Studies by Fischer and his colleagues and Dawson (2006) have investigated development in a wide range of domains, including understanding of social interaction concepts such as nice and mean, skills in mathematics, and understanding leadership.
RESEARCH IN PSYCHOLOGY What counts as ‘‘good’’ quantitative research and what can we say about when to use quantitative and/or qualitative methods? 1. How interpretation enters into inquiry To set the stage for discussing the scope of ‘‘good’’ quantitative research, I will briefly reconsider the role played by interpretation in the process of inquiry. In my position paper, I argued that when we try to understand psychological phenomena, we have to take as bedrock the practices in which people are engaged. These practices are concretely meaningful in a way that cannot be explained by other, supposedly more basic, terms. I also pointed out that this idea is very closely linked to the view that psychologists themselves are participants in the world of practices. Inquiry in psychology is itself practical activity. As I discussed elsewhere at some length (Westerman, 2004), practices of inquiry in our field are based in part on the ways in which we learn about things in everyday life (e.g., a teacher trying to discover the best way to teach 7-year-olds how to read) and also on the