypothesis is assessed to be comparatively implausible, the plausibility assessments merely slow down the rate at which it comes to dominate its rivals, reflecting the idea that extraordinary hypotheses require extraordinary evidence (or an extraordinary accumulation of evidence) to overcome their initial implausibilities. Thus, as evidence accumulates, the agent’s vague initial plausibility assessments transform into quite sharp posterior probabilities that indicate their strong refutation or support by the evidence.

When the various agents in a community may widely disagree over the non-evidential plausibilities of hypotheses, the Bayesian logic of evidential support may represent this kind of diversity across the community of agents as a collection of the agents’ vagueness sets of support functions. Let’s call such a collection of support functions a diversity set . That is, a diversity set is just a set of support functions \(P_{\alpha}\) that cover the ranges of values for comparative plausibility assessments for pairs of competing hypotheses

as assessed by the scientific community. But, once again, if accumulating evidence drives the likelihood ratios comparing various alternative hypotheses to the true hypothesis towards 0, the range of support functions in a diversity set will come to near agreement, near 0, on the values for posterior probabilities of false competitors of the true hypothesis. So, not only does such evidence firm up each agent’s vague initial plausibility assessment, it also brings the whole community into agreement on the near refutation of empirically distinct competitors of a true hypothesis. As this happens, the posterior probability of the true hypothesis may approach 1. The Likelihood Ratio Convergence Theorem implies that this kind of convergence to the truth should very probably happen, provided that the true hypothesis is empirically distinct enough from its rivals.

One more point about prior probabilities and Bayesian convergence should be mentioned before proceeding to Section 4 . Some subjectivist versions of Bayesian induction seem to suggest that an agent’s prior plausibility assessments for hypotheses should stay fixed once-and-for-all, and that all plausibility updating should be brought about via the likelihoods in accord with Bayes’ Theorem. Critics argue that this is unreasonable. The members of a scientific community may quite legitimately revise their (comparative) prior plausibility assessments for hypotheses from time to time as they rethink plausibility arguments and bring new considerations to bear. This seems a natural part of the conceptual development of a science. It turns out that such reassessments of the comparative plausibilities of hypotheses poses no difficulty for the probabilistic inductive logic discussed here. Such reassessments may be represented by the addition or modification of explicit statements that modify the background information b . Such reassessments may result in (non-Bayesian) transitions to new vagueness sets for individual agents and new diversity sets for the community. The logic of Bayesian induction (as described here) has nothing to say about what values the prior plausibility assessments for hypotheses should have; and it places no restrictions on how they might change over time. Provided that the series of reassessments of (comparative) prior plausibilities doesn’t happen to diminish the (comparative) prior plausibility value of the true hypothesis towards zero (or, at least, doesn’t do so too quickly), the Likelihood Ratio Convergence Theorem implies that the evidence will very probably bring the posterior probabilities of empirically distinct rivals of the true hypothesis to approach 0 via decreasing likelihood ratios; and as this happens, the posterior probability of the true hypothesis will head towards 1.

(Those interested in a Bayesian account of Enumerative Induction and the estimation of values for relative frequencies of attributes in populations should see the supplement, Enumerative Inductions: Bayesian Estimation and Convergence .)

4. The Likelihood Ratio Convergence Theorem

In this section we will investigate the Likelihood Ratio Convergence Theorem . This theorem shows that under certain reasonable conditions, when hypothesis \(h_i\) (in conjunction with auxiliaries in b ) is true and an alternative hypothesis \(h_j\) is empirically distinct from \(h_i\) on some possible outcomes of experiments or observations described by conditions \(c_k\), then it is very likely that a long enough sequence of such experiments and observations c\(^n\) will produce a sequence of outcomes \(e^n\) that yields likelihood ratios \(P[e^n \pmid h_{j}\cdot b\cdot c^{n}] / P[e^n \pmid h_{i}\cdot b\cdot c^{n}]\) that approach 0, favoring \(h_i\) over \(h_j\), as evidence accumulates (i.e., as n increases). This theorem places an explicit lower bound on the “rate of probable convergence” of these likelihood ratios towards 0. That is, it puts a lower bound on how likely it is, if \(h_i\) is true, that a stream of outcomes will occur that yields likelihood ratio values against \(h_j\) as compared to \(h_i\) that lie within any specified small distance above 0.

The theorem itself does not require the full apparatus of Bayesian probability functions. It draws only on likelihoods. Neither the statement of the theorem nor its proof employ prior probabilities of any kind. So even likelihoodists , who eschew the use of Bayesian prior probabilities, may embrace this result. Given the forms of Bayes’ Theorem, 9*-11 from the previous section, the Likelihood Ratio Convergence Theorem further implies the likely convergence to 0 of the posterior probabilities of false competitors of a true hypothesis. That is, when the ratios \(P[e^n \pmid h_{j}\cdot b\cdot c^{n}] / P[e^n \pmid h_{i}\cdot b\cdot c^{n}]\) approach 0 for increasing n , the Ratio Form of Bayes’ Theorem, Equation 9* , says that the posterior probability of \(h_j\) must also approach 0 as evidence accumulates, regardless of the value of its prior probability. So, support functions in collections representing vague prior plausibilities for an individual agent (i.e., a vagueness set) and representing the diverse range of priors for a community of agents (i.e., a diversity set) will come to agree on the near 0 posterior probability of empirically distinct false rivals of a true hypothesis. And as the posterior probabilities of false competitors fall, the posterior probability of the true hypothesis heads towards 1. Thus, the theorem establishes that the inductive logic of probabilistic support functions satisfies the Criterion of Adequacy (CoA) suggested at the beginning of this article.

The Likelihood Ratio Convergence Theorem merely provides some sufficient conditions for probable convergence. But likelihood ratios may well converge towards 0 (in the way described by the theorem) even when the antecedent conditions of the theorem are not satisfied. This theorem overcomes many of the objections raised by critics of Bayesian convergence results. First, this theorem does not employ second-order probabilities ; it says noting about the probability of a probability. It only concerns the probability of a particular disjunctive sentence that expresses a disjunction of various possible sequences of experimental or observational outcomes. The theorem does not require evidence to consist of sequences of events that, according to the hypothesis, are identically distributed (like repeated tosses of a die). The result is most easily expressed in cases where the individual outcomes of a sequence of experiments or observations are probabilistically independent, given each hypothesis. So that is the version that will be presented in this section. However, a version of the theorem also holds when the individual outcomes of the evidence stream are not probabilistically independent, given the hypotheses. (This more general version of the theorem will be presented in a supplement on the Probabilistic Refutation Theorem , below, where the proof of both versions is provided.) In addition, this result does not rely on supposing that the probability functions involved are countably additive . Furthermore, the explicit lower bounds on the rate of convergence provided by this result means that there is no need to wait for the infinitely long run before convergence occurs (as some critics seem to think).

It is sometimes claimed that Bayesian convergence results only work when an agent locks in values for the prior probabilities of hypotheses once-and-for-all, and then updates posterior probabilities from there only by conditioning on evidence via Bayes Theorem. The Likelihood Ratio Convergence Theorem , however, applies even if agents revise their prior probability assessments over time. Such non-Bayesian shifts from one support function (or vagueness set) to another may arise from new plausibility arguments or from reassessments of the strengths of old ones. The Likelihood Ratio Convergence Theorem itself only involves the values of likelihoods. So, provided such reassessments don’t push the prior probability of the true hypothesis towards 0 too rapidly , the theorem implies that the posterior probabilities of each empirically distinct false competitor will very probably approach 0 as evidence increases. [ 13 ]

To specify the details of the Likelihood Ratio Convergence Theorem we’ll need a few additional notational conventions and definitions. Here they are.

For a given sequence of n experiments or observations \(c^n\), consider the set of those possible sequences of outcomes that would result in likelihood ratios for \(h_j\) over \(h_i\) that are less than some chosen small number \(\varepsilon \gt 0\). This set is represented by the expression,

Placing the disjunction symbol ‘\(\vee\)’ in front of this expression yields an expression,

that we’ll use to represent the disjunction of all outcome sequences \(e^n\) in this set. So,

is just a particular sentence that says, in effect, “one of the sequences of outcomes of the first n experiments or observations will occur that makes the likelihood ratio for \(h_j\) over \(h_i\) less than \(\varepsilon\)”.

The Likelihood Ratio Convergence Theorem says that under certain conditions (covered in detail below), the likelihood of a disjunctive sentence of this sort, given that ‘\(h_{i}\cdot b\cdot c^{n}\)’ is true,

must be at least \(1-(\psi /n)\), for some explicitly calculable term \(\psi\). Thus, the true hypothesis \(h_i\) probabilistically implies that as the amount of evidence, n , increases, it becomes highly likely (as close to 1 as you please) that one of the outcome sequences \(e^n\) will occur that yields a likelihood ratio \(P[e^n \pmid h_{j}\cdot b\cdot c^{n}] / P[e^n \pmid h_{i}\cdot b\cdot c^{n}]\) less than \(\varepsilon\); and this holds for any specific value of \(\varepsilon\) you may choose. As this happens, the posterior probability of \(h_i\)’s false competitor, \(h_j\), must approach 0, as required by the Ratio Form of Bayes’ Theorem, Equation 9* .

The term \(\psi\) in the lower bound of this probability depends on a measure of the empirical distinctness of the two hypotheses \(h_j\) and \(h_i\) for the proposed sequence of experiments and observations \(c^n\). To specify this measure we need to contemplate the collection of possible outcomes of each experiment or observation. So, consider some sequence of experimental or observational conditions described by sentences \(c_1,c_2 ,\ldots ,c_n\). Corresponding to each condition \(c_k\) there will be some range of possible alternative outcomes. Let \(O_{k} = \{o_{k1},o_{k2},\ldots ,o_{kw}\}\) be a set of statements describing the alternative possible outcomes for condition \(c_k\). (The number of alternative outcomes will usually differ for distinct experiments among those in the sequence \(c_1 ,\ldots ,c_n\); so, the value of w may depend on \(c_k\).) For each hypothesis \(h_j\), the alternative outcomes of \(c_k\) in \(O_k\) are mutually exclusive and exhaustive, so we have:

We now let expressions of form ‘\(e_k\)’ act as variables that range over the possible outcomes of condition \(c_k\)—i.e., \(e_k\) ranges over the members of \(O_k\). As before, ‘\(c^n\)’ denotes the conjunction of the first n test conditions, \((c_1\cdot c_2\cdot \ldots \cdot c_n)\), and ‘\(e^n\)’ represents possible sequences of corresponding outcomes, \((e_1\cdot e_2\cdot \ldots \cdot e_n)\). Let’s use the expression ‘ E\(^n\) ’ to represent the set of all possible outcome sequences that may result from the sequence of conditions c\(^n\) . So, for each hypothesis \(h_j\) (including \(h_i)\), \(\sum_{e^n\in E^n} P[e^n \pmid h_{j}\cdot b\cdot c^{n}] = 1\).

