Basically, the idea is that e.g. if you are smarter at solving math tests where you have to give the right answer, then that will make you worse at e.g. solving math “tests” where you have to give the wrong answer. So for any task where intelligence helps, there is an equal and opposite task where intelligence hurts.
if you are smarter at solving math tests where you have to give the right answer, then that will make you worse at e.g. solving math “tests” where you have to give the wrong answer.
Is that true though? If you’re good at identifying right answers, then by process of elimination you can also identify wrong answers.
I mean sure, if you think you’re supposed to give the right answer then yes you will score poorly on a test where you’re actually supposed to give the wrong answer. Assuming you get feedback, though, you’ll soon learn to give wrong answers and then the previous point applies.
I was assuming no feedback, like the test looks identical to an ordinary math test in every way.
The “no free lunch” theorem also applies in the case where you get feedback, but there it is harder to construct. Basically in such a case the task would need to be anti-inductive, always providing feedback that your prior gets mislead by.
Of course these sorts of situations are kind of silly, which is why the no free lunch theorem is generally considered to be only of academic interest.
Basically, the idea is that e.g. if you are smarter at solving math tests where you have to give the right answer, then that will make you worse at e.g. solving math “tests” where you have to give the wrong answer. So for any task where intelligence helps, there is an equal and opposite task where intelligence hurts.
Is that true though? If you’re good at identifying right answers, then by process of elimination you can also identify wrong answers.
I mean sure, if you think you’re supposed to give the right answer then yes you will score poorly on a test where you’re actually supposed to give the wrong answer. Assuming you get feedback, though, you’ll soon learn to give wrong answers and then the previous point applies.
I was assuming no feedback, like the test looks identical to an ordinary math test in every way.
The “no free lunch” theorem also applies in the case where you get feedback, but there it is harder to construct. Basically in such a case the task would need to be anti-inductive, always providing feedback that your prior gets mislead by.
Of course these sorts of situations are kind of silly, which is why the no free lunch theorem is generally considered to be only of academic interest.