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Spin and Wind Directions II: A Bell State Quantum Model

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posted on 2017-07-06, 10:50 authored by Diederik Aerts, Jonito Aerts Arguëlles, Lester Beltran, Suzette Geriente, Massimiliano Sassoli de Bianchi, Sandro Sozzo, Tomas Veloz
In the first half of this two-part article (Aerts et al. in Found Sci. doi:10.1007/s10699-017-9528-9, 2017b), we analyzed a cognitive psychology experiment where participants were asked to select pairs of directions that they considered to be the best example of Two Different Wind Directions, and showed that the data violate the CHSH version of Bell’s inequality, with same magnitude as in typical Bell-test experiments in physics. In this second part, we complete our analysis by presenting a symmetrized version of the experiment, still violating the CHSH inequality but now also obeying the marginal law, for which we provide a full quantum modeling in Hilbert space, using a singlet state and suitably chosen product measurements. We also address some of the criticisms that have been recently directed at experiments of this kind, according to which they would not highlight the presence of genuine forms of entanglement. We explain that these criticisms are based on a view of entanglement that is too restrictive, thus unable to capture all possible ways physical and conceptual entities can connect and form systems behaving as a whole. We also provide an example of a mechanical model showing that the violations of the marginal law and Bell inequalities are generally to be associated with different mechanisms.

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Citation

Foundations of Science, 2017, pp. 1-29

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Management

Version

  • VoR (Version of Record)

Published in

Foundations of Science

Publisher

Springer Verlag (Germany) for Association for Foundations of Science, Language and Cognition

issn

1233-1821

eissn

1572-8471

Copyright date

2017

Available date

2017-07-06

Publisher version

https://link.springer.com/article/10.1007/s10699-017-9530-2

Language

en

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