Everything introduced in this subsection is mere notational convention. No substantive suppositions (other than the axioms of probability theory) have yet been introduced. The version of the Likelihood Ratio Convergence Theorem I’ll present below does, however, draw on one substantive supposition, although a rather weak one. The next subsection will discuss that supposition in detail.

In most scientific contexts the outcomes in a stream of experiments or observations are probabilistically independent of one another relative to each hypothesis under consideration, or can at least be divided up into probabilistically independent parts. For our purposes probabilistic independence of evidential outcomes on a hypothesis divides neatly into two types.

Definition: Independent Evidence Conditions :

• A sequence of outcomes \(e^k\) is condition-independent of a condition for an additional experiment or observation \(c_{k+1}\), given \(h\cdot b\) together with its own conditions \(c^k\), if and only if \[ P[e^k \pmid h\cdot b\cdot c^{k }\cdot c_{ k+1}] = P[e^k \pmid h\cdot b\cdot c^k] . \]
• An individual outcome \(e_k\) is result-independent of a sequence of other observations and their outcomes \((c^{k-1}\cdot e^{k-1})\), given \(h\cdot b\) and its own condition \(c_k\), if and only if \[ P[e_k \pmid h\cdot b\cdot c_k\cdot(c^{k-1 }\cdot e^{ k-1})] = P[e_k \pmid h\cdot b\cdot c_k] . \]

When these two conditions hold, the likelihood for an evidence sequence may be decomposed into the product of the likelihoods for individual experiments or observations. To see how the two independence conditions affect the decomposition, first consider the following formula, which holds even when neither independence condition is satisfied:

When condition-independence holds, the likelihood of the whole evidence stream parses into a product of likelihoods that probabilistically depend on only past observation conditions and their outcomes. They do not depend on the conditions for other experiments whose outcomes are not yet specified. Here is the formula:

Finally, whenever both independence conditions are satisfied we have the following relationship between the likelihood of the evidence stream and the likelihoods of individual experiments or observations:

(For proofs of Equations 12–14 see the supplement Immediate Consequences of Independent Evidence Conditions .)

In scientific contexts the evidence can almost always be divided into parts that satisfy both clauses of the Independent Evidence Condition with respect to each alternative hypothesis. To see why, let us consider each independence condition more carefully.

Condition-independence says that the mere addition of a new observation condition \(c_{k+1}\), without specifying one of its outcomes , does not alter the likelihood of the outcomes \(e^k\) of other experiments \(c^k\). To appreciate the significance of this condition, imagine what it would be like if it were violated. Suppose hypothesis \(h_j\) is some statistical theory, say, for example, a quantum theory of superconductivity. The conditions expressed in \(c^k\) describe a number of experimental setups, perhaps conducted in numerous labs throughout the world, that test a variety of aspects of the theory (e.g., experiments that test electrical conductivity in different materials at a range of temperatures). An outcome sequence \(e^k\) describes the results of these experiments. The violation of condition-independence would mean that merely adding to \(h_{j}\cdot b\cdot c^{k}\) a statement \(c_{k+1}\) describing how an additional experiment has been set up, but with no mention of its outcome, changes how likely the evidence sequence \(e^k\) is taken to be. What \((h_j\cdot b)\) says via likelihoods about the outcomes \(e^k\) of experiments \(c^k\) differs as a result of merely supplying a description of another experimental arrangement, \(c_{k+1}\). Condition-independence , when it holds, rules out such strange effects.

Result-independence says that the description of previous test conditions together with their outcomes is irrelevant to the likelihoods of outcomes for additional experiments. If this condition were widely violated, then in order to specify the most informed likelihoods for a given hypothesis one would need to include information about volumes of past observations and their outcomes. What a hypothesis says about future cases would depend on how past cases have gone. Such dependence had better not happen on a large scale. Otherwise, the hypothesis would be fairly useless, since its empirical import in each specific case would depend on taking into account volumes of past observational and experimental results. However, even if such dependencies occur, provided they are not too pervasive, result-independence can be accommodated rather easily by packaging each collection of result-dependent data together, treating it like a single extended experiment or observation. The result-independence condition will then be satisfied by letting each term ‘\(c_k\)’ in the statement of the independence condition represent a conjunction of test conditions for a collection of result-dependent tests, and by letting each term ‘\(e_k\)’ (and each term ‘\(o_{ku}\)’) stand for a conjunction of the corresponding result-dependent outcomes. Thus, by packaging result-dependent data together in this way, the result-independence condition is satisfied by those (conjunctive) statements that describe the separate, result-independent chunks. [ 14 ]

The version of the Likelihood Ratio Convergence Theorem we will examine depends only on the Independent Evidence Conditions (together with the axioms of probability theory). It draws on no other assumptions. Indeed, an even more general version of the theorem can be established, a version that draws on neither of the Independent Evidence Conditions . However, the Independent Evidence Conditions will be satisfied in almost all scientific contexts, so little will be lost by assuming them. (And the presentation will run more smoothly if we side-step the added complications needed to explain the more general result.)

From this point on, let us assume that the following versions of the Independent Evidence Conditions hold.

Assumption: Independent Evidence Assumptions . For each hypothesis h and background b under consideration, we assume that the experiments and observations can be packaged into condition statements, \(c_1 ,\ldots ,c_k, c_{k+1},\ldots\), and possible outcomes in a way that satisfies the following conditions:

• Each sequence of possible outcomes \(e^k\) of a sequence of conditions \(c^k\) is condition-independent of additional conditions \(c_{k+1}\)—i.e., \[P[e^k \pmid h\cdot b\cdot c^{k}\cdot c_{k+1}] = P[e^k \pmid h\cdot b\cdot c^k].\]
• Each possible outcome \(e_k\) of condition \(c_k\) is result-independent of sequences of other observations and possible outcomes \((c^{k-1}\cdot e^{k-1})\)—i.e., \[P[e_k \pmid h\cdot b\cdot c_k\cdot(c^{k-1}\cdot e^{k-1})] = P[e_k \pmid h\cdot b\cdot c_k].\]

We now have all that is needed to begin to state the Likelihood Ratio Convergence Theorem .

The Likelihood Ratio Convergence Theorem comes in two parts. The first part applies only to those experiments or observations \(c_k\) within the total evidence stream \(c^n\) for which some of the possible outcomes have 0 likelihood of occurring according to hypothesis \(h_j\) but have non-0 likelihood of occurring according to \(h_i\). Such outcomes are highly desirable. If they occur, the likelihood ratio comparing \(h_j\) to \(h_i\) will become 0, and \(h_j\) will be falsified . So-called crucial experiments are a special case of this, where for at least one possible outcome \(o_{ku}\), \(P[o_{ku} \pmid h_{i}\cdot b\cdot c_{k}] = 1\) and \(P[o_{ku} \pmid h_{j}\cdot b\cdot c_{k}] = 0\). In the more general case \(h_i\) together with b says that one of the outcomes of \(c_k\) is at least minimally probable, whereas \(h_j\) says that this outcome is impossible—i.e., \(P[o_{ku} \pmid h_{i}\cdot b\cdot c_{k}] \gt 0\) and \(P[o_{ku} \pmid h_{j}\cdot b\cdot c_{k}] = 0\). It will be convenient to define a term for this situation.

Definition: Full Outcome Compatibility. Let’s call \(h_j\) fully outcome-compatible with \(h_i\) on experiment or observation \(c_k\) just when , for each of its possible outcomes \(e_k\), if \(P[e_k \pmid h_{i}\cdot b\cdot c_{k}] \gt 0\), then \(P[e_k \pmid h_{j}\cdot b\cdot c_{k}] \gt 0\). Equivalently, \(h_j\) is fails to be fully outcome-compatible with \(h_i\) on experiment or observation \(c_k\) just when , for at least one of its possible outcomes \(e_k\), \(P[e_k \pmid h_{i}\cdot b\cdot c_{k}] \gt 0\) but \(P[e_k \pmid h_{j}\cdot b\cdot c_{k}] = 0\).

The first part of the Likelihood Ratio Convergence Theorem applies to that part of the total stream of evidence (i.e., that subsequence of the total evidence stream) on which hypothesis \(h_j\) fails to be fully outcome-compatible with hypothesis \(h_i\); the second part of the theorem applies to the remaining part of the total stream of evidence, that subsequence of the total evidence stream on which \(h_j\) is fully outcome-compatible with \(h_i\). It turns out that these two kinds of cases must be treated differently. (This is due to the way in which the expected information content for empirically distinguishing between the two hypotheses will be measured for experiments and observations that are fully outcome compatible ; this measure of information content blows up (becomes infinite) for experiments and observations that fail to be fully outcome compatible ). Thus, the following part of the convergence theorem applies to just that part of the total stream of evidence that consists of experiments and observations that fail to be fully outcome compatible for the pair of hypotheses involved. Here, then, is the first part of the convergence theorem.

Likelihood Ratio Convergence Theorem 1—The Falsification Theorem: Suppose that the total stream of evidence \(c^n\) contains precisely m experiments or observations on which \(h_j\) fails to be fully outcome-compatible with \(h_i\). And suppose that the Independent Evidence Conditions hold for evidence stream \(c^n\) with respect to each of these two hypotheses. Furthermore, suppose there is a lower bound \(\delta \gt 0\) such that for each \(c_k\) on which \(h_j\) fails to be fully outcome-compatible with \(h_i\),

—i.e., \(h_i\) together with \(b\cdot c_k\) says , with likelihood at least as large as \(\delta\), that one of the outcomes will occur that \(h_j\) says cannot occur. Then,

which approaches 1 for large m . (For proof see Proof of the Falsification Theorem .)

