Preface |
|
xi | |
|
Psychology Is Alive and Well (and Doing Fine Among the Sciences) |
|
|
1 | (22) |
|
|
1 | (1) |
|
The Diversity of Modern Psychology |
|
|
2 | (4) |
|
Implications of Diversity |
|
|
3 | (3) |
|
|
6 | (2) |
|
|
8 | (9) |
|
|
9 | (1) |
|
Publicly Verifiable Knowledge: Replication and Peer Review |
|
|
10 | (5) |
|
Empirically Solvable Problems: Scientists' Search for Testable Theories |
|
|
15 | (2) |
|
Psychology and Folk Wisdom: The Problem With ``Common Sense'' |
|
|
17 | (3) |
|
Psychology As A Young Science |
|
|
20 | (1) |
|
|
21 | (2) |
|
Falsifiability: How to Foil Little Green Men in the Head |
|
|
23 | (16) |
|
Theories and The Falsifiability Criterion |
|
|
24 | (12) |
|
The Theory of Knocking Rhythms |
|
|
25 | (1) |
|
|
26 | (2) |
|
|
28 | (2) |
|
Not All Confirmations Are Equal |
|
|
30 | (1) |
|
Falsifiability and Folk Wisdom |
|
|
30 | (1) |
|
The Freedom to Admit a Mistake |
|
|
31 | (3) |
|
|
34 | (2) |
|
Errors in Science: Getting Closer to the Truth |
|
|
36 | (2) |
|
|
38 | (1) |
|
Operationism and Essentialism: ``But, Doctor, What Does It Really Mean?'' |
|
|
39 | (16) |
|
Why Scientists Are Not Essentialists |
|
|
39 | (5) |
|
Essentialists Like to Argue About the Meaning of Words |
|
|
40 | (1) |
|
Operationists Link Concepts to Observable Events |
|
|
41 | (2) |
|
Scientific Concepts Evolve |
|
|
43 | (1) |
|
Operational Definitions In Psychology |
|
|
44 | (10) |
|
Operationism as a Humanizing Force |
|
|
46 | (2) |
|
Essentialist Questions and the Misunderstanding of Psychology |
|
|
48 | (2) |
|
Operationism and the Phrasing of Psychological Questions |
|
|
50 | (4) |
|
|
54 | (1) |
|
Testimonials and Case Study Evidence: Placebo Effects and the Amazing Randi |
|
|
55 | (20) |
|
Stages of Scientific Investigation |
|
|
56 | (2) |
|
Why Testimonials Are Worthless: Placebo Effects |
|
|
58 | (3) |
|
The ``Vividness'' Problem |
|
|
61 | (9) |
|
The Overwhelming Impact of the Single Case |
|
|
65 | (2) |
|
What to Do About the Vividness Problem |
|
|
67 | (2) |
|
The Amazing Randi: Fighting Fire with Fire |
|
|
69 | (1) |
|
Testimonials Open The Door To Pseudoscience |
|
|
70 | (4) |
|
|
74 | (1) |
|
Correlation and Causation: Birth Control by the Toaster Method |
|
|
75 | (12) |
|
|
76 | (1) |
|
The Third-Variable Problem: Goldberger and Pellagra |
|
|
77 | (4) |
|
Why Goldberger's Evidence Was Better |
|
|
78 | (3) |
|
The Directionality Problem |
|
|
81 | (1) |
|
|
82 | (4) |
|
|
86 | (1) |
|
Getting Things Under Control: The Case of Clever Hans |
|
|
87 | (16) |
|
|
88 | (1) |
|
Comparison, Control, And Manipulation |
|
|
89 | (13) |
|
The Case of Clever Hans, the Wonder Horse |
|
|
92 | (2) |
|
Clever Hans in the 1990s: An Unfolding Tragedy |
|
|
94 | (3) |
|
Prying Variables Apart: Special Conditions |
|
|
97 | (2) |
|
|
99 | (1) |
|
|
100 | (2) |
|
|
102 | (1) |
|
``But It's Not Real Life!'': The ``Artificiality'' criticism and psychology |
|
|
