What does Boy or Girl paradox mean?
Definitions for Boy or Girl paradox
boy or girl para·dox
This dictionary definitions page includes all the possible meanings, example usage and translations of the word Boy or Girl paradox.
Wikidata
Boy or Girl paradox
The Boy or Girl paradox surrounds a well-known set of questions in probability theory which are also known as The Two Child Problem, Mr. Smith's Children and the Mrs. Smith Problem. The initial formulation of the question dates back to at least 1959, when Martin Gardner published one of the earliest variants of the paradox in Scientific American. Titled The Two Children Problem, he phrased the paradox as follows: ⁕Mr. Jones has two children. The older child is a girl. What is the probability that both children are girls? ⁕Mr. Smith has two children. At least one of them is a boy. What is the probability that both children are boys? Gardner initially gave the answers 1/2 and 1/3, respectively; but later acknowledged that the second question was ambiguous. Its answer could be 1/2, depending on how you found out that one child was a boy. The ambiguity, depending on the exact wording and possible assumptions, was confirmed by Bar-Hillel and Falk, and Nickerson. Other variants of this question, with varying degrees of ambiguity, have been recently popularized by Ask Marilyn in Parade Magazine, John Tierney of The New York Times, and Leonard Mlodinow in Drunkard's Walk. One scientific study showed that when identical information was conveyed, but with different partially ambiguous wordings that emphasized different points, that the percentage of MBA students who answered 1/2 changed from 85% to 39%.
Numerology
Chaldean Numerology
The numerical value of Boy or Girl paradox in Chaldean Numerology is: 2
Pythagorean Numerology
The numerical value of Boy or Girl paradox in Pythagorean Numerology is: 2
Translations for Boy or Girl paradox
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"Boy or Girl paradox." Definitions.net. STANDS4 LLC, 2024. Web. 29 Apr. 2024. <https://www.definitions.net/definition/Boy+or+Girl+paradox>.
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