|
|
|
|
|
by vubuntu
4130 days ago
|
|
I agree with the parent poster that the participant's awareness of whether the host acted randomly or made an informed decision is critical for the participant to decide whether set B's 2/3 probability shifted/concentrated into the one unopened door in set B or whether set B's overall probability got reduced. I can illustrate this with a variation to demonstrate that revealing a goat in the door is not that important compared to whether the host knowingly opened that door. For example, say the host blasted the door (and it's contents) instead of opening and revealing what's inside. Now it becomes critical to know whether the host randomly blasted it or whether it is guaranteed that he would never blast a door with car inside it. That knowledge rather than the 'reveal' of what's inside the door he selected (to open or blast) is what influences my decision to recalculate or keep the probability of set B. |
|
I usually find this problem annoying, not because it's all that difficult, in fact it's quite intuitive - when you're told the exact parameters defining the Monty Hall Problem and systematically work through them.
In my experience though, it's used more often as an exercise in diminution, a sick wet dream of probability teachers, where the learning party isn't aware of the problem, and usually either hasn't been explained, or doesn't quite grasp, the exact circumstances around whether the host's choice is random or decided.
There are lots of "it depends" moments that can be applied to incomplete descriptions of the problem, including (amazingly) whether the host offers a choice at all - this is the one that seems to trip up most people, as they might start to question the "motives" of the host (which are irrelevant in the actual statistical problem).