In other words, we only suppose that for each of m observations, \(c_k, h_i\) says observation \(c_k\) has at least a small likelihood \(\delta\) of producing one of the outcomes \(o_{ku}\) that \(h_j\) says is impossible. If the number m of such experiments or observations is large enough (or if the lower bound \(\delta\) on the likelihoods of getting such outcomes is large enough), and if \(h_i\) (together with \(b\cdot c^n)\) is true, then it is highly likely that one of the outcomes held to be impossible by \(h_j\) will actually occur. If one of these outcomes does occur, then the likelihood ratio for \(h_j\) as compared to over \(h_i\) will become 0. According to Bayes’ Theorem, when this happen, \(h_j\) is absolutely refuted by the evidence—its posterior probability becomes 0.

The Falsification Theorem is quite commonsensical. First, notice that if there is a crucial experiment in the evidence stream, the theorem is completely obvious. That is, suppose for the specific experiment \(c_k\) (in evidence stream \(c^n)\) there are two incompatible possible outcomes \(o_{kv}\) and \(o_{ku}\) such that \(P[o_{kv} \pmid h_{j}\cdot b\cdot c_{k}] = 1\) and \(P[o_{ku} \pmid h_{i}\cdot b\cdot c_{k}] = 1\). Then, clearly, \(P[\vee \{ o_{ku}: P[o_{ku} \pmid h_{j}\cdot b\cdot c_{k}] = 0\} \pmid h_{i}\cdot b\cdot c_{k}] = 1\), since \(o_{ku}\) is one of the \(o_{ku}\) such that \(P[o_{ku} \pmid h_{j}\cdot b\cdot c_{k}] = 0\). So, where a crucial experiment is available, the theorem applies with \(m = 1\) and \(\delta = 1\).

The theorem is equally commonsensical for cases where no crucial experiment is available. To see what it says in such cases, consider an example. Let \(h_i\) be some theory that implies a specific rate of proton decay, but a rate so low that there is only a very small probability that any particular proton will decay in a given year. Consider an alternative theory \(h_j\) that implies that protons never decay. If \(h_i\) is true, then for a persistent enough sequence of observations (i.e., if proper detectors can keep trillions of protons under observation for long enough), eventually a proton decay will almost surely be detected. When this happens, the likelihood ratio becomes 0. Thus, the posterior probability of \(h_j\) becomes 0.

It is instructive to plug some specific values into the formula given by the Falsification Theorem, to see what the convergence rate might look like. For example, the theorem tells us that if we compare any pair of hypotheses \(h_i\) and \(h_j\) on an evidence stream \(c^n\) that contains at least \(m = 19\) observations or experiments, where each has a likelihood \(\delta \ge .10\) of yielding a falsifying outcome , then the likelihood (on \(h_{i}\cdot b\cdot c^{n})\) of obtaining an outcome sequence \(e^n\) that yields likelihood-ratio

will be at least as large as \((1 - (1-.1)^{19}) = .865\). (The reader is invited to try other values of \(\delta\) and m .)

A comment about the need for and usefulness of such convergence theorems is in order, now that we’ve seen one. Given some specific pair of scientific hypotheses \(h_i\) and \(h_j\) one may directly compute the likelihood, given \((h_{i}\cdot b\cdot c^{n})\), that a proposed sequence of experiments or observations \(c^n\) will result in one of the sequences of outcomes that would yield low likelihood ratios. So, given a specific pair of hypotheses and a proposed sequence of experiments, we don’t need a general Convergence Theorem to tell us the likelihood of obtaining refuting evidence. The specific hypotheses \(h_i\) and \(h_j\) tell us this themselves . They tell us the likelihood of obtaining each specific outcome stream, including those that either refute the competitor or produce a very small likelihood ratio for it. Furthermore, after we’ve actually performed an experiment and recorded its outcome, all that matters is the actual ratio of likelihoods for that outcome. Convergence theorems become moot.

The point of the Likelihood Ratio Convergence Theorem (both the Falsification Theorem and the part of the theorem still to come) is to assure us in advance of considering any specific pair of hypotheses that if the possible evidence streams that test hypotheses have certain characteristics which reflect the empirical distinctness of the two hypotheses, then it is highly likely that one of the sequences of outcomes will occur that yields a very small likelihood ratio. These theorems provide finite lower bounds on how quickly such convergence is likely to be. Thus, they show that the CoA is satisfied in advance of our using the logic to test specific pairs of hypotheses against one another.

The Falsification Theorem applies whenever the evidence stream includes possible outcomes that may falsify the alternative hypothesis. However, it completely ignores the influence of any experiments or observations in the evidence stream on which hypothesis \(h_j\) is fully outcome-compatible with hypothesis \(h_i\). We now turn to a theorem that applies to those evidence streams (or to parts of evidence streams) consisting only of experiments and observations on which hypothesis \(h_j\) is fully outcome-compatible with hypothesis \(h_i\). Evidence streams of this kind contain no possibly falsifying outcomes. In such cases the only outcomes of an experiment or observation \(c_k\) for which hypothesis \(h_j\) may specify 0 likelihoods are those for which hypothesis \(h_i\) specifies 0 likelihoods as well.

Hypotheses whose connection with the evidence is entirely statistical in nature will usually be fully outcome-compatible on the entire evidence stream. So, evidence streams of this kind are undoubtedly much more common in practice than those containing possibly falsifying outcomes. Furthermore, whenever an entire stream of evidence contains some mixture of experiments and observations on which the hypotheses are not fully outcome compatible along with others on which they are fully outcome compatible , we may treat the experiments and observations for which full outcome compatibility holds as a separate subsequence of the entire evidence stream, to see the likely impact of that part of the evidence in producing values for likelihood ratios.

To cover evidence streams (or subsequences of evidence streams) consisting entirely of experiments or observations on which \(h_j\) is fully outcome-compatible with hypothesis \(h_i\) we will first need to identify a useful way to measure the degree to which hypotheses are empirically distinct from one another on such evidence. Consider some particular sequence of outcomes \(e^n\) that results from observations \(c^n\). The likelihood ratio \(P[e^n \pmid h_{j}\cdot b\cdot c^{n}] / P[e^n \pmid h_{i}\cdot b\cdot c^{n}]\) itself measures the extent to which the outcome sequence distinguishes between \(h_i\) and \(h_j\). But as a measure of the power of evidence to distinguish among hypotheses, raw likelihood ratios provide a rather lopsided scale, a scale that ranges from 0 to infinity with the midpoint, where \(e^n\) doesn’t distinguish at all between \(h_i\) and \(h_j\), at 1. So, rather than using raw likelihood ratios to measure the ability of \(e^n\) to distinguish between hypotheses, it proves more useful to employ a symmetric measure. The logarithm of the likelihood ratio provides such a measure.

Definition: QI—the Quality of the Information . For each experiment or observation \(c_k\), define the quality of the information provided by possible outcome \(o_{ku}\) for distinguishing \(h_j\) from \(h_i\), given b , as follows (where henceforth we take “logs” to be base-2):

Similarly, for the sequence of experiments or observations \(c^n\), define the quality of the information provided by possible outcome \(e^n\) for distinguishing \(h_j\) from \(h_i\), given b , as follows:

That is, QI is the base-2 logarithm of the likelihood ratio for \(h_i\) over that for \(h_j\).

So, we’ll measure the Quality of the Information an outcome would yield in distinguishing between two hypotheses as the base-2 logarithm of the likelihood ratio. This is clearly a symmetric measure of the outcome’s evidential strength at distinguishing between the two hypotheses. On this measure hypotheses \(h_i\) and \(h_j\) assign the same likelihood value to a given outcome \(o_{ku}\) just when \(\QI[o_{ku} \pmid h_i /h_j \pmid b\cdot c_k] = 0\). Thus, QI measures information on a logarithmic scale that is symmetric about the natural no-information midpoint, 0. This measure is set up so that positive information favors \(h_i\) over \(h_j\), and negative information favors \(h_j\) over \(h_i\).

Given the Independent Evidence Assumptions with respect to each hypothesis, it’s easy to show that the QI for a sequence of outcomes is just the sum of the QIs of the individual outcomes in the sequence:

Probability theorists measure the expected value of a quantity by first multiplying each of its possible values by their probabilities of occurring, and then summing these products. Thus, the expected value of QI is given by the following formula:

Definition: EQI—the Expected Quality of the Information . We adopt the convention that if \(P[o_{ku} \pmid h_{i}\cdot b\cdot c_{k}] = 0\), then the term \(\QI[o_{ku} \pmid h_i /h_j \pmid b\cdot c_k] \times P[o_{ku} \pmid h_{i}\cdot b\cdot c_{k}] = 0\). This convention will make good sense in the context of the following definition because, whenever the outcome \(o_{ku}\) has 0 probability of occurring according to \(h_i\) (together with \(b\cdot c_k)\), it makes good sense to give it 0 impact on the ability of the evidence to distinguish between \(h_j\) and \(h_i\) when \(h_i\) (together with \(b\cdot c_k)\) is true. Also notice that the full outcome-compatibility of \(h_j\) with \(h_i\) on \(c_k\) means that whenever \(P[e_k \pmid h_{j}\cdot b\cdot c_{k}] = 0\), we must have \(P[e_k \pmid h_{i}\cdot b\cdot c_{k}] = 0\) as well; so whenever the denominator would be 0 in the term

the convention just described makes the term

Thus the following notion is well-defined:

For \(h_j\) fully outcome-compatible with \(h_i\) on experiment or observation \(c_k\), define

Also, for \(h_j\) fully outcome-compatible with \(h_i\) on each experiment and observation in the sequence \(c^n\), define

The EQI of an experiment or observation is the Expected Quality of its Information for distinguishing \(h_i\) from \(h_j\) when \(h_i\) is true. It is a measure of the expected evidential strength of the possible outcomes of an experiment or observation at distinguishing between the hypotheses when \(h_i\) (together with \(b\cdot c)\) is true. Whereas QI measures the ability of each particular outcome or sequence of outcomes to empirically distinguish hypotheses, EQI measures the tendency of experiments or observations to produce distinguishing outcomes. It can be shown that EQI tracks empirical distinctness in a very precise way. We return to this in a moment.

It is easily seen that the EQI for a sequence of observations \(c^n\) is just the sum of the EQIs of the individual observations \(c_k\) in the sequence:

(For proof see the supplement Proof that the EQI for \(c^n\) is the sum of the EQI for the individual \(c_k\) .)

This suggests that it may be useful to average the values of the \(\EQI[c_k \pmid h_i /h_j \pmid b]\) over the number of observations n to obtain a measure of the average expected quality of the information among the experiments and observations that make up the evidence stream \(c^n\).

