Más allá de las dos disciplinas de la Psicología científica
DOI:
https://doi.org/10.24310/espsiescpsi.vi1.13417Palabras clave:
Psicología científicaResumen
El distanciamiento histórico entre la psicología experimental y el estudio de las diferencias individuales ha dificultado la investigación psicológica. Esta fue la opinión que mantuve la última ocasión en la que me dirigí a los miembros de la American Psychologica! Association (Cronbach, 1957). Ya era hora, dije en aquel momento, de que la escuelas de investigación basados en los métodos correlacional y de manipulación se uniesen para dar a luz a una ciencia de Interacciones entre Aptitudes y Tratamientos (ATI).
Descargas
Métricas
Citas
Allport, G. W. Patterns and growth in personality. New York: Holt, Rinehart & Winston, 1964.
Atkinson, J. W. Motivational determinants of intellective performance and cumulative achievement. In J. W. Atkinson & J. O. Taynor (Eds.), Motivation and Achievement. Washington, D. C.: Winstin, 1974.
Atkinson, R. C. Teaching children to read using a computer. American Psychologist, 1974, 29, 169-178.
Bowers, K. S. Situationism in psychology: An analysis and a critique. Psychological Review, 1973, 80, 307-336.
Bronfenbrenner, U. Socialization and social class through time and space. In E. E. Maccoby, T. M. Newcomb & E. L. Hardley (Eds.), Readings in social psychology (3rd edition). New York: Holt, Rinehart & Winston, 1958.
Brophy, J. E. & Evertson, C. M. Low-inference observational coding measures and teacher effectiveness. Austin: University of Texas, 1973. (ERIC Document Reproduction Services N° DE 077879).
Campbell, D. T. The social scientist as methodological servant of experimenting society. Policy studies Journal, 1973, 2, 72-75.
Campbell, D. T. Qualitative knowing in action research. Journal of social issues, in press.
Cronbach, L. J. Report on psychometric mission to Clinicia. Psychometrica, 1954, 19, 263-270.
Cronbach, L. J. The two disciplines of scientific psychology. American Psychologist, 1957, 12, 671-684.
Cronbach, L. J. Test validation. In R. L. Thorndike (Ed.). Educational Measurement. Washington, D. C. American Council on Education, 1971.
Cronbach, L. J., & Glesser, G. C. Psychological tests and personnel decision. Urbana: University of Illinois Press, 1957.
Cronbach, L. J., Meehl, P. E. Construct validation in psychological test. Psychological Bulletin, 1955, 52, 281-302.
Cronbach, L. J., & Snow, R. E. Aptitudes and Instructional methods. New York: Irvington, in press.
Cronbach, L. J. & Suppes, P. (Eds.). Research for tomorrow’s school. New York: Macmillan, 1969.
Domino, G. Interactive effects of achievement orientation and teaching style on academic achievement. Journal of Educational Psychology, 1971, 62, 427-431.
Donagan, A. Are the social sciences really historical? In B. Baumrin (Ed.), Philosophy of science: The Delaware seminar (Vol. 1). New York: Interscience, 1963.
Dowaliby, F. J. & Schumer, H. Teacher-centered versus student-centered mode of college classroom instruction as related to manifest anxiety. Journal of Educational Psychology, 1973, 64, 125-132.
Edwards, A. L. & Cronbach, L. J. Experimental design for research in psychotherapy. Journal of Clinical Psychology, 1952, 8, 51-59.
Fiedler, F. E. The effects of leadership training and experience: A contingency model interpretation. Administrative Science Quarterly, 1973, 18, 453-570.
Fishbein, M. & Ajzen, I. Attitudes towards objects as predictors of single and multiple behavioral criteria. Psychological Review, 1974, 81, 59-74.
Freedman, P. E., Cohen, M. & Hennesy, J. Learning theory: Two trials and tribulations. American Psychologist, 1974, 29, 204-206.
Geertz,. The interpretations of cultures. New York: Basic books, 1973.
Gergen, K. J. Social Psychology as history. Journal of Personality and Social Psychology, 1973, 26, 309-320.
Ghiselli, E. E., Some perspectives for industrial Psychology. American Psychologist, 1974, 29, 80-87.
Glass, G. V. The wisdom of scientific inquiry on education. Journal of Research in Science Teaching, 1972, 9, 3-18.
Goldberg, L. R. Student personality characteristics and optimal college learning conditions: An extensive search for trait-by-treatment interactions effects. Instructional Science, 1972, 1, 153-210.
Hilgard, E. R., & Lerner, D. The person: Subject and Object of science and policy. In D. Lerner & H. D. Lasswell (Eds.), The policy Sciences: recent development in scopes and method. Standford, Calif.: Standford University Press, 1951.
Insel, P. M., & Moons, R. H. Psychological environments: Expanding the scope of human ecology. American Psychologist, 1974, 29, 179-188.
Israel, J. & Tajfel, H. (Eds.). The context of social Psychology. New York: Academic Press, 1972.
Koch, S. Some trends of study I. Conceptual and systematic. In S. Koch (Ed.), Psychology: A study of a science (vol. 3). New York: McGraw-Hill, 1959.
