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  1. Question closure to solve the surprise test.Daniel Immerman - 2017 - Synthese 194 (11):4583-4596.
    This paper offers a new solution to the Surprise Test Paradox. The paradox arises thanks to an ingenious argument that seems to show that surprise tests are impossible. My solution to the paradox states that it relies on a questionable closure principle. This closure principle says that if one knows something and competently deduces something else, one knows the further thing. This principle has been endorsed by John Hawthorne and Timothy Williamson, among others, and I trace its motivation back to (...)
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  • Doxastic paradoxes without self-reference.Robert C. Koons - 1990 - Australasian Journal of Philosophy 68 (2):168 – 177.
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  • On a so‐Called Solution to a Paradox.Michael Veber - 2015 - Pacific Philosophical Quarterly 97 (2):283-297.
    The mooronic solution to the surprise quiz paradox says students know there will be a surprise quiz one day this week but they lose this knowledge on the penultimate day. This is because ‘there will be a surprise quiz one day this week’ then becomes an instance of Moore's paradox. This view has surprising consequences. Furthermore, even though the surprise quiz announcement becomes an instance of Moore's paradox on the penultimate day, this does not prevent the students from knowing the (...)
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  • The Solution to the Surprise Exam Paradox.Ken Levy - 2009 - Southern Journal of Philosophy 47 (2):131-158.
    The Surprise Exam Paradox continues to perplex and torment despite the many solutions that have been offered. This paper proposes to end the intrigue once and for all by refuting one of the central pillars of the Surprise Exam Paradox, the 'No Friday Argument,' which concludes that an exam given on the last day of the testing period cannot be a surprise. This refutation consists of three arguments, all of which are borrowed from the literature: the 'Unprojectible Announcement Argument,' the (...)
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  • To give a surprise exam, use game theory.Elliott Sober - 1998 - Synthese 115 (3):355-373.
    This paper proposes a game-theoretic solution of the surprise examination problem. It is argued that the game of “matching pennies” provides a useful model for the interaction of a teacher who wants her exam to be surprising and students who want to avoid being surprised. A distinction is drawn between prudential and evidential versions of the problem. In both, the teacher should not assign a probability of zero to giving the exam on the last day. This representation of the problem (...)
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