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Free Induction
ree induction occurs with only the effort required
by random external data collection. Its
probability of accuracy is high. It requires much
time because new percepts cannot be formed until
all the 'buckets' they subsume have been filled.
Rationalization (forced induction) requires the
greater mental effort of concentration. Its
probability of accuracy is low. It requires much
less time because subsumed buckets are unfilled.
Note: 'Effort' is congruent with and is the
identity of taking the mind out of its default
state and putting it into a reflexible condition (see index "Nature of Existence").
The concept of speculation is a prominent part of
rationalization. The low success rate of forced
induction can be better understood by examination
of this aspect.
First degree speculation is the choice of a
solution from the first spectrum of possibilities.
Second degree speculation is the choice selected
from the second spectrum which depends on the first
choice .
Third degree depends on the second and so on.
By way of example, the probability of successful
deduction to the 3rd level is 1/1000 if there are
10 possibilities in each spectrum. To insure successful free induction 1000 filled
buckets are required.
Despite the low success rate of rationalization,
when combined with empiricalization it provides the
greater success rate.
In this manner:
If there are 10 possibilities in a spectrum, it is
most probable that the correct answer will be
obtained by 'trying' (testing by experiment) only
five of them on average before the truth is found.
The resultant success of forced induction is better
than free induction by a factor 2^n where 'n' is the
degree of speculation.
Recall also that the buckets 'tried' are unfilled.
Note: An unfilled bucket is not a percept. When
identified as a member of a spectrum it is an
'idea', i.e. a candidate for percept formation.
Abstract principles once proven can be employed in
other circumstances where they are logically
constrained (deduction) without necessity of
experimentation. It is therefore possible to
'learn' without verification from a 'teacher'
resulting in a primarily deductive entity (a human).
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