Anmerkungen:
Description based upon print version of record
Beschreibung:
Cover; Title; Copyright; Dedication; Contents; Contributors; Preface; Section I: Introduction and History; Chapter 1: Introduction: Another Brick in the wall; A Brief History of The Psychology of Science; Overview of The Current Volume; Note; References; Chapter 2: History of the Psychology of Science; In The Beginning, The Scientist was A Self-Conscious Psychologist; The Need for Psychology of Science to Improvethe Conduct of Science: The Case of E. C. Tolman; If Truth is Too Hard, Then How About Validity? Donald Campbell and The Route from Tolman
Psychology of Science for Untapping Human Potential: The Case of Abraham MaslowPsychology of Science in Search of The Motivation for Science: is it in Religion?; The Turn Away from Maslow and Where we are now: How Scientific Creativity Became Scarce; References; Section II: Foundational Psychologies of Science; Chapter 3: Learning Science Through Inquiry; What is Scientific Thinking?; Frameworks for Scientific Inquiry: The Cognitive and The Metacognitive; The Acquisition of Knowledge and Skills During Inquiry in Multivariable Systems; What we Know About Learning Science Through Inquiry
Summary and ConclusionsNote; References; Chapter 4: Cognitive-Historical Approaches to the Understanding of Science; Setting The Stage; The Cognitive-Historical Approach: First Steps; Conceptual Change in The Copernican Revolution; Nersessian on Maxwell; Cognitive Analyses of Michael Faraday; Conclusions . . . and The Future of Cognitive-Historical Studies; Acknowledgments; Notes; References; Chapter 5: The Scientific Personality; Personality Defined; A Biological-Functional Model of Personality; Personality Influences on Scientific Interests
Personality Influences on Scientific Creativity and TalentPersonality and Theoretical Predilection; Summary and Conclusions; Notes; References; Chapter 6: Scientific Communication in the Process to Coauthorship; Research on Interpersonal Communication; Informal Communication in Science; A Three-Stage Model of Scientific Communication; Scientific Contacts; Scientific Meetings: The Establishment of Contacts; Coauthorship: Bonding by Publications; The Bonding Sigma Number; Summary and Conclusions; Acknowledgment; References; Section III: Development and Theory Change
Chapter 7: Scientific Reasoning: Explanation, Confirmation Bias, and Scientific PracticeDifferent Views of Science and of Explanation; The Role of Theory or Explanation; Anomalous Information and Alternative Explanations; Confirmation Bias; Conceptual Change; The Broader Context; Summary and Conclusions; Acknowledgments; References; Chapter 8: The Nature of Scientific Reasoning and its Neurological Substrate; An "Everyday" Example of Successful Reasoning; Galileo's Discovery of Jupiter's Moons; Modeling The Elements and Inferences of Scientific Reasoning; Some Basics Of Brain Development
Neural Networks and Higher Levels of Reasoning and Learning
This handbook is the definitive resource for scholars and students interested in how research and theory within each of the major domains of psychology-developmental, cognitive, personality, and social-have been applied to understand the nature of scientific thought and behavior. Edited by two esteemed pioneers in the emerging discipline of the psychology of science, it is the first empirically based compendium of its time. The handbook provides a comprehensive examination of how scientific thinking is learned and evolves from infancy to adolescence and adulthood, and combines developmental an