An inquiry is made into the directions that theory-building in psychology might be taking with respect to the new trend in experimental methodology generated by mathematical models, concept-learning studies, and studies in individual differences. The implications of nomological theories, informal theories, and modeling activities with respect to this trend are analyzed in general, and an integrative description is developed. Particular attention is given to the problems presented by the use of isomorphism as the implicit justification for this methodology. This paper attempts to outline some basic issues in theory-building which seem in need of clarification.
Get full access to this article
View all access options for this article.
References
1.
AllisonR. B.Jr.Learning parameters and human abilities. Princeton: ETS, 1960.
2.
BechtoldtH. P.Construct validity: A critique. American Psychologist, 1959, 14, 619–629.
3.
BourneL. E.Jr.RestleF.Mathematical theory of concept identification. Psychological Review, 1959, 66, 228–296.
4.
BrodbeckM.Models, meaning, and theories. In BrodbeckM. (Ed.), Readings in the philosophy of the social sciences. Toronto: Macmillan, 1968. Pp. 579–600.
5.
BrunerJ. S.AaustinG. A.A study of thinking. New York: Wiley, 1956.
6.
CronbachL. J.The two disciplines of scientific psychology. American Psychologist, 1957, 12, 671–684.
DunhamJ. L.BundersonC. V.Effect of decision-rule instruction upon the relationship of cognitive abilities to performance in multiple-category concept problems. Journal of Educational Psychology, 1969, 60, 121–125.
9.
DunhamJ. L.GuilfordJ. P.HoepfnerR.Multivariate approaches to discovering the intellectual components of concept learning. Psychological Review, 1968, 75, 206–221.
10.
EstesW. K.Learning theory and the new “mental chemistry.”Psychological Review, 1960, 67, 207–223.
11.
FeiglH.Philosophical embarrassments of psychology. American Psychologist, 1959, 14, 115–128.
12.
GuilfordJ. P.Factorial angles to psychology. Psychological Review, 1961, 68, 1–20.
13.
HuntE. B.Concept learning, an information processing problem. New York: Wiley, 1962.
14.
HuntE. B.Experiments in induction. New York: Academic Press, 1966.
LachenmeyerC. W.Experimentation—a misunderstood methodology in psychological and social-psychological research. American Psychologist, 1970, 25, 617–624.
17.
LeeD. S.Analogy in scientific theory construction. Southern Journal of Philosophy, 1969, Summer, 107–121.
MillerG. A.Mathematics and psychology. New York: Wiley, 1964.
20.
PikasA.Abstraction and concept formation: An integrative investigation into a group of psychological frames of reference. Cambridge: Harvard Univer. Press, 1966.
21.
RestleF.A theory of discrimination learning. Psychological Review, 1955, 62, 11–19.
22.
RitchieB. F.Concerning an incurable vagueness in psychological theories. In WolmanB.NagelE. (Eds.), Scientific psychology. New York: Basic Books, 1965. Pp. 150–165.
23.
RommetveitR.Model construction in psychology: A defense of “surplus meanings” of psychological concepts. Acta Psychologica, 1955. 11, 335–345.
24.
RossS.Logical foundations of psychological measurement. Copenhagen: Munksgaard, 1964.
25.
TrabassoT.BowerG.Attention in learning: Theory and research. New York: Wiley, 1968.
26.
ValeJ. R.ValeC. A.Individual differences and general laws in psychology: A reconciliation. American Psychologist, 1969, 24, 1093–1108.
