Darwinism, causality and the social sciences

Hodgson, Geoffrey M.

doi:10.1080/13501780410001694118

Cited by 60 publications

(32 citation statements)

References 40 publications

(14 reference statements)

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“…This argument is consistent with Universal Darwinism as briefly discussed by Hodgson (2004). The specific content of each domain must be abstracted from, when general principles are extracted.…”

Section: Why General Selection Theory?supporting

confidence: 65%

General selection theory and economic evolution: The Price equation and the replicator/interactor distinction

Knudsen¹

2004

Journal of Economic Methodology

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The purpose of the present article is to strengthen the conceptualisation of the principle of selection in theories of economic evolution and to help clarify a number of unsettled issues regarding the meaning of variety and continuity. In order to achieve this, the emerging general mathematical selection theory is introduced to identify the requirements of a general principle of selection and the specification of variety and continuity that follows from it. It is indicated how general selection theory can help advance evolutionary theories of economic change by clarifying the meaning of selection, and the possible role of habits and routines in economic selection.economic evolution, general selection theory, replicator/interactor, routine/social role,

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Section: Why General Selection Theory?supporting

confidence: 65%

General selection theory and economic evolution: The Price equation and the replicator/interactor distinction

Knudsen¹

2004

Journal of Economic Methodology

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“…The use of biological concepts in business-related evolutionary theory is not uncommon (e.g., Nelson & Winter, 1982;Barnett & Burgelman, 1996;Hodgson, 2004;Aldrich & Ruef, 2006;Durand, 2006) though many authors have purposefully stayed away from utilizing the generalized Darwinian approach of variation, selection and retention on the basis of its questionable usefulness in the social sciences and the transferability of definitions and concepts (Hodgson, 2004(Hodgson, , 2009). Others have found use for these concepts and consider them to be appropriate in given scenarios (Campbell, 1969;Aldrich, 1979;Aldrich, Hodgson, Hull, Knudsen, Mokyr, & Vanberg, 2008).…”

Section: Hypothesis Developmentmentioning

confidence: 99%

Applying a Darwinian model to the dynamic capabilities view: Insights and issues

Galvin

Rice

Liao

2014

Journal of Management & Organization

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The Darwinian logic of evolution occurring via the mechanisms of variation, selection and retention provides a possible theoretical framework from which to further develop the dynamic capabilities view. Presently, criticized for lacking a theoretical foundation and featuring a degree of confusion concerning how it aligns with the resource-based view, the dynamic capabilities view would benefit from greater clarity concerning its assumptions, theoretical base and the development of a series of testable predictions. We test elements of a potential Darwinian style framework through variation-focused hypotheses using panel data for 190 Australian service firms. Our results highlight the importance of market development as a basis for variation, however, the impact of dynamic capabilities upon a likely antecedent of selection was not clear and highlighted a nuanced relationship between capability development, market development and sales growth in an small-and-medium-sized enterprise environment. We conclude that applying a Darwinian lens to the dynamic capabilities view is challenging without longer time series data and additional measures, but such an approach remains theoretically attractive and further investigation may help clarify how we conceptualize the relationship between the dynamic capabilities view and resource-based view.

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“…인지편향은 유아기 에 발달심리학적으로 나타나기 시작하지만 사회적 활동을 통하여 강 화되는 특성도 보고되고 있으므로 교정을 위한 가장 효율적인 방법은 성장기의 교육을 통해서 일 것이다 (Wang et al, 2001). 최근 탈인지편 향에 대한 훈련전략을 연구하는 Morewedge et al(2015) (Hodgson, 2004). (Tversky & Kahneman, 1973).…”

Section: 인지편향은 생득적으로 형성되어 있는 인간의 사고 습관이며 교정unclassified

Exploring Cognitive Biases Limiting Rational Problem Solving and Debiasing Methods Using Science Education

하민수¹

2016

Journal of The Korean Association For Science Education

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This study aims to explore cognitive biases relating the core competences of science and instructional strategy in reducing the level of cognitive biases. The literature review method was used to explore cognitive biases and science education experts discussed the relevance of cognitive biases to science education. Twenty nine cognitive biases were categorized into five groups (limiting rational causal inference, limiting diverse information search, limiting self-regulated learning, limiting self-directed decision making, and category-limited thinking). The cognitive biases in limiting rational causal inference group are teleological thinking, availability heuristic, illusory correlation, and clustering illusion. The cognitive biases in limiting diverse information search group are selective perception, experimenter bias, confirmation bias, mere thought effect, attentional bias, belief bias, pragmatic fallacy, functional fixedness, and framing effect. The cognitive biases in limiting self-regulated learning group are overconfidence bias, better-than-average bias, planning fallacy, fundamental attribution error, Dunning-Kruger effect, hindsight bias, and blind-spot bias. The cognitive biases in limiting self-directed decision-making group are acquiescence effect, bandwagon effect, group-think, appeal to authority bias, and information bias. Lastly, the cognitive biases in category-limited thinking group are psychological essentialism, stereotyping, anthropomorphism, and outgroup homogeneity bias. The instructional strategy to reduce the level of cognitive biases is disused based on the psychological characters of cognitive biases reviewed in this study and related science education methods.

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Darwinism, causality and the social sciences

Cited by 60 publications

References 40 publications

General selection theory and economic evolution: The Price equation and the replicator/interactor distinction

General selection theory and economic evolution: The Price equation and the replicator/interactor distinction

Applying a Darwinian model to the dynamic capabilities view: Insights and issues

Exploring Cognitive Biases Limiting Rational Problem Solving and Debiasing Methods Using Science Education

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