Can Authoritative Studies Be Trusted

Abstract

A study known as Strat-X, published in 1967, was probably the broadest and most influential study ever conducted on strategic options. Its results have been used or quoted countless times over the years, the latest instance being MX Missile Basing, a study conducted last year by the Congressional Office of Technology Assessment (OTA). In the course of examining the possibility of ship-basing the MX, I found mathematical errors in Strat-X, one of which is quite significant. It has nothing to do with the assumptions, only with a faulty understanding of the ship-trailing process being modeled. This Strat-X error is a simple example of averages being taken too soon, a frequent malady of expected-value approaches. In this case, it takes little extra effort to get the right answer. Further, a more detailed Markov-chain trailing model that also includes trail reacquisition is not difficult to build. In addition, the Strat-X formula for the required number of Soviet trailing ships, duly retranscribed and used in the OTA MX study is not explained, could not be rederived, and does not make sense for certain values of the parameters. A correct expression is also not difficult to find.

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Document Details

Document Type
Technical Report
Publication Date
Jul 01, 1982
Accession Number
ADA145909

Entities

People

  • M. M. Mizrahi

Organizations

  • Center for Naval Analyses

Tags

Communities of Interest

  • Air Platforms
  • Ground and Sea Platforms
  • Human Systems
  • Materials and Manufacturing Processes
  • Weapons Technologies

DTIC Thesaurus Topics

  • Administrative Personnel
  • Applied Mathematics
  • Business Administration
  • Computer Programs
  • Databases
  • Economics
  • Enlisted Personnel
  • Equations
  • Information Science
  • Integrals
  • Management Personnel
  • Mathematics
  • Numerical Analysis
  • Operations Research
  • Political Science
  • Probability
  • Statistics

Readers

  • Aerospace Engineering
  • Computational Modeling and Simulation
  • Educational Psychology