Definition: The Average Expected Quality of Information For \(h_j\) fully outcome-compatible with \(h_i\) on each experiment and observation in the evidence stream \(c^n\), define the average expected quality of information, \(\bEQI\), from \(c^n\) for distinguishing \(h_j\) from \(h_i\), given \(h_i\cdot b\), as follows:

It turns out that the value of \(\EQI[c_k \pmid h_i /h_j \pmid b_{}]\) cannot be less than 0; and it must be greater than 0 just in case \(h_i\) is empirically distinct from \(h_j\) on at least one outcome \(o_{ku}\)—i.e., just in case it is empirically distinct in the sense that \(P[o_{ku} \pmid h_{i}\cdot b\cdot c_{k}] \ne P[o_{ku} \pmid h_{j}\cdot b\cdot c_{k}]\), for at least one outcome \(o_{ku}\). The same goes for the average, \(\bEQI[c^n \pmid h_i /h_j \pmid b]\).

Theorem: Nonnegativity of EQI.

\(\EQI[c_k \pmid h_i /h_j \pmid b_{}] \ge 0\); and \(\EQI[c_k \pmid h_i /h_j \pmid b_{}] \gt 0\) if and only if for at least one of its possible outcomes \(o_{ku}\),

As a result, \(\bEQI[c^n \pmid h_i /h_j \pmid b] \ge 0\); and \(\bEQI[c^n \pmid h_i /h_j \pmid b] \gt 0\) if and only if at least one experiment or observation \(c_k\) has at least one possible outcome \(o_{ku}\) such that

(For proof, see the supplement The Effect on EQI of Partitioning the Outcome Space More Finely—Including Proof of the Nonnegativity of EQI .)

In fact, the more finely one partitions the outcome space \(O_{k} = \{o_{k1},\ldots ,o_{kv},\ldots ,o_{kw}\}\) into distinct outcomes that differ on likelihood ratio values, the larger EQI becomes. [ 15 ] This shows that EQI tracks empirical distinctness in a precise way. The importance of the Non-negativity of EQI result for the Likelihood Ratio Convergence Theorem will become clear in a moment.

We are now in a position to state the second part of the Likelihood Ratio Convergence Theorem . It applies to all evidence streams not containing possibly falsifying outcomes for \(h_j\) when \(h_i\) holds—i.e., it applies to all evidence streams for which \(h_j\) is fully outcome-compatible with \(h_i\) on each \(c_k\) in the stream.

Likelihood Ratio Convergence Theorem 2—The Probabilistic Refutation Theorem.

Suppose the evidence stream \(c^n\) contains only experiments or observations on which \(h_j\) is fully outcome-compatible with \(h_i\)—i.e., suppose that for each condition \(c_k\) in sequence \(c^n\), for each of its possible outcomes possible outcomes \(o_{ku}\), either \(P[o_{ku} \pmid h_{i}\cdot b\cdot c_{k}] = 0\) or \(P[o_{ku} \pmid h_{j}\cdot b\cdot c_{k}] \gt 0\). In addition (as a slight strengthening of the previous supposition), for some \(\gamma \gt 0\) a number smaller than \(1/e^2\) (\(\approx .135\); where e ’ is the base of the natural logarithm), suppose that for each possible outcome \(o_{ku}\) of each observation condition \(c_k\) in \(c^n\), either \(P[o_{ku} \pmid h_{i}\cdot b\cdot c_{k}] = 0\) or

And suppose that the Independent Evidence Conditions hold for evidence stream \(c^n\) with respect to each of these hypotheses. Now, choose any positive \(\varepsilon \lt 1\), as small as you like, but large enough (for the number of observations n being contemplated) that the value of

For \(\varepsilon = 1/2^m\) and \(\gamma = 1/2^q\), this formula becomes,

(For proof see the supplement Proof of the Probabilistic Refutation Theorem .)

This theorem provides sufficient conditions for the likely refutation of false alternatives via exceeding small likelihood ratios. The conditions under which this happens characterize the degree to which the hypotheses involved are empirically distinct from one another. The theorem says that when these conditions are met, according to hypothesis \(h_i\) (taken together with \(b\cdot c^n)\), the likelihood is near 1 that that one of the outcome sequence \(e^n\) will occur for which the likelihood ratio is smaller than \(\varepsilon\) (for any value of \(\varepsilon\) you may choose). The likelihood of getting such an evidential outcome \(e^n\) is quite close to 1—i.e., no more than the amount

below 1. (Notice that this amount below 1 goes to 0 as n increases.)

It turns out that in almost every case (for almost any pair of hypotheses) the actual likelihood of obtaining such evidence (i.e., evidence that has a likelihood ratio value less than \(\varepsilon)\) will be much closer to 1 than this factor indicates. [ 16 ] Thus, the theorem provides an overly cautious lower bound on the likelihood of obtaining small likelihood ratios. It shows that the larger the value of \(\bEQI\) for an evidence stream, the more likely that stream is to produce a sequence of outcomes that yield a very small likelihood ratio value. But even if \(\bEQI\) remains quite small, a long enough evidence stream, n , of such low-grade evidence will, nevertheless, almost surely produce an outcome sequence having a very small likelihood ratio value. [ 17 ]

Notice that the antecedent condition of the theorem, that “either

for some \(\gamma \gt 0\) but less than \(1/e^2\) (\(\approx .135\))”, does not favor hypothesis \(h_i\) over \(h_j\) in any way. The condition only rules out the possibility that some outcomes might furnish extremely strong evidence against \(h_j\) relative to \(h_i\)—by making \(P[o_{ku} \pmid h_{i}\cdot b\cdot c_{k}] = 0\) or by making

less than some quite small \(\gamma\). This condition is only needed because our measure of evidential distinguishability, QI, blows up when the ratio

is extremely small. Furthermore, this condition is really no restriction at all on possible experiments or observations. If \(c_k\) has some possible outcome sentence \(o_{ku}\) that would make

(for a given small \(\gamma\) of interest), one may disjunctively lump \(o_{ku}\) together with some other outcome sentence \(o_{kv}\) for \(c_k\). Then, the antecedent condition of the theorem will be satisfied, but with the sentence ‘\((o_{ku} \vee o_{kv})\)’ treated as a single outcome. It can be proved that the only effect of such “disjunctive lumping” is to make \(\bEQI\) smaller than it would otherwise be (whereas larger values of \(\bEQI\) are more desirable). If the too strongly refuting disjunct \(o_{ku}\) actually occurs when the experiment or observation \(c_k\) is conducted, all the better, since this results in a likelihood ratio

smaller than \(\gamma\) on that particular evidential outcome. We merely failed to take this more strongly refuting possibility into account when computing our lower bound on the likelihood that refutation via likelihood ratios would occur.

The point of the two Convergence Theorems explored in this section is to assure us, in advance of the consideration of any specific pair of hypotheses, that if the possible evidence streams that test them have certain characteristics which reflect their evidential distinguishability, it is highly likely that outcomes yielding small likelihood ratios will result. These theorems provide finite lower bounds on how quickly convergence is likely to occur. Thus, there is no need to wait through some infinitely long run for convergence to occur. Indeed, for any evidence sequence on which the probability distributions are at all well behaved, the actual likelihood of obtaining outcomes that yield small likelihood ratio values will inevitably be much higher than the lower bounds given by Theorems 1 and 2.

In sum, according to Theorems 1 and 2, each hypothesis \(h_i\) says , via likelihoods, that given enough observations, it is very likely to dominate its empirically distinct rivals in a contest of likelihood ratios. The true hypothesis speaks truthfully about this, and its competitors lie. Even a sequence of observations with an extremely low average expected quality of information is very likely to do the job if that evidential sequence is long enough. Thus (by Equation 9* ), as evidence accumulates, the degree of support for false hypotheses will very probably approach 0, indicating that they are probably false; and as this happens, (by Equations 10 and 11) the degree of support for the true hypothesis will approach 1, indicating its probable truth. Thus, the Criterion of Adequacy (CoA) is satisfied.

Up to this point we have been supposing that likelihoods possess objective or agreed numerical values. Although this supposition is often satisfied in scientific contexts, there are important settings where it is unrealistic, where hypotheses only support vague likelihood values, and where there is enough ambiguity in what hypotheses say about evidential claims that the scientific community cannot agree on precise values for the likelihoods of evidential claims. [ 18 ] Let us now see how the supposition of precise, agreed likelihood values may be relaxed in a reasonable way.

Recall why agreement, or near agreement, on precise values for likelihoods is so important to the scientific enterprise. To the extent that members of a scientific community disagree on the likelihoods, they disagree about the empirical content of their hypotheses, about what each hypothesis says about how the world is likely to be. This can lead to disagreement about which hypotheses are refuted or supported by a given body of evidence. Similarly, to the extent that the values of likelihoods are only vaguely implied by hypotheses as understood by an individual agent, that agent may be unable to determine which of several hypotheses is refuted or supported by a given body of evidence.

We have seen, however, that the individual values of likelihoods are not really crucial to the way evidence impacts hypotheses. Rather, as Equations 9–11 show, it is ratios of likelihoods that do the heavy lifting. So, even if two support functions \(P_{\alpha}\) and \(P_{\beta}\) disagree on the values of individual likelihoods, they may, nevertheless, largely agree on the refutation or support that accrues to various rival hypotheses, provided that the following condition is satisfied:

• whenever possible outcome sequence \(e^n\) makes \[\frac{P_{\alpha}[e^n \pmid h_{j}\cdot b\cdot c^{n}]}{P_{\alpha}[e^n \pmid h_{i}\cdot b\cdot c^{n}]} \lt 1,\] it also makes \[\frac{P_{\beta}[e^n \pmid h_{j}\cdot b\cdot c^{n}]}{P_{\beta}[e^n \pmid h_{i}\cdot b\cdot c^{n}]} \lt 1;\]
• whenever possible outcome sequence \(e^n\) makes \[\frac{P_{\alpha}[e^n \pmid h_{j}\cdot b\cdot c^{n}]}{P_{\alpha}[e^n \pmid h_{i}\cdot b\cdot c^{n}]} \gt 1,\] it also makes \[\frac{P_{\beta}[e^n \pmid h_{j}\cdot b\cdot c^{n}]}{P_{\beta}[e^n \pmid h_{i}\cdot b\cdot c^{n}]} \gt 1;\]
• each of these likelihood ratios is either close to 1 for both of these support functions, or is quite far from 1 for both of them. [ 19 ]

When this condition holds, the evidence will support \(h_i\) over \(h_j\) according to \(P_{\alpha}\) just in case it does so for \(P_{\beta}\) as well, although the strength of support may differ. Furthermore, although the rate at which the likelihood ratios increase or decrease on a stream of evidence may differ for the two support functions, the impact of the cumulative evidence should ultimately affect their refutation or support in much the same way.

