Annals of Theoretical Psychology: Volume 3 by K. B. Madsen (auth.), K. B. Madsen, Leendert P. Mos (eds.)

By K. B. Madsen (auth.), K. B. Madsen, Leendert P. Mos (eds.)

As a persist with as much as quantity 7, participants proceed to discover the newest advancements in developmental psychology. the following, researchers concentrate on the combination of conception and learn and evaluates theoretical development and complicated study. carrying on with with the profitable layout of earlier volumes in Annals of Theoretical Psychology, quantity 10 offers 4 significant contributions--each observed via commentaries and replies to commentaries.

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We may put this point of view in terms of information theory. If we may take K as certain (or near certain), then the confirmation or information of H gives us one bit of information (provided both outcomes 4Successful predictions from strong theory may of course enhance the validity of the theory if they are novel and not of the same sort as previous predictions. Eddington's (1920) observations of the gravitational bending of light predicted by the general relativity theory very much enhanced the credibility of that theory.

32 J. Eysenck the failure, rather than as necessarily disproving the theory. This, of course, implies a tolerance of ambiguity, an ability to suspend judgment, which is often difficult to maintain. Nevertheless, the whole history of science argues powerfully against rash decisions on the basis of inadequate data; time and time again we have seen buried theories rise afresh from the ashes to which they had been prematurely consigned. Nor should expectations be too high of close relationships between experimental variables.

This search is only of marginal interest to psychologists, and instead of following Suppe and others in scrutinizing the ramifications of alternative theories, we might better examine not theories of science but theories within science. However, it is difficult to do this without having some general point of view which coordinates one's thinking, and this is difficult to achieve without at the same time having some idea of just what constitutes a science, as opposed to nonscience, pseudoscience, and so forth.

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