Q: What is a question about this article? If the question is unanswerable, say "unanswerable".
Popper puzzled over the stark contrast between the non-scientific character of Freud and Adler's theories in the field of psychology and the revolution set off by Einstein's theory of relativity in physics in the early 20th century. Popper thought that Einstein's theory, as a theory properly grounded in scientific thought and method, was highly "risky", in the sense that it was possible to deduce consequences from it which were, in the light of the then-dominant Newtonian physics, highly improbable (e.g., that light is deflected towards solid bodiesconfirmed by Eddington's experiments in 1919), and which would, if they turned out to be false, falsify the whole theory. In contrast, nothing could, even in principle, falsify psychoanalytic theories. He thus came to the conclusion that psychoanalytic theories had more in common with primitive myths than with genuine science.
Whose recent breakthrough in physics did Popper view as paradigmatic science?
A: Einstein

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Between January and May 1673, the Dutch East India Company forcibly took the island, before English reinforcements restored English East India Company control. The company experienced difficulty attracting new immigrants, and sentiments of unrest and rebellion fomented among the inhabitants. Ecological problems, including deforestation, soil erosion, vermin and drought, led Governor Isaac Pyke to suggest in 1715 that the population be moved to Mauritius, but this was not acted upon and the company continued to subsidise the community because of the island's strategic location. A census in 1723 recorded 1,110 people, including 610 slaves.
How many slaves were on the island in 1723?
A: 610

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Whitehead's most complete work on education is the 1929 book The Aims of Education and Other Essays, which collected numerous essays and addresses by Whitehead on the subject published between 1912 and 1927. The essay from which Aims of Education derived its name was delivered as an address in 1916 when Whitehead was president of the London Branch of the Mathematical Association. In it, he cautioned against the teaching of what he called "inert ideas" ideas that are disconnected scraps of information, with no application to real life or culture. He opined that "education with inert ideas is not only useless: it is, above all things, harmful."
What was Whitehead's criticism of the use of inert ideas in education?
A: "education with inert ideas is not only useless: it is, above all things, harmful."

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Short-term memory is believed to rely mostly on an acoustic code for storing information, and to a lesser extent a visual code. Conrad (1964) found that test subjects had more difficulty recalling collections of letters that were acoustically similar (e.g. E, P, D). Confusion with recalling acoustically similar letters rather than visually similar letters implies that the letters were encoded acoustically. Conrad's (1964) study, however, deals with the encoding of written text; thus, while memory of written language may rely on acoustic components, generalisations to all forms of memory cannot be made.
What does long-term memory depend on?
A:
unanswerable