When likelihoods are vague or diverse, we may take an approach similar to that we employed for vague and diverse prior plausibility assessments. We may extend the vagueness sets for individual agents to include a collection of inductive support functions that cover the range of values for likelihood ratios of evidence claims (as well as cover the ranges of comparative support strengths for hypotheses due to plausibility arguments within b , as represented by ratios of prior probabilities). Similarly, we may extend the diversity sets for communities of agents to include support functions that cover the ranges of likelihood ratio values that arise within the vagueness sets of members of the scientific community.

This broadening of vagueness and diversity sets to accommodate vague and diverse likelihood values makes no trouble for the convergence to truth results for hypotheses. For, provided that the Directional Agreement Condition is satisfied by all support functions in an extended vagueness or diversity set under consideration, the Likelihood Ratio Convergence Theorem applies to each individual support function in that set. For, the proof of that convergence theorem doesn’t depend on the supposition that likelihoods are objective or have intersubjectively agreed values. Rather, it applies to each individual support function \(P_{\alpha}\). The only possible problem with applying this result across a range of support functions is that when their values for likelihoods differ, function \(P_{\alpha}\) may disagree with \(P_{\beta}\) on which of the hypotheses is favored by a given sequence of evidence. That can happen because different support functions may represent the evidential import of hypotheses differently, by specifying different likelihood values for the very same evidence claims. So, an evidence stream that favors \(h_i\) according to \(P_{\alpha}\) may instead favor \(h_j\) according to \(P_{\beta}\). However, when the Directional Agreement Condition holds for a given collection of support functions, this problem cannot arise. Directional Agreement means that the evidential import of hypotheses is similar enough for \(P_{\alpha}\) and \(P_{\beta}\) that a sequence of outcomes may favor a hypothesis according to \(P_{\alpha}\) only if it does so for \(P_{\beta}\) as well.

Thus, when the Directional Agreement Condition holds for all support functions in a vagueness or diversity set that is extended to include vague or diverse likelihoods, and provided that enough evidentially distinguishing experiments or observations can be performed, all support functions in the extended vagueness or diversity set will very probably come to agree that the likelihood ratios for empirically distinct false competitors of a true hypothesis are extremely small. As that happens, the community comes to agree on the refutation of these competitors, and the true hypothesis rises to the top of the heap. [ 20 ]

What if the true hypothesis has evidentially equivalent rivals? Their posterior probabilities must rise as well. In that case we are only assured that the disjunction of the true hypothesis with its evidentially equivalent rivals will be driven to 1 as evidence lays low its evidentially distinct rivals. The true hypothesis will itself approach 1 only if either it has no evidentially equivalent rivals, or whatever equivalent rivals it does have can be laid low by plausibility arguments of a kind that don’t depend on the evidential likelihoods, but only show up via the comparative plausibility assessments represented by ratios of prior probabilities.

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• Confirmation and Induction . Really nice overview by Franz Huber in the Internet Encyclopedia of Philosophy .
• Inductive Logic , (in PDF), by Branden Fitelson, Philosophy of Science: An Encyclopedia , (J. Pfeifer and S. Sarkar, eds.), Routledge. An extensive encyclopedia article on inductive logic.
• Teaching Theory of Knowledge: Probability and Induction . A very extensive outline of issues in Probability and Induction, each topic accompanied by a list of relevant books and articles (without links), compiled by Brad Armendt and Martin Curd.
• Probabilistic Confirmation Theory and Bayesian Reasoning . An annotated bibliography of influential works compiled by Timothy McGrew.
• Bayesian Networks Without Tears , (in PDF), by Eugene Charniak (Computer Science and Cognitive Science, Brown University). An introductory article on Bayesian inference.
• Miscellany of Works on Probabilistic Thinking . A collection of on-line articles on Subjective Probability and probabilistic reasoning by Richard Jeffrey and by several other philosophers writing on related issues.
• Fitelson’s course on Confirmation Theory . Main page of Branden Fitelson’s course on Confirmation Theory. The Syllabus provides an extensive list of links to readings. The Notes, Handouts, & Links page has Fitelson’s weekly course notes and some links to useful internet resources on confirmation theory.
• Fitelson’s course on Probability and Induction . Main page of Branden Fitelson’s course on Probability and Induction. The Syllabus provides an extensive list of links to readings on the subject. The Notes & Handouts page has Fitelson’s powerpoint slides for each of his lectures and some links to handouts for the course. The Links page contains links to some useful internet resources.

Bayes’ Theorem | epistemology: Bayesian | probability, interpretations of

Acknowledgments

Thanks to Alan Hájek, Jim Joyce, and Edward Zalta for many valuable comments and suggestions. The editors and author also thank Greg Stokley and Philippe van Basshuysen for carefully reading an earlier version of the entry and identifying a number of typographical errors.

Copyright © 2018 by James Hawthorne < hawthorne @ ou . edu >

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15 Inductive Reasoning Examples

Inductive reasoning involves using patterns from small datasets to come up with broader generalizations. For example, it is used in opinion polling when you poll 1,000 people and use that data to come up with an estimate of broader public opinion.

Typically, inductive reasoning moves from the specific to the general; and can be understood as educated guesses, assumptions and/or hypotheses drawn from specific incidents.

However, it also has its weaknesses. It cannot provide concrete evidence because it always relies extrapolation and probability.

Inductive logic or inductive reasoning is often contrasted with deductive reasoning which is where the general moves to the specific (in other words: what is generally assumed to be true as a broader phenomenon is assumed to hold in a specific case or circumstance).

Advantages and Disadvantages of Inductive Reasoning

Well-formulated inductive reasoning examples, 1. polling and surveys.

“We surveyed 1,000 people across the county and 520 of them said they will vote to re-elect the mayor. We estimate that 52% of the county will vote for the mayor and he will be re-elected.”

Many statisticians make a living from conducting tried-and-true inductive reasoning studies. We often call this “polling data”. Polls will look at a sample size that is often large enough to have a 95% probability of being correct (that is p = <0.05 ) which is the generally accepted threshold of probability in academic studies.

Polls can help governments and politicians to create policies that are responsive to popular opinion.

However, polls are not always right, and often, statisticians have to re-calibrate their metrics after every general election to get a better understanding of polling bias.

For example, if the statisticians conduct their polls by phone, it may be the case that older people tend to answer their phone more than younger people, and older people may skew their vote in one way or another, which skews the overall polling numbers! They need to account for these biases, which makes their job of making generalizations from patterns very difficult at times.

2. Bonus Structure

“In a study of fifteen employees in my business, I found that a 10% bonus structure raised revenues by 20%. I will now roll-out the bonus structure to all employees.”

In this example of reasoning , a business owner has used a small dataset to identify a trend, which gave them sufficient confidence to roll out their intervention across the entire workplace.

If the business owner didn’t do this initial study, they wouldn’t have any indicative data to rely upon in order to feel confident about their decision. Here, we see how inductive reasoning can be used to help us make more informed decisions.

This doesn’t mean that the business owner will have the same success rate when he introduces the bonuses to everyone, but at least he can proceed with greater confidence than before.

3. Seasonal Trends

“For five years in a row, I have seen bears in the woods in June but not May. This year, I expect to wait until June to see a bear in the woods.”

We can also use inductive reasoning to make assumptions in our own lives. In the above example, a person who lives near the woods has identified a seasonal trend that allows them to generalize and predict future patterns.

This sort of seasonal prediction has been around for millennia. Nomads saw patterns in the land and decided to go on annual migrations based on their hypotheses that certain lands would be more fertile at certain times of year. Similarly, agriculturalists use seasonal trends to reason about when to plant their seeds. This doesn’t mean every year will be perfect (to this day, some seasons are terrible for crop yield).

4. Archaeological Digs

“We dug up three pots within a thirty square foot area. We should focus our dig efforts on this area to see what else we can dig up.”

Archaeology also regularly relies upon inductive reasoning. An archaeologist will find signs of human occupation in a location and use those signs as reason the intensify focus on that area.

In these instances, they are inducing that there are likely to be more remnants of civilization around the first remnants due to the assumption that humans may have settled or camped in that specific location.

5. Traffic Patterns

“I have noticed that traffic is bad between 7.30am and 9am. I will drive to the grocery store after 9am to avoid the traffic.”

We even use inductive reason regularly when planning out our days. We make observations about the things around us and use them to make generalizations and predictions.

In the above example, the person has noticed that traffic is worst just before the work day begins, so avoids driving during that period. This is a generalization that can help the person make informed decisions. While it’s not guaranteed that traffic will be better at 9.30am than 8.30am (there may be a car crash at any time of day!), inductive reasoning states that it is likely that traffic will be better at 9.30am than 8.30am.

Poorly-Formulated Inductive Reasoning Examples

6. dog breeds.

“Despite what the government says about Pitt Bulls, the only Pitt Bulls I have ever met were extremely friendly and sweet. Pitt Bulls must therefore not be a dangerous breed.”

While it may well be the case that this person has not personally encountered a hostile or aggressive Pitt Bull, numerous studies have been done indicating that Pitt Bulls, on average, are more aggressive than other dog breeds; whether or not this is inherently true remains speculation. Many cities have also banned the breed since they’ve resulted in the vast majority of dog fatally-related incidents and injuries , relative to the other dog breeds that exist. 

This example illustrates how inductive logic goes from specific incidences and applies them as a general rule or conclusion on a given matter.

7. Job Salary and Occupation

“John is a lawyer, and he makes a lot of money. All lawyers make tons of money.”

Appearances can be deceiving, and though basic logic might indicate that something is true, it does not always hold in each situation. While it’s reasonable to assume that people within a certain occupation may earn a lot of money since, generally speaking, the job is associated with a higher salary—it is not always the case in every circumstance.

Some lawyers, for example, do pro-bono work, others may be employed by the government and work as public defenders for individuals that may lack the means to hire their own legal counsel.

8. Nationality

“My dad is Russian and he has blonde hair and blue eyes. All Russian people must have blonde hair and blue eyes.”

This illustrates the inductive reasoning fallacy by moving from an isolated or single case and applying it as a general rule or broadly applicable conclusion. We know that just because a person bears certain physical traits that may be generally affiliated with a geographical region, that does not mean all individuals from the same place will share those same physical traits.

