Roles of Instruments in Psychological Research.

Sturm, Thomas; Ash, Mitchell G.

doi:10.1037/1093-4510.8.1.3

Cited by 29 publications

(22 citation statements)

References 46 publications

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“…But the epistemic work of the tool is done by the ways in which the questions are asked, not by the physical medium in which they are presented. In this respect I am in full agreement with Sturm and Ash (2005), who write that "there is no good reason to define the concept of instrument or of psychological instruments in such a way that only physical devices, let alone technologically advanced ones, are included" (Sturm and Ash 2005, 15). But even if this is true, it does not follow that concepts can be instances of such non-physical and non-mechanical tools.…”

Section: Why Tools Do Not Have To Be Physicalsupporting

confidence: 55%

Concepts as Tools in the Experimental Generation of Knowledge in Cognitive Neuropsychology

Feest

2010

SponGe

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This paper asks (a) how new scientific objects of research are conceptualized at a point in time when little is known about them, and (b) how those conceptualizations, in turn, figure in the process of investigating the phenomena in question. Contrasting my approach with existing notions of concepts and situating it in relation to existing discussions about the epistemology of experimentation, I propose to think of concepts as research tools. I elaborate on the conception of a tool that informs my account. Narrowing my focus to phenomena in cognitive neuropsychology, I then illustrate my thesis with the example of the concept of implicit memory. This account is based on an original reconstruction of the nature and function of operationism in psychology.

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Section: Why Tools Do Not Have To Be Physicalsupporting

confidence: 55%

Concepts as Tools in the Experimental Generation of Knowledge in Cognitive Neuropsychology

Feest

2010

SponGe

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“…In line with Sturm and Ash (2005) and Cleary (1977), students expressed an appreciation for understanding the roots of psychology, particularly as that history relates to future directions in the discipline. Also, consistent with the AAAS (1993) and NRC (1996) students valued learning about the instruments to generate research ideas and better understand behavior and relevant literature.…”

Section: Discussionmentioning

confidence: 73%

This Old Thing? Using Old Laboratory Equipment to Enhance Student Learning

Elcoro

McCarley

2014

Teaching of Psychology

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Using a surplus of older laboratory instruments, 48 students in a learning and behavior course completed an assignment designed to provide an introduction to the history and use of some instruments in psychology. Students worked in pairs, were assigned one instrument, and created labels in which they identified several keys characteristics of an instrument. Assessments indicated that students learned from and also enjoyed this assignment. Sixteen of the 48 students presented and demonstrated each instrument to 19 students enrolled in a history and systems class. Pre-and posttest assessments in the history and systems class indicated significant increases in knowledge about these instruments. This is a simple, versatile activity than can be used in a variety of psychology courses.Keywords history of psychology, laboratory instruments, undergraduate psychology course Various scientific organizations encourage educators to incorporate technology instruction in science to allow students to develop the understanding of how technology influences the advancement of scientific inquiry (American Association for the Advancement of Science [AAAS], 1993; National Research Council [NRC], 1996). The American Psychological Association's (APA, 2007) guidelines for the undergraduate psychology major include the following two goals that, together, address this issue: Goal 1 (Knowledge Base of Psychology) states ''Students will demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.'' and Goal 6 (Information and Technological Literacy) states ''Students will demonstrate information competence and the ability to use computers and other technology for many purposes.'' Instrumentation plays a key role in the experimental sciences (Cleary, 1977) including psychology. Apart from the capabilities of measurement, instruments in their own right are considered scientific knowledge (Baird, 2004;Sturm & Ash, 2005). Early instruments in psychology and other related sciences were often designed and built by the researchers themselves and only later did commercialized versions of them become available (Ator, 1991;Lattal, 2004). Thus, we contend that learning about the instruments encompasses learning about the researchers who built them, the theories that informed them, and the prevailing scientific paradigm at the time during which they were developed. An important part of the history of psychology is dedicated to the development of technology to measure psychological variables (Sturm & Ash, 2005). Through the study of laboratory instruments, students can learn much about the history of psychology (Sokal, Davis, & Merzbach, 1976).The literature on using older instrumentation to teach psychology is not extensive. Raphelson (1979) proposed showing students the pictures of older laboratories and equipment in order to better teach history of psychology. Caudle (1979) described bringing replicas of instruments into the classroom, so students can interact with them via demons...

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“…A substantial body of internationally gathered evidence supports the proposition that the meditative state can be understood naturalistically as a neurobiological condition that imparts a host of 4 DAVID T. SCHMIT JOURNAL OF THE HISTORY OF THE BEHAVIORAL SCIENCES DOI: 10.1002/jhbs 7. For examinations of the role these kinds of instruments have played in the history of psychology, see Rosler (2005), Sokal, Davis, and Merzbach (1976), and Sturm and Ash (2005). physical and psychological benefits to practitioners. Most remarkable is the speed at which a practice enshrined by thousands of years of monastic practice has been stripped of its religious piety and spiritual meanings.…”

Section: Meditation Research and Practice In The Westmentioning

confidence: 99%

The mesmerists inquire about “Oriental mind powers”: West meets East in the search for the universal trance

Schmit

2010

J History Behavioral Science

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Contemporary interest in Asian meditation raises questions about when Westerners began investigating these practices. A synopsis of Western-originating scientific meditation research is followed by a brief introduction to mesmerism. Next, the unappreciated ways the mesmerists explored Oriental mind powers is recounted. How the mesmerists' cultural positioning, philosophy, and interest in mind-body practices facilitated their inquiries of Oriental medicine and Hindu contemplative practices is explored, followed by a consideration of why these investigations were unique for the era. The way this work subverted Western cultural imperialism is examined. A consideration of the historical continuities and discontinuities between the mesmerists' inquiries and twentieth-century meditation research concludes the article.

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Roles of Instruments in Psychological Research.

Cited by 29 publications

References 46 publications

Concepts as Tools in the Experimental Generation of Knowledge in Cognitive Neuropsychology

Concepts as Tools in the Experimental Generation of Knowledge in Cognitive Neuropsychology

This Old Thing? Using Old Laboratory Equipment to Enhance Student Learning

The mesmerists inquire about “Oriental mind powers”: West meets East in the search for the universal trance

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