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Response to Brian D. Haig

Response to Brian D. Haig Schmidt, F. L. (1992). What do data really mean? Research findings, meta-analysis, and cumulative knowledge in psychology. American Psychologist, 47, 1173-1181. Simon, H. A. (1971). Spurious correlation: A causal interpretation. In H. M. Blalock (Ed.), Causal models in the social sciences (pp. 5-17). Chicago: Aldine. Sober, E. (1984). Common cause explanation. Philosophy of Science, 51, 212-241. Thagard, P. (1992). Conceptual revolutions. Princeton, NJ: Princeton University Press. Tukey, J. W. (1969). Analyzing data: Sanctification or detective work? American Psychologist, 24, 83-91. Tukey, J. W. (1977). Exploratory data analysis. Reading, MA: Addison Wesley. Tukey,J. W. (1980). We need both exploratory and confirmatory. American Statistician, 34, 23-25. Woodward, J. (1989). Data and phenomena. Synthese, 79,393-472. Author Brian Haig IS a Senior Lecturer in the Department of Psychology, University of Canterbury, Christchurch 1, New Zealand. Response to Brian D. Haig Barry McGaw Australian Council for Educational Research Haig offers a cntique of statistical methods embedded in a critique of the hypothetico-deductive model of scientific inquiry. He provides a helpfully broad view of the nature of scientific inquiry in education and psychology and links it with suggestions of statistical procedures that are appropriate for the purposes of different phases of the research process. In http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Response to Brian D. Haig

McGaw, Barry
Australian Journal of Education , Volume 40 (2): 5 – Aug 1, 1996
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References (6)

Publisher
SAGE
Copyright
© 1996 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494419604000207
Publisher site
See Article on Publisher Site

Abstract

Schmidt, F. L. (1992). What do data really mean? Research findings, meta-analysis, and cumulative knowledge in psychology. American Psychologist, 47, 1173-1181. Simon, H. A. (1971). Spurious correlation: A causal interpretation. In H. M. Blalock (Ed.), Causal models in the social sciences (pp. 5-17). Chicago: Aldine. Sober, E. (1984). Common cause explanation. Philosophy of Science, 51, 212-241. Thagard, P. (1992). Conceptual revolutions. Princeton, NJ: Princeton University Press. Tukey, J. W. (1969). Analyzing data: Sanctification or detective work? American Psychologist, 24, 83-91. Tukey, J. W. (1977). Exploratory data analysis. Reading, MA: Addison Wesley. Tukey,J. W. (1980). We need both exploratory and confirmatory. American Statistician, 34, 23-25. Woodward, J. (1989). Data and phenomena. Synthese, 79,393-472. Author Brian Haig IS a Senior Lecturer in the Department of Psychology, University of Canterbury, Christchurch 1, New Zealand. Response to Brian D. Haig Barry McGaw Australian Council for Educational Research Haig offers a cntique of statistical methods embedded in a critique of the hypothetico-deductive model of scientific inquiry. He provides a helpfully broad view of the nature of scientific inquiry in education and psychology and links it with suggestions of statistical procedures that are appropriate for the purposes of different phases of the research process. In

Journal

Australian Journal of Education – SAGE

Published: Aug 1, 1996

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