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The preference for simple explanations, known as the parsimony principle, has long guided the development of scientific theories, hypotheses, and models. Yet recent years have seen a number of successes in employing highly complex models for scientific inquiry (e.g., for 3D protein folding or climate forecasting). In this paper, we reexamine the parsimony principle in light of these scientific and technological advancements. We review recent developments, including the surprising benefits of modeling with more parameters than data, the increasing appreciation of the context-sensitivity of data and misspecification of scientific models, and the development of new modeling tools. By integrating these insights, we reassess the utility of parsimony as a proxy for desirable model traits, such as predictive accuracy, interpretability, effectiveness in guiding new research, and resource efficiency. We conclude that more complex models are sometimes essential for scientific progress, and discuss the ways in which parsimony and complexity can play complementary roles in scientific modeling practice. 

Abstract Identifying abstract relations is essential for commonsense reasoning. Research suggests that even young children can infer relations such as “same” and “different,” but often fail to apply these concepts. Might the process of explaining facilitate the recognition and application of relational concepts? Based on prior work suggesting that explanation can be a powerful tool to promote abstract reasoning, we predicted that children would be more likely to discover and use an abstract relational rule when they were prompted to explain observations instantiating that rule, compared to when they received demonstration alone. Five‐ and 6‐year‐olds were given a modified Relational Match to Sample (RMTS) task, with repeated demonstrations of relational (same) matches by an adult. Half of the children were prompted to explain these matches; the other half reported the match they observed. Children who were prompted to explain showed immediate, stable success, while those only asked to report the outcome of the pedagogical demonstration did not. Findings provide evidence that explanation facilitates early abstraction over and above demonstration alone.