 Learning theorists have engaged in recent and ongoing efforts to apply means-ends epistemology to develop a theory of the connection between simplicity and induction that addresses these concerns [Kelly 2010, Harmann and Kulkarni 2007, Luo and Schulte 2006, Steel 2009]. It turns out that a fruitful perspective is to examine the relationship between the structure of a hypothesis space and the mind change complexity of the corresponding inductive problem. The fundamental idea is that, while simplicity does not enjoy an a priori connection with truth, choosing simple hypotheses can help an inquirer find the truth more efficiently, in the sense of avoiding mind changes. Kelly’s road metaphor illustrates the idea. Consider two routes to the destination, one via a straight highway, the other via back roads. Both routes eventually lead to the same point, but the back roads entail more twists and turns [Kelly 2007a, 2010].