Lake, D. G., Miles, M. B., & Earle, R. B., Jr. (Eds.). Measuring human behavior. New York: Teachers College, Columbia University, 1973.
Lasagna, L. The impacts of scientific models on clinical psychopharmacology: A pharmacologist’s view. Seminars in Psychiatry, 1972, 4, 271-282.
Majasan, J. K. College Student’ s achievement as a function of the congruence between their beliefs and their instructor’s beliefs. Unpublished doctoral dissertation, Standford University, 1972.
Markle, N. H. Differential response to instruction designed to call upon spatial and verbal aptitudes. Unpublished doctoral dissertation, Standford University, 1968.
McGuire, W. J. Personality and susceptibility to social influence. In E. F. Borgatta & W. W. Lamben (Eds.), Handbook of personality theory and research. Chicago: Tand MacNally, 1968.
McGuire, W. J. The nature of attitudes and attitude change. In G. Lindzey & E. Atomson (Eds.), Handbook of social psychology (Vol. 3, 2nd edition). Reading Mass.: Addison-Wesley, 1969.
McGuire, W. J. The Yin and Yan of progress in social psychology: Seven koan, Journal of Personality and Social psychology, 1973, 28, 446-456.
McKeachie, W. J. The decline and falls of the laws of learning. Educational Researcher, 1974, 3(3), 7-11.
McKeachie, W. J., Isaacson, R. L., & Milholand, J. E. Research on the characteristics of effective college teaching. Ann Arbor: University of Michigan, 1964. (ERIC Document Reproduction Service No 002948).
McKeachie, W. J., Milholland, J. E., Mann, R., & Isaacson, R. Research on the characteristics of effective college teaching. Ann Arbor: University of Michigan, 1964. (ERIC Document Reproduction Service No 024347).
Meehl, P. E. When shall we use our heads instead of the formula? Journal of Counseling Psychology, 1957, 4, 268-273.
Merton, R. K. Social theory and social structure. New York: Free Press of Glencoe, 1949.
Mischel, W. Toward a cognitive social learning reconceptualization of personality. Psychological Review, 1973, 80, 252-283.
Mischel, W. Processes in delay of gratification. In L. Berkowitz (Ed.). Advances in social psychology (Vol. 7). New York: Academic Press, 1974.
Mischel, W., Moore, B. Effects of attention to symbolically presented rewards on self-control. Journal of personality and social psychology, 1973, 28, 172-179.
Newell, A. You can't play 20 questions with nature and win. In W. G. Chase (Ed.), Visual information processing. New York: Academic Press, 1972.
Rivlin, A. M. Social experiments: The promise and the problem. Brookings Bulletin, 1973, 10 (3), 6-9.
Schildkraut, J. J. Neuropsychopharmacology and the affective disorders. Boston: Little, Brown, 1970.
Schelker, B. R. Social Psychology and science. Journal of personality and social psychology, 1974, 29, 1-15.
Scriven, M. A possible distinction between traditional scientific disciplines and the study of human behavior. In H. Feigl & M. Scriven (Eds.), Minnesota studies in the philosophy of science (vol. 1) Minneapolis: University of Minnesota Press, 1956.
Scriven, M. Explanation and prediction in evolutionary theory. Science, 1959, 130, 477- 482. (a).
Scriven, M. Truism as the grounds for historical explanation. In P. L. Gerdinier (Ed.), Theories of history, Glencoe, Ill: Free Press, 1959. (b).
Snow, R. E., Representative and quasi-representative designs for research in reaching. Review of educational Research, 1974, 44, 265-291.
Suppes, P. The place of theory in educational research. Educational Researcher, 1974, 3 (6), 3-10.
Thelen, H. A. Classroom grouping for teachability. New York: Wiley, 1967.
Vesell, E. S. Induction of drug-metabolizing enzymes in liver microsomes of mice and rats by softwood bedding. Science, 1967, 157, 1957-1059.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Todos los contenidos publicados en Escritos de Psicología están sujetos a la licencia Creative Commons Reconocimento-NoComercia-Compartirigual 4.0 cuyo texto completo puede consultar en <http://creativecommons.org/licenses/by-nc-sa/4.0>
Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que:
- Se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra).
- No se usen para fines comerciales.
- Se mencione la existencia y especificaciones de esta licencia de uso.
Los derechos de autor son de dos clases: morales y patrimoniales. Los derechos morales son prerrogativas perpetuas, irrenunciables, intransferibles, inalienables, inembargables e imprescriptibles. De acuerdo con la legislación de derechos de autor, Escritos de Psicología reconoce y respeta el derecho moral de los autores/as, así como la titularidad del derecho patrimonial. Los derechos patrimoniales, se refieren a los beneficios que se obtienen por el uso o divulgación de las obras. Escritos de Psicología se publica en open access y queda autorizada en exclusiva para realizar u autorizar por cualquier medio el uso, distribución, divulgación, reproducción, adaptación, traducción o transformación de la obra.
Es responsabilidad de los autores/as obtener los permisos necesarios de las imágenes que están sujetas a derechos de autor.