This shows how inductive reasoning can result in incorrect conclusions and/or false assumptions by using specific instances to draw conclusions.

9. Left-Handedness

“All of my siblings are left-handed, and we are all talented artists. People that are left-handed are more creative and artistically inclined than those that are right-handed.”

It could seem reasonable for this person to assume (based on the evidence that they are exposed to,) that left-handed people are naturally more creative and artistic than their right-handed counterparts. Despite appearances, it is not proven that left-handed people are in fact more artistic than right-handed people .

The misstep in logic occurs from making the move from the specific to the general without having sufficient evidence to substantiate the claim as a generally applicable rule.

10. Rainy Weather

“I was in Seattle for a week, and it rained for all seven days I was there. It is always raining in Seattle.”

There’s no question that Seattle gets a lot of rain and is objectively regarded as a very rainy city. Even still, it would be false to conclude that it rains every single day without fail since this is not the case.

To correct the false conclusion or error in logic, we would revise the statement to some form of the following—each day I was in Seattle it rained; therefore, it is often raining in Seattle.

11. Buying Avocados

“While shopping for groceries, I was in the produce section checking for ripe avocados. I picked up one avocado and it was not ripe enough to eat. I picked up another and it was also underripe. There must not be any ripe avocados at this grocery store.”

While it’s possible that there are not any ripe avocados at the grocery store the person is perusing, this is not conclusive until he or she has inspected each avocado in the bin on how its ripeness. It’s clear that picking up a few avocados and determining that they are not ripe enough to eat does not necessarily indicate the remaining avocados in the bin will be underripe. This abrogates logic and demonstrates the error in inductive reasoning.

12. Food Poisoning

“The last time I ate at this Japanese restaurant I got terrible food poisoning. Do not go and eat at this Japanese restaurant because you will get food poisoning and be extremely sick.”

One incident of food poisoning does not indicate a general pattern or broad truth, and it certainly does not follow that just because a person got food poisoning from eating at a restaurant one time, anyone who eats at that same restaurant will necessarily get food poisoning.

The problem with fallacies in inductive reasoning is that it looks to establish a claim on what is true and factual in general, and while it may well be true in an individual case, it is unlikely to hold in each case without fail.

13. Buying A Mattress

“I have purchased four different mattresses on Amazon. None of them were comfortable, and so I returned all four. Amazon doesn’t have good-quality mattresses.”

This takes a similar structure to the previous example on buying avocados. It’s clear how it would be tempting for this person to conclude, based on their personal experience, that Amazon doesn’t have decent mattresses available to purchase.

However, until the person has actually tried each mattress for sale on Amazon, they cannot say conclusively that all mattresses for sale on Amazon are of poor quality. This would be a false assumption that uses the fallacy of inductive reasoning to draw a conclusion.

14. Penguins

“Penguins are birds and they can’t fly. Therefore, it must be true that birds cannot fly.”

Penguins are a kind of bird and cannot fly; but this does not mean that birds, in general, cannot fly. We know birds can fly—so to assume that birds cannot fly because penguins cannot fly is false and uses flawed inductive logic to formulate its conclusion.

If a person saw a crow and said “crows are birds and can fly, so all birds can fly”, it would also be a false inductive generalization. The person should gather a larger dataset of different types of birds before formulating their hypothesis.

15. Rap Music

“The few rap songs that I’ve listened to included remarks that were inappropriate. Therefore, all rap music is inappropriate.”

While rap music can certainly have some uncouth lyrics, it is surely not the case that rap music is inherently bad, or that every single rap song that exists is not acceptable. There are many rap musicians who rap positive lyrics.

Therefore, this is an overgeneralization (often used by parents!) that aims to exclude the good with the bad, rather than taking a more nuanced look at the issue at hand.

Read Next: Abductive Reasoning Examples

Inductive reasoning is a useful tool in education (see: inductive learning ), scholarly research and everyday life in order to identify trends and make predictions. It is a type of inference that helps us to narrow-down the field of likely consequences of actions and empowers us to make more effective decisions.

However, it’s also important to remember that the fallacy of inductive reasoning is incredibly common and can crop up in regular conversation, debates, the media and online discussions. It’s easy to jump to false conclusions or to assume a general pattern where one may not exist.

Generally, we can resolve the problem of hasty generalizations by ensuring our initial dataset is truly representative and large enough that induction can occur with a smaller margin of error.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Animism Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 10 Magical Thinking Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Social-Emotional Learning (Definition, Examples, Pros & Cons)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is Educational Psychology?

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Inductive Reasoning (Definition + Examples)

When faced with stress, how do you determine the best way to alleviate it? Do you go for a run? Eat something? Listen to loud music? Your choices are often influenced by recalling which solutions have consistently provided relief.

For many people, deciding how to deal with emotions or what they should do next requires looking back to past experiences. If a quick walk around the block made you feel better after a stressful day, you may decide to take a quick walk around the block the next time you have a stressful day. This decision-making process, concluding previous experiences, is known as inductive reasoning .

What is Inductive Reasoning?

Inductive reasoning is a method where specific observations or experiences are used to reach a broader, general conclusion. In contrast to deductive reasoning, which starts with a general statement and examines the possibilities to reach a specific conclusion, inductive reasoning begins with specific examples and tries to form a general rule.

Consider the example I presented earlier:

Premise A: Your mother told you that walking around the block would be good for stress relief.

Premise B: Your doctor recommends 30 minutes of walking daily to relieve stress.

Premise C: Last week, after a stressful day, you walked around the block and felt better.

From these observations, you might conclude that 30 minutes of walking around the block will help alleviate stress.

In essence, inductive reasoning uses individual observations and experiences to formulate more general conclusions.

For inductive reasoning to work, you must collect past experiences and observations. We do this naturally, just by living! Then, when you encounter a situation similar to these past experiences, you draw on them for a better picture of outcomes.

For example, maybe you have dealt with little siblings or cousins who respond to certain reinforcements or punishments in certain ways. When you get a job as a teacher, you may draw on those experiences when you make decisions about discipline because you have concluded that all children respond well to one strategy or another.

Who is the Father of Inductive Reasoning?

Francis Bacon is considered the father of inductive reasoning, as he is considered the father of empiricism. Empiricism is the theory that all of our knowledge is pulled from our experiences and senses (as opposed to more innate knowledge.) Inductive reasoning uses our senses and experiences to make judgments.

Characteristics of Inductive Reasoning

If you understand deductive reasoning ,  you might notice that the induction process isn’t as solid.

Rather than using broad generalizations, induction takes single experiences or facts as premises. This premise could be something you’ve personally experienced or witnessed or an experience told to you by a friend, parent, TV personality, etc.

The premises provide some evidence to build a conclusion. You might think, “But the conclusion might not be true if you’re just pulling from a one-time occurrence or a handful of experiences.” To that, I say you are right.

Conclusions derived from induction don’t make them the truth. They show the probability of an event occurring. Sure, you are likely to feel better after you’ve walked around the block, but there is no solid guarantee that you will feel less stressed after your next walk.

There are problems within induction (I’ll speak to those later,) but often, our inductive reasoning helps us make the best choices for ourselves. If we find ourselves taking a walk and still feeling stressed, we may use inductive reasoning to break down what other events could affect our stress, our walk, and the connection between the two.

Of course, the statement that “inductive reasoning generally gives us a usable conclusion” is a conclusion derived from inductive reasoning itself.

Exploring the Philosophies Behind Inductive Reasoning

The concept of inductive reasoning has been deeply entwined with philosophical discourse since its inception. Philosophers have contemplated and debated the nature, validity, and limitations of induction. Delving into the philosophical underpinnings of inductive reasoning can offer a richer understanding of the topic.

• David Hume and the Problem of Induction: The Scottish philosopher David Hume is perhaps the most famous critic of inductive reasoning. In the 18th century, he posed the "Problem of Induction," which questions the logical justification for making predictions based on past experiences. He argued that we cannot rationally justify the belief that the future will resemble the past, making all inductive conclusions inherently uncertain.
• Karl Popper and Falsifiability: 20th-century philosopher Karl Popper proposed a significant shift in scientific methodology, emphasizing falsifiability over verification. Rather than using induction to confirm hypotheses, he believed science should aim to falsify them. For Popper, no number of positive outcomes can confirm a scientific theory, but a single counterexample can disprove it.
• Bayesianism: Rooted in the work of the 18th-century statistician and minister Thomas Bayes, Bayesianism is a philosophical approach to probability and induction. Bayesianism focuses on how subjective beliefs should evolve in the light of new evidence. It uses a mathematical framework to incorporate prior beliefs with new evidence to arrive at posterior beliefs.
• Pragmatism and Induction: American philosophers like C.S. Peirce argued for the practical value of inductive reasoning. From a pragmatist perspective, even if induction can't be justified in absolute logical terms, it is a necessary and effective tool for navigating our world. Its consistent success in a myriad of contexts, for pragmatists, grants it legitimacy.
• Evolutionary Justifications: Some contemporary thinkers suggest that our inductive capacities have evolutionary roots. If our ancestors hadn't been adept at making reliable predictions based on past experiences (e.g., predicting that certain predators are dangerous because of past encounters), they wouldn't have survived. Thus, while induction might never achieve logical certainty, its evolutionary origins could indicate its general reliability.

In essence, while inductive reasoning remains a practical tool for navigating our experiences and predicting outcomes, its philosophical underpinnings reveal a world of debate about its validity, scope, and limitations. Understanding these philosophical perspectives enhances our grasp of the nuanced nature of induction and how it shapes and is shaped by broader epistemological concerns.

Where Is Inductive Reasoning Used?

Pretty much everywhere! Any time we draw on prior experiences to conclude, we can use inductive reasoning. We don’t always do this, but we can!

Examples of Inductive Reasoning In Everyday Life

Inductive reasoning is extremely common in our everyday world. A lot of the decisions you make are based on inductive reasoning. You have a headache and take a painkiller because past experiences have shown you that those painkillers work well in treating headaches.

Maybe you take a certain set of side streets because, in past experiences, it has been faster than the highway.

Maybe you buy CBD oil for your dog because, in the past, he has always responded well to it and not gotten sick.

This is just one type of induction. There are also different types of inductive reasoning that we use every day.

Example 1: If I Leave For Work at ___, I Can Avoid Traffic

Inductive reasoning pulls from our experiences to make conclusions. Let’s say you get a new job and have to be there at 9 a.m. every day. Unfortunately, you tend to encounter a lot of rush-hour traffic on your route. You experiment with leaving for work at different times.

