Search arXivSearch

arXiv · 1506.04570

The Two-envelope Problem: An Informed Choice

Abstract

The host of a game presents two indistinguishable envelopes to an agent. One of the envelopes is randomly selected and allocated to the agent. The agent is informed that the monetary content of one of the envelopes is twice that of the other. The dilemma is under which conditions it would be beneficial to switch the allocated envelope for the complementary one. The objective of his or her envelope-switching strategy is to determine the benefit of switching the allocated envelope and its content for the expected content of the complementary envelope. The agent, upon revealing the content of the allocated envelope, must consider the events that are likely to have taken place as a result of the host's activities. The preceding approach is in stark contrast to considering the agent's reasoning for a particular outcome that seeks to derive a strategy based on the relative contents of the presented envelopes. However, it is the former reasoning that seeks to identify what the initial amounts could have been, as a result of the observed amount, that facilitates the identification of an appropriate switching strategy. Knowledge of the content and allocation process is essential for the agent to derive a successful switching strategy, as is the distribution function from which the host sampled the initial amount that is assigned to the first envelope. For every play of the game, once the agent is afforded the opportunity of sighting the content of the randomly allocated envelope, he or she can determine the expected benefit of switching.

Explore related subjects

Keep this discovery

BibTeXRIS

Jeffrey Brian Tyler. 2015-06-15. The Two-envelope Problem: An Informed Choice. https://arxiv.org/abs/1506.04570

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related papers

The Design and Implementation of a Virtual Statistical Computing Lab to Teach R Coding to Introductory Statistics Students

Motivated by national calls for computationally enriched, data-centric instruction across the statistics curriculum, this study investigates the design, implementation, and impact of a Virtual Statistical Computing Lab (VSCL) integrated into an introductory statistics course at a medium-sized minority-serving university in the USA. The redesigned course embedded R-based coding through two virtual lab formats: Design I (a static Posit Cloud environment) and Design II (an interactive learnr-based interface). Using a quasi-experimental design across three instructional formats, traditional (no lab), Design I, and Design II, we evaluated students' conceptual learning gains, levels of data science (DS) readiness, and DS aspirations. The results indicated significant learning gains across all groups, with the highest gains observed in Design II. Students in both VSCL formats achieved greater gains in DS readiness than the traditional group, with Design II again yielding the largest gains across the demographic subgroups. Conversely, DS aspirations remained low or declined, suggesting a gap between skill acquisition and long-term interest. These findings highlight the value of structured, interactive computing environments in supporting statistical reasoning and building confidence in modern data tools. They also point to the need for intentional curricular bridges and career mentoring to help students translate early computing exposure into sustained academic and professional pathways in statistics and data science.

stat.OT

Statistical Theory in the Age of Machine-Assisted Mathematics: Rethinking How Theory Is Made and Taught

The computational revolution is advancing at an unprecedented pace. The combination of proof-assistant technologies and generative AI tools has recently enabled the solution of complex problems in pure mathematics at a scale that seemed unattainable only a few years ago. However, these technologies have not yet become standard tools in the development of statistical theory. In this paper, we do not present new theoretical results. Instead, we discuss five case studies involving classical problems in statistics and describe how they can be analyzed using a machine proof-checking. Our goal is not to propose a definitive workflow, but to stimulate reflection on how these technologies may transform theoretical research and advanced statistical education. We focus on two main aspects. First, statistical theory often compresses substantial mathematical content into expressions such as "under the usual regularity conditions". Formalization in a machine-verifiable language forces each assumption to be explicit, reveal hidden dependencies, and provide a deeper understanding of the formalized objects. Second, we argue that the statistical community could benefit from a collaborative effort to build repositories of formalized axioms, definitions, and theorems, supporting more precise and reliable theoretical developments. Finally, we discuss the role of these tools in graduate education. Just as high-level programming languages revolutionized empirical research by enabling rapid experimentation and prototyping, machine-assisted formalization may introduce a new paradigm for the development, verification, and communication of statistical theory.

stat.OT

Statistical Leadership of What? Statistics After AI

Statisticians have spent over a century arguing that we are more than calculators, usually by pointing to what else we know. AI is making that defense harder, since the list of what only statisticians can do grows shorter with each model release. AI makes claims cheap to generate and may eventually make the statistics behind them cheap too. However, a model cannot be answerable in the way that statistical practice requires. Statistical leadership then becomes a question of which claims we are there to answer for, including the ones we answer for in advance by building judgment into systems.

stat.OT