  Second, let's abandon the idea, which reappears in many presentations of the Argument from the Unlearning Problem; that learners'  hypotheses must be explicitly falsified in the data in order to be  rejected. Let's suppose instead that learners proceed more like  actual scientists do — provisionally abandoning theories due to lack of confirmation, making theoretical inferences to link data with theories, employing statistical information, and making defeasible,  probabilistic (rather than decisive, all-or-nothing) judgments as to  the truth or falsity of their   theories.[13] 