One day, you leave for work at 8:30 and arrive at 9:15. The next day, you leave for work at 8:00 and arrive to work at 8:35. Another day, you leave for work at 8:15 and arrive to work at 8:50.

You conclude that rush hour traffic picks up between 8:15 and 8:30. If you leave for work around 8:15, you’ll get to work on time.

Example 2: You Pet a Cat on Its Head, and It Starts Purring. Pet The Cat On Its Belly and It Hisses…

Inductive reasoning can be used to conclude about one specific person, place, or thing. Let’s say you get a new cat. Your friend tells you that their cat loves belly rubs and asks if your cat is the same way. To answer your friend, you have to draw from past experiences. One time, you pet the cat on its head, and the cat started purring. Petting the cat on its back evoked a similar reaction. But the cat got finicky if you tried to rub its belly. You conclude that your cat doesn’t love belly rubs.

Example 3: Throwing Up From Tequila

Experimentation can lead to a lot of inductive reasoning. Take the first time you got drunk. You probably drank too much and got sick. The next time you got drunk, you also got sick. Later, you drink again - guess what happened? You got sick.

Through your observations and experimentation, you conclude that too much alcohol makes you sick. Sure, someone may have told you that you would get sick after drinking. But if you come to that conclusion through a series of observations and events, you have used inductive reasoning.

Example 4: Geometry

You have used inductive reasoning in your everyday life for years without knowing it. Many people don’t learn about inductive reasoning until they take a psychology course. Others learn about inductive reasoning in geometry or higher-level math classes.

Mathematicians use a specific process to create theorems or proven statements. Inductive reasoning cannot produce fool-proof theorems, but it can start the process. If someone is observing something, for example, that two triangles look congruent, they are using inductive reasoning. They have more work to do before they can prove once and for all that the two triangles are congruent, but inductive reasoning helps them kick things off.

Drawing Conclusions About the Past

Inductive reasoning doesn’t just predict what will happen in the future. It can also tell us what probably happened in the past. Take this example.

Premise A says that most babies where you come from are born in modern hospitals.

Premise B says that your friend Denise was born sometime in the last 20-30 years.

Premise C says that Denise was probably born in a hospital.

Of course, that is likely to be true, but it doesn’t mean it is. If Denise tells you that she was born in the back of a pickup truck, you shouldn’t argue with her based on the conclusion you came to through induction.

So there are many different ways that you can use inductive reasoning to sort out what has happened in the past and what may happen in the future. But you may not always be right.

You can also use analogy to conclude different properties of items. Analogies are comparisons between two things that help to clarify information. Through induction and analogy, you can predict likely characteristics, uses, etc., of different things.

Here’s an example.

Spinach is a green vegetable. It’s high in Vitamin A and Vitamin C but has a slightly bitter taste.

Spinach is a great vegetable to add to a healthy smoothie.

Kale is also a green vegetable. It’s also high in vitamins A and C, with a slightly bitter taste.

Using induction, one may assume that kale is also a great vegetable to add to a healthy smoothie.

We often use this type of induction to replace items that we cannot find at the home or the grocery store.

If I told you that 90% of people like my videos, I probably use inductive reasoning. If you hear any statistic that covers a large population, it was probably derived from inductive reasoning.

Statistics usually come from surveys or studies. We can’t study everyone worldwide, so we divide our studies into small, controlled groups. Once we get data from that control group, we use it to predict how a current population feels, reacts to a drug, makes a decision, etc.

You may take a survey among college students and find out that 66% of the students in the study don’t like cheese. You may conclude that 66% of college students don’t like cheese. You may also use this data to predict whether the next college student you meet will or won’t like cheese.

Control groups may give us a good look at the larger population if professionals choose the participants. They are also only effective at reaching conclusions if the control group is sizable enough.

If you surveyed two women and one of them said that they were a feminist and the other one said they were not, you should not conclude that half of all women are feminists. You would need to expand your survey greatly, account for demographics, and look at your study before you could come to any conclusions worth sharing or publishing.

Test your inductive reasoning skills with this puzzle posted on Reddit !

Problems with Inductive Reasoning

You might have been able to spot some of the holes that we can poke in inductive reasoning.

Small control groups

Poor control groups are one way to come to flawed conclusions through inductive reasoning. The feminist example that I just used happens all the time.

Online surveys conducted by organizations who are not professionals may take a survey from a few hundred people, share the conclusion, and spark outrage from people who may not agree or be offended by the result. But the outrage is all based on lies and false conclusions.

Outside Factors

Arguably the biggest problem with inductive reasoning is that the conclusion is not a guaranteed truth. Sure, you might like spinach in your smoothies, and it is very similar to kale. But you might not like the taste of kale. Or the texture of kale. Or the smoothie you try and make with kale doesn’t blend well with the smoothie you made with spinach.

Does that completely dismantle the entire idea of inductive reasoning? Not at all. But it’s something to be aware of.

Outside factors will almost always impact your conclusions. There are a lot of premises that are not necessarily true that you could use to argue that kale is or is not good in a smoothie based on what you know about the similarities between spinach and kale.

And, just because the first smoothie you make with kale doesn’t taste as good as the smoothie you made with spinach doesn’t mean the next smoothie you make with kale will taste bad. But you might avoid kale for a while based on your past experiences using it in a smoothie. That’s still using inductive reasoning.

Inductive reasoning is easy to do, convenient for finding answers, and works most of the time. But it should not be the sole process used to make conclusions about a group of people, a very important outcome, and other things that may make a huge impact.

Inductive vs Deductive Reasoning

Inductive reasoning is often taught side by side with deductive reasoning. We learn inductive reasoning much earlier than we learn deductive reasoning. Jean Piaget , the famed psychologist in child development , theorized that children develop inductive reasoning around 7.

It makes sense. A child touches a hot stove, and they burn their hand. The next time they are near the hot stove, they are likely to remember what happened the last time they touched the stove. They’ll avoid the hot stove and avoid the burn.

Deductive reasoning comes to children at ages 11 or 12. It’s a form of “top-down” logic to inductive’s “bottom-up” logic.

You need to understand basic, broad facts about the world to conclude them. With deductive reasoning, you don’t have memories of experiences to guide your reasoning. You have to know things like “all dogs are mammals” or “all humans are mortal” to narrow your reasoning down to conclusions that you might not be able to grasp.

Another big difference between induction and deduction is that deductive reasoning has stricter rules. Every premise has to be true. If there are exceptions to the premise, you can’t come to a true conclusion. Your conclusion may be valid, but it won’t be true. (And yes, there is a difference in philosophy.)

Test Your Knowledge of Inductive Reasoning

Alright, it’s test time! I will give you three questions to test your knowledge of induction. No cheating!

First question:

Induction uses ______ as evidence to come to conclusions.

Answer: Past experiences!

Second question:

Can you get the truth from induction?

Answer: Not in the philosophical sense. Since each premise does not have to be true, induction will only tell you what is likely true.

Last question:

Which form of reasoning do children develop first?

A: Deduction

B: Induction

C: They develop them at the same time!

The answer is B. Children develop the ability to learn through inductive reasoning at age 6 or 7. They typically understand—deduction later in their development.

Related posts:

• Deductive Reasoning (Definition + Examples)
• Circular Reasoning (29 Examples + How to Avoid)
• Perceptual Reasoning (Definition + Examples)
• Equivocation Fallacy (26 Examples + Description)
• Begging the Question Fallacy (29 Examples + Definition)

Reference this article:

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The order of the report sections will depend on whether you are required to write an inductive or deductive report. Your assignment question should make this clear.

Inductive report

An inductive report involves moving from the specific issues, as outlined in the discussion, to the more general, summarised information, as displayed in the conclusions and recommendations:

• Conclusions
• Recommendations

Such reports are ideal for an audience who has the time to read the report from cover to cover, and also in instances where the findings may be somewhat controversial, hence, the need to demonstrate your reasoning and evidence, as laid out in the discussion, for the recommendations decided upon.

Deductive report

In contrast, in a deductive report you move from the general to the specific:

This type of order is effective when faced with an audience who does not have time to read the whole document, but can access the conclusions and recommendations. Consequently, such an order is also appropriate for reports which are not contentious or unexpected in their decision outcomes and recommendations.

Page authorised by Director - Centre for Learner Success Last updated on 25 October, 2012

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How to Write a Deductive Essay Like Immanuel Kant?

Did you know that Immanuel Kant, an influential 18th-century German philosopher, significantly contributed to how we write a deductive essay today through his groundbreaking work in epistemology and metaphysics? Kant's emphasis on rationalism and the nature of human cognition profoundly impacted the structure and approach to deductive reasoning in academic discourse. 

In his seminal work, the "Critique of Pure Reason," Kant explored the relationship between a priori knowledge and deductive rationale, arguing that certain truths are inherent in the structure of human thought. This perspective had a lasting impact on how philosophers and writers approached deductive essays, encouraging a deeper consideration of the inherent principles guiding logical thought processes. 

In this article, we will use Kant's insights to show you how to compose engaging deductive essays without straining yourself. 

What Is a Deductive Essay

According to the definition, a deductive essay is a form of academic writing that follows a logical and structured approach to presenting an argument or thesis. In this type of essay, the author begins with a general premise or hypothesis and then provides specific evidence and examples to support and validate the initial assertion. The deductive process involves moving from the general to the specific, ultimately leading to a well-founded conclusion.

Unlike inductive reasoning, which derives general principles from specific observations, papers start with a broad statement and work towards a more specific and nuanced understanding. Every essay writer sees the purpose of a deductive essay to convince the reader of the validity of the central claim through a carefully crafted sequence of logical steps and evidence, demonstrating a clear and persuasive line of thought.

Deductive vs Inductive Writing Styles

Deductive and inductive reasoning represent contrasting approaches to logical thinking and are fundamental in shaping the structure of arguments and essays. Deductive writing begins with a general statement or hypothesis and then narrows down to specific conclusions through a series of logical steps. The process is characterized by moving from the broader to the more specific, aiming to demonstrate the inherent truth of the initial proposition. If the general premise in deductive thinking is true and the logical steps are valid, the conclusion is deemed certain. This form of rationale is often associated with formal logic and mathematical proofs, making it a structured and rigorous method for constructing arguments.

