Mutualistic Coupling Between Vocabulary and Reasoning in Young Children: A Replication and Extension of the Study by Kievit et al. (2017)

Kievit, Rogier A.; Hofman, Abe D.; Nation, Kate

doi:10.1177/0956797619841265

Cited by 59 publications

(71 citation statements)

References 24 publications

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“…In addition, researchers may judge it appropriate to double back to one or more of the earlier stages in the sequence; for example, theory evaluation may lead to adaptations of the formal model. Also, successful deduction of as yet unidentified phenomena may require researchers to empirically investigate these phenomena, possibly leading to reconsiderations of the explanatory breadth of the theory (e.g., for the case of mutualism, see Kievit, Hofman, & Nation, 2019). Especially when the evaluation of the theory leads to the implied existence of as yet unknown phenomena, this gives rise to a theoretical cycle ( Figure 2) which "spirals up" to form a staircase of knowledge, by subsuming ever more phenomena under the explanatory breadth of the theory.…”

Section: Theory Construction Methodologymentioning

confidence: 99%

Theory Construction Methodology: A practical framework for theory formation in psychology

Borsboom¹,

Maas²,

Dalege³

et al. 2020

Preprint

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This paper aims to improve theory formation in psychology by developing a practical methodology for constructing explanatory theories: Theory Construction Methodology (TCM). TCM is a sequence of five steps. First, the theorist identifies empirical phenomena to become the target of explanation. Second, the theorist constructs a proto-theory: a set of theoretical principles that potentially explain these phenomena. Third, the proto-theory is used to construct a formal model: a set of model equations or simulation models that encode the explanatory principles. Fourth, the theorist investigates this model’s explanatory adequacy. This is done by formalizing the empirical phenomena in terms of the model, and assessing whether the model indeed reproduces them. Fifth, the theorist studies the overall adequacy of the theory by evaluating whether phenomena are indeed reproduced faithfully, whether explanatory principles are parsimonious and substantively plausible, and whether the theory implies new predictions to promote further research. We illustrate TCM with an example taken from the intelligence literature (the mutualism model of intelligence), discuss the place of TCM in the larger scheme of scientific research, and propose an outline for a university curriculum that can systematically educate psychologists in the process of theory formation.

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Section: Theory Construction Methodologymentioning

confidence: 99%

Theory Construction Methodology: A practical framework for theory formation in psychology

Borsboom¹,

Maas²,

Dalege³

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…mathematical intelligence or anxiety), termed mutualistic coupling. Such predictions can be formalized via latent change score models and tested in data (Kievit et al, , 2019Peng & Kievit, 2020).…”

Section: Embracing Complexitymentioning

confidence: 99%

Lack of theory building and testing impedes progress in the factor and network literature

Fried¹

2020

Preprint

113

138

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The last decade has brought reforms to improve methodological practices, with the goal to increase the reliability and replicability of effects. However, explanations of effects remain scarce, and a growing chorus of scholars argues that the replicability crisis has distracted from a crisis of theory. In the same decade, the empirical literature using factor and network models has grown rapidly. I discuss three ways in which this literature falls short of theory building and testing. First, statistical and theoretical models are conflated, leading to invalid inferences such as the existence of psychological constructs based on factor models, or recommendations for clinical interventions based on network models. I demonstrate this inferential gap in a simulation study on statistical equivalence: excellent model fit does little to corroborate a theory, regardless of quality or quantity of data. Second, researchers fail to explicate theories about psychological constructs, but use implicit causal beliefs to guide inferences. These latent theories have led to problematic best practices in psychological research where inferences are drawn based on one specific causal model that is assumed, but not explicated. Third, explicated theories are often weak theories: narrative and imprecise descriptions vulnerable to hidden assumptions and unknowns. They fail to make clear predictions, and it remains unclear whether statistical effects corroborate such theories or not. Weak theories are immune to refutation or revision. I argue that these three challenges to theory building and testing are common and harmful, and impede theory formation, failure, and reform. A renewed focus on theoretical psychology and formal models offers a way forward.

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“…While a score on a vocabulary test indicates learned knowledge because of various environmental factors (years of education, number of books at home, being read to, and happenstance), when combined with a variety of other indicators of cognitive skills, it simultaneously serves to indicate an underlying trait of intelligence. [Of note is that some authors object to the notion of underlying intelligence that exists independently of cognitive skills (Kievit, Hofman, & Nation, 2019). ]…”

Section: Introductionmentioning

confidence: 99%

Traits and Adaptations: A Theoretical Examination and New Empirical Evidence

Henry

Mõttus

2020

Eur J Pers

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We investigated the distinction between traits (also labelled basic tendencies or dispositions) and (characteristic) adaptations, two related features of the personality system postulated to influence how personality manifests throughout the lifespan. Traits are alleged to be universal, causal, and enduring entities that exist across cultures and through evolutionary time, whereas learned adaptations are acquired through sustained interaction with cultural, physical, and social environments. Although this distinction is central to several personality theories, they provide few measurable criteria to distinguish between traits and adaptations. Moreover, little research has endeavoured to operationalize it, let alone test it empirically. Drawing on insights from four frameworks—the Five‐Factor Theory, Cybernetic Big Five Theory, Disposition–Adaptation–Environment Model, and New Big Five—we attempted to investigate the distinction both theoretically and empirically. Using various experimental rating conditions, we first scored 240 questionnaire items in their degrees of definitionally reflecting traits and/or adaptations. Next, we correlated these definitional ratings with the items' estimates of rank‐order stability, consensual validity, and heritability—criteria often associated with personality traits. We found some evidence that items rated as more trait‐like and less adaptation‐like correspond to higher cross‐rater agreement and stability but not heritability. These associations survived controlling for items' retest reliability, social desirability, and variance. The theoretical and empirical implications of these findings are discussed. © 2020 European Association of Personality Psychology

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Mutualistic Coupling Between Vocabulary and Reasoning in Young Children: A Replication and Extension of the Study by Kievit et al. (2017)

Cited by 59 publications

References 24 publications

Theory Construction Methodology: A practical framework for theory formation in psychology

Theory Construction Methodology: A practical framework for theory formation in psychology

Lack of theory building and testing impedes progress in the factor and network literature

Traits and Adaptations: A Theoretical Examination and New Empirical Evidence

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