And that the scanning equipment worked at least once.
--Barry
On 12 Aug 2016, at 22:29, Russ Abbott wrote:
Demonstrating that there was at least one time when psychologists
thought
that illustrations and anecdotes had probative value.
On Fri, Aug 12, 2016 at 9:22 PM Nick Thompson
<nickthomp...@earthlink.net>
wrote:
Hi, Roger,
Thanks for this.
Back in the good old days, when I was employed, I interacted a lot
with
qualitative psychologists and we argued about the probative value of
illustrations and anecdotes. Their strong points were that
illustrations
allowed one to say that at least that happened once and that
anecdotes, or
stories about individual events of the life of single persons, at
least
allowed one to see the whole of something, even if for a brief
second.
Experiments, however, with statistics dissect causes in way that is
entirely foreign to reality.
So what is the probative value of a picture of a brain scan?
Nick
Nicholas S. Thompson
Emeritus Professor of Psychology and Biology
Clark University
http://home.earthlink.net/~nickthompson/naturaldesigns/
*From:* Friam [mailto:friam-boun...@redfish.com] *On Behalf Of *Roger
Critchlow
*Sent:* Friday, August 12, 2016 9:05 PM
*To:* The Friday Morning Applied Complexity Coffee Group <
Friam@redfish.com>
*Subject:* [FRIAM] credibility by association
From Science 12 Aug 2016::
A decade ago, it seemed as though every other neuroscience paper in
high-profile journals featured multiple multicolored images of brain
scans.
In some cases, readers—many of whom were psychologists who had
written
papers on the same topic—pointed out that the pictographic scans
added
little explanatory power. Hopkins *et al.* have extended an earlier
study
of the relative impact of psychology and neuroscience to encompass
both
more reductive disciplines, such as physics, chemistry, and biology,
and
less reductive disciplines, such as social science. They find that
study
subjects judge scientific explanations to be of higher quality when
they
contain information from the neighboring more reductive field, even
when
that information is irrelevant.
*Cognition* *155*, 67 (2016).
-- rec --
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