On the other hand, the difference between deductive and inductive reasoning starts with specific observations or evidence and moves toward broader generalizations or theories. Unlike deductive logic, inductive arguments do not guarantee the truth of their conclusions. Instead, they aim to establish a likely probability. Inductive writing is prevalent in scientific inquiry, where empirical observations lead to formulating hypotheses and theories. It acknowledges the inherent uncertainty in drawing broad conclusions from specific instances and allows for knowledge development through cumulative evidence and repeated observations. Both deductive and inductive writing styles play vital roles in critical thinking and shaping the persuasive power of various forms of discourse, including essays and academic writing.

Deductive Essay Example

Check out this deductive essay example designed to elucidate the methodology and highlight how deductive reasoning constructs a persuasive argument. Study our analysis of the correlation between smartphone usage and sleep quality to observe the effectiveness of this logical writing approach in practical application. By the way, if you enjoy this example and want a paper of similar quality, try our custom research paper writing solution for a quick and consistent result.

How to Write a Deductive Essay

Writing a deduction essay involves several key aspects contributing to its effectiveness and coherence. By paying attention to these aspects, writers can effectively convey their deductive reasoning, creating essays that are both persuasive and intellectually satisfying.

1. Clear Thesis Statement

Begin with brainstorming deductive essay topics and then presenting a clear and concise thesis statement that conveys the main argument or hypothesis. This statement serves as the foundation for the entire essay and guides the reader in understanding the central claim.

2. Logical Structure

Deductive essays require a well-organized structure that follows a logical progression. Typically, the essay moves from a general premise to specific evidence and then to a conclusive statement. Each paragraph should build upon the previous one, creating a coherent and convincing argument.

3. Evidential Support

Providing strong evidence to support the central thesis is crucial in deductive reasoning. Relevant examples, facts, or data should support each step in the argument. This evidential support enhances the credibility of the essay and strengthens the logical flow of ideas.

4. Clarity in Reasoning

Deduction essays demand clarity in reasoning. Each step in the logical sequence should be explicit and easy for the reader to follow. Avoid ambiguity and ensure that the connections between the general premise, specific evidence, and the conclusion are transparent.

5. Conclusion and Recapitulation

A deductive essay concludes by summarizing the key points and restating the thesis in light of the presented evidence. The conclusion should reaffirm the logical connections established throughout the essay and leave a lasting impression on the reader, reinforcing the validity of the central argument. If you want to learn how to write an essay fast , this guide will definitely help!

What Are Deductive Arguments

Deductive arguments form a category of reasoning where the conclusion logically follows from the premises, providing a form of certainty if the premises are true. These arguments are characterized by moving from the general to the specific, and the structure ensures that if the premises are accurate, the conclusion must be true. In other words, deductive reasoning is concerned with the necessity of the conclusion based on the provided premises. This process mirrors a top-down approach, where a broad statement or hypothesis leads to more specific, grounded outcomes through a series of logical steps.

If you want to really learn how to write deductive essay, presenting a rigid deductive argument is a must-do. If the initial premise is true and the reasoning is valid, the conclusion is considered certain or logically necessary. Deductive arguments are prevalent in mathematics, formal logic, and various scientific disciplines where precision and certainty are essential. Philosophers like Aristotle and later logicians have extensively studied and formalized deductive reasoning, contributing to its prominence in logical discourse.

While deductive arguments offer a high degree of certainty, it is crucial to distinguish them from inductive reasoning. Inductive arguments involve moving from specific observations to broader generalizations and only provide a degree of probability rather than certainty. Deductive reasoning, emphasizing logical necessity, is fundamental in constructing rigorous and convincing arguments in various academic and intellectual domains.

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Structure of a DeducDeductive Essay Structure

Much like a well-orchestrated symphony, a deductive essay unfolds with precision, building from a sweeping general premise to a finely tuned conclusion. This essay structure symbolizes a deliberate journey where each paragraph serves as a stepping stone, leading readers through the intricate maze of deductive reasoning. In the symphony of words, the introduction sets the stage, the body paragraphs harmonize evidence, and the conclusion orchestrates a powerful finale, leaving an indelible imprint of logical prowess. So, let's unravel the layers of how to write an academic essay where persuasion meets the elegance of structured thoughts.

Introduction 

The structure of a deduction essay is characterized by a systematic progression from a general premise to a specific conclusion. The essay typically begins with an introduction with a clear and concise thesis statement, presenting the overarching argument. This thesis serves as the foundation for the subsequent development of the essay. Following the introduction, the body paragraphs unfold logically, each contributing to the overall deductive reasoning.

In the body of the essay, each paragraph is dedicated to a specific aspect or piece of evidence that supports the thesis. The writer starts with a general statement, laying out the initial premise, and then presents detailed evidence or examples. These specifics gradually lead the reader toward a more specific and focused understanding of the central argument. The logical progression ensures that each step in the argument is built upon the previous one, creating a coherent and convincing line of reasoning.

The conclusion of a deductive essay serves to summarize the key points and restate the thesis in light of the evidence provided. It reaffirms the logical connections established throughout the essay and emphasizes the validity of the central argument. The essay structure, therefore, mirrors the process of deductive reasoning itself, guiding the reader through a carefully crafted sequence of logical steps to arrive at a well-founded conclusion. This approach is essential for constructing a persuasive and intellectually satisfying composition. To learn more, consult our guide on how to write a conclusion for an essay .

Deductive Essay Key Considerations

Several key considerations merit thoughtful attention to ensure the effectiveness and persuasiveness of the argument presented. One fundamental aspect is the formulation of a clear and well-defined thesis statement. This statement is the guiding beacon for the entire essay, articulating the central premise from which logical deductions will flow. The clarity in the thesis not only aligns the writer's focus but also provides readers with a roadmap for the forthcoming journey of deductive reasoning.

Equally crucial is the logical structure of the essay. Deductive essays demand a systematic arrangement that moves seamlessly from the general to the specific. Each paragraph should be a carefully calibrated step in the logical sequence, building a persuasive case for the validity of the central argument. The interconnection of ideas and the seamless transition from one point to the next contribute significantly to the overall coherence and impact of the essay.

Moreover, the provision of compelling evidential support cannot be overstated. Deductive reasoning hinges on the strength and relevance of the evidence presented. Writers must meticulously select examples, facts, or data that directly support each logical step, reinforcing the argument's credibility. A well-supported deductive essay not only persuades but also instills confidence in the reader regarding the soundness of the conclusion drawn.

Finally, key writing considerations encompass the formulation of a clear thesis, the establishment of a logical structure, and the incorporation of compelling evidence. By addressing these considerations with precision, writers can construct deductive essays that not only showcase intellectual prowess but also leave a lasting impact on the audience.

Deductive Essay Writing Tips

Writing a deductive essay involves presenting a logical argument based on premises and drawing a conclusion. Remember that writing relies on the strength of the logic and evidence presented. Here are some tips to help you craft an effective paper:

1. Understand the Structure:

• Introduction: Provide a brief overview of the topic and state the thesis or main argument.
• Body Paragraphs: Present your premises separately, providing evidence and supporting details for each.
• Conclusion: Summarize the main points and restate the conclusion based on the premises.

2. Cogitate a  Thesis Statement:

• Clearly state your main argument or thesis in the introduction.
• Make sure your thesis is specific and debatable.
• Consult a deductive essay example for inspiration.

3. Identify Premises:

• Clearly state the premises that lead to your conclusion.
• Each premise should be logically connected to the others.

4. Logical Order:

• Present your premises in a logical order, starting with the most general and progressing to the more specific.
• Ensure a clear and coherent flow between paragraphs.

5. Provide Evidence:

• Support each premise with relevant evidence, examples, or data.
• Use credible sources to strengthen your arguments.

6. Avoid Fallacies:

• Be aware of common logical fallacies and avoid using them in your arguments.
• Common fallacies include hasty generalizations, ad hominem attacks, and faulty causation.
• Study the types of tone in writing .

7. Clarity and Precision:

• Use clear and precise language to convey your ideas.
• Define any terms that may be unclear or have multiple interpretations.

8. Counterarguments:

• Address potential counterarguments to strengthen your position.
• Refute counterarguments with logical reasoning and evidence.

9. Conciseness:

• Be concise in your writing. Avoid unnecessary words or information.
• Stick to the relevant points that directly contribute to your argument.

10. Relevance:

• Ensure that all information presented is relevant to the main argument.
• Remove any unnecessary details or tangential information.

11. Proofread and Edit:

• Carefully proofread your essay for grammar, spelling, and punctuation errors.
• Edit for clarity, coherence, and overall effectiveness.
• Ask others to read your essay and provide constructive feedback.

20 Great Deductive Essay Topics

Should you encounter difficulty in selecting topics to explore, do not worry! We have compiled an outstanding list suitable for diverse assignments, ranging from standard homework tasks to more complex projects. Additionally, we have an extensive list of argumentative essay topics that will definitely ignite your creativity!

• How does higher education impact career opportunities and economic success?
• The Impact of technological advancements on human relationships.
• The link between educational attainment and economic success.
• The relationship between environmental conservation and economic growth: Exploring the sustainability paradigm.
• What role does early childhood education play in long-term academic achievement?
• Can universal basic income lead to increased employment rates and economic stability?
• The influence of social media on mental health: Investigating the connection between online presence and well-being.
• Assessing the strengths and challenges of a multicultural workforce.
• Analyzing the relationship between government policies and income inequality.
• The impact of early childhood education on long-term academic achievement.
• How will artificial intelligence affect employment in the future of work?
• A connection between physical activity and cognitive function.
• The intersection of gender and leadership: Unpacking stereotypes and examining gender disparities in leadership positions.
• Investigating the link between socioeconomic status and health outcomes.
• Analyzing the role of media in shaping public opinion.
• The relationship between immigration and economic growth.
• How parental support impacts educational achievement.
• Analyzing the future of work in the age of automation.
• Investigating the link between social support networks and mental health.
• Does government spending have a positive or negative impact on economic growth?

Deductive essays offer college students valuable opportunities to enhance critical thinking and analytical skills. Through the systematic presentation of premises leading to a logical conclusion, students develop the ability to analyze information, identify patterns, and draw reasoned inferences. Engaging with deductive reasoning encourages students to structure their thoughts methodically, fostering clarity in communication. 

These essays also promote effective problem-solving as students must assess evidence, evaluate its relevance, and construct a compelling argument. Moreover, such essays provide a platform for honing research skills, as students often need to gather and synthesize information to support their claims. In case you’d like to continue improving your skills of convincing readers, we suggest you read our persuasive essay format guide with more interesting information on the topic.

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Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

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