103 | (18) |
|
Why Natural Isn't Always Necessary |
|
|
103 | (9) |
|
The ``Random-Sample'' Confusion |
|
|
105 | (1) |
|
Theory-Driven Research Versus Direct Applications |
|
|
105 | (4) |
|
Two Examples: Night Vision and Language Development |
|
|
109 | (3) |
|
Applications of Psychological Theory |
|
|
112 | (7) |
|
The ``College Sophomore'' Problem |
|
|
115 | (4) |
|
The Real-Life and College Sophomore Problems in Perspective |
|
|
119 | (1) |
|
|
119 | (2) |
|
Avoiding the Einstein Syndrome: The Importance of Converging Evidence |
|
|
121 | (26) |
|
The Connectivity Principle |
|
|
122 | (5) |
|
A Consumer's Rule: Beware of Violations of Connectivity |
|
|
123 | (2) |
|
The ``Great-Leap'' Model and the Gradual-Synthesis Model |
|
|
125 | (2) |
|
Psychology as a Gradual-Synthesis Science |
|
|
127 | (1) |
|
|
127 | (11) |
|
|
128 | (1) |
|
|
128 | (2) |
|
Converging Evidence in Psychology |
|
|
130 | (1) |
|
Dyslexia: An Example of Convergence |
|
|
131 | (4) |
|
Television Violence and Aggression: Convergence Again |
|
|
135 | (3) |
|
|
138 | (6) |
|
Methods and the Convergence Principle |
|
|
140 | (1) |
|
The Progression to More Powerful Methods |
|
|
141 | (3) |
|
A Counsel Against Despair |
|
|
144 | (2) |
|
|
146 | (1) |
|
The Misguided Search for the ``Magic Bullet'': The Issue of Multiple Causation |
|
|
147 | (8) |
|
|
154 | (1) |
|
The Achilles' Heel of Human Cognition: Probabilistic Reasoning |
|
|
155 | (17) |
|
``Person-Who'' Statistics |
|
|
156 | (2) |
|
Probabilistic Reasoning and The Misunderstanding Of Psychology |
|
|
158 | (1) |
|
Psychological Research on Probabilistic Reasoning |
|
|
159 | (12) |
|
Insufficient Use of Probabilistic Information |
|
|
160 | (2) |
|
Inverting Conditional Probabilities |
|
|
162 | (3) |
|
Failure to Use Sample Size Information |
|
|
165 | (1) |
|
|
166 | (3) |
|
A Further Word About Statistics and Probability |
|
|
169 | (2) |
|
|
171 | (1) |
|
The Role of Chance in Psychology |
|
|
172 | (22) |
|
The Tendency to Try to Explain Chance Events |
|
|
172 | (6) |
|
Explaining Chance: Illusory Correlation and the Illusion of Control |
|
|
176 | (2) |
|
|
178 | (6) |
|
|
179 | (3) |
|
|
182 | (2) |
|
Accepting Error in Order to Reduce Error: Clinical Versus Actuarial Prediction |
|
|
184 | (8) |
|
|
192 | (2) |
|
The Rodney Dangerfield of the Sciences |
|
|
194 | (30) |
|
Psychology's Image Problem |
|
|
195 | (7) |
|
Psychology and Parapsychology |
|
|
196 | (2) |
|
|
198 | (2) |
|
|
200 | (2) |
|
|
202 | (3) |
|
Psychology and Other Disciplines |
|
|
205 | (2) |
|
|
207 | (5) |
|
Isn't Everyone a Psychologist? Implicit Theories of Behavior |
|
|
212 | (5) |
|
Evaluating Our Implicit Theories: Psychology as a Meme Tester |
|
|
214 | (3) |
|
The Source of Resistance to Scientific Psychology |
|
|
217 | (5) |
|
|
218 | (3) |
|
Moral and Philosophical Objections to Psychology |
|
|
221 | (1) |
|
|
222 | (2) |
References |
|
224 | (25) |
Index |
|
249 | |