Exercises: The Zombie Idea

Difficulty Guide: ⭐ Foundational | ⭐⭐ Intermediate | ⭐⭐⭐ Challenging | ⭐⭐⭐⭐ Advanced/Research

Part A: Conceptual Understanding ⭐

A.1. Define "zombie idea." How does it differ from an idea that simply hasn't been tested yet?

A.2. List the five structural features of zombie ideas. For each, explain why evidence alone cannot address it.

A.3. Explain the zombie resilience matrix. How does scoring an idea against the seven persistence mechanisms predict its resistance to correction?

A.4. Why does the chapter argue that debunking alone doesn't kill zombie ideas? What is the "vacuum problem"?

A.5. Explain the "idea ecology" metaphor. Why are zombie ideas "fit" even though they're wrong?

Part B: Applied Analysis ⭐⭐

B.1. Apply the eight-question zombie diagnostic to an idea in your field. Score each mechanism and interpret the result.

B.2. Compare two zombie ideas from the catalog (e.g., learning styles vs. polygraph). Which is more resilient? Why?

B.3. Identify a zombie idea not discussed in this chapter. Build a complete zombie resilience profile (five features + seven mechanisms).

B.4. For the learning styles zombie, design a replacement that satisfies the same need (personalizing instruction) using evidence-based methods. How would you implement the transition?

B.5. The chapter describes five zombie-killing strategies. For a specific zombie in your field, which strategy would be most effective? Justify your choice.

Part C: Research Design Challenges ⭐⭐–⭐⭐⭐

C.1. Design a "prebunking" module for students in your field that inoculates against the most common zombie ideas. What would you teach? How would you measure effectiveness?

C.2. Design a research study to measure the prevalence of zombie ideas in your field. What would you survey? How would you distinguish genuine belief from strategic conformity?

Part D: Synthesis & Critical Thinking ⭐⭐⭐

D.1. Apply all sixteen failure modes (seven entry + eight persistence + zombie synthesis) to the dietary fat hypothesis. Which combination was responsible for the 50-year persistence?

D.2. The chapter argues the persistence engine cannot distinguish between maintaining correct knowledge and maintaining incorrect knowledge. Is this an inherent limitation, or could the engine be redesigned to selectively maintain only correct knowledge?

D.3. Is the concept of "zombie idea" itself a zombie idea? (Could the label be applied so broadly that it loses its diagnostic value?) What would prevent overuse?

Part M: Mixed Practice (Interleaved) ⭐⭐–⭐⭐⭐

M.1. (From Ch.3) Some zombies are also unfalsifiable. Trace the interaction for homeopathy.

M.2. (From Ch.6) Zombie ideas are narratively sticky. Apply the alternative narrative test to the learning styles narrative.

M.3. (From Ch.9) The sunk cost chapter predicted that compound sunk cost makes correction harder over time. Does the zombie data confirm this — are older zombies more resilient than newer ones?

M.4. (Integration — Part II Capstone) Complete your Part II Epistemic Audit. Synthesize all eight persistence mechanisms into a 500-word assessment of your field.

Part E: Research & Extension ⭐⭐⭐⭐

E.1. Read Quiggin's Zombie Economics. Write a 1,500-word analysis of economic zombie ideas using this chapter's framework.

E.2. Investigate the "prebunking" literature. How effective is inoculation against misinformation? Can the approach be applied to professional zombie ideas?

Solutions

Selected solutions in appendices/answers-to-selected.md.