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Published December 2018 | Version v1
Journal article

Ensembles vs. information theory: supporting science under uncertainty

  • 1. University of Alabama, Department of Geological Sciences (United States)
  • 2. University of Arizona, Department of Hydrology and Atmospheric Sciences (United States)

Description

Multi-model ensembles are one of the most common ways to deal with epistemic uncertainty in hydrology. This is a problem because there is no known way to sample models such that the resulting ensemble admits a measure that has any systematic (i.e., asymptotic, bounded, or consistent) relationship with uncertainty. Multi-model ensembles are effectively sensitivity analyses and cannot – even partially – quantify uncertainty. One consequence of this is that multi-model approaches cannot support a consistent scientific method – in particular, multi-model approaches yield unbounded errors in inference. In contrast, information theory supports a coherent hypothesis test that is robust to (i.e., bounded under) arbitrary epistemic uncertainty. This paper may be understood as advocating a procedure for hypothesis testing that does not require quantifying uncertainty, but is coherent and reliable (i.e., bounded) in the presence of arbitrary (unknown and unknowable) uncertainty. We conclude by offering some suggestions about how this proposed philosophy of science suggests new ways to conceptualize and construct simulation models of complex, dynamical systems.

Additional details

Identifiers

Publishing Information

Journal Title
Frontiers of Earth Science (Print)
Journal Volume
12
Journal Issue
4
Journal Page Range
p. 653-660
ISSN
2095-0195

INIS

Country of Publication
China
Country of Input or Organization
International Atomic Energy Agency (IAEA)
INIS RN
55019431
Subject category
S58: GEOSCIENCES; S54: ENVIRONMENTAL SCIENCES;
Descriptors DEI
ASYMPTOTIC SOLUTIONS; DYNAMICAL SYSTEMS; ERRORS; HYDROLOGY; HYPOTHESIS; INFORMATION THEORY; SENSITIVITY ANALYSIS; SIMULATION
Descriptors DEC
MATHEMATICAL SOLUTIONS

Optional Information

Copyright
Copyright (c) 2018 Higher Education Press and Springer-Verlag GmbH Germany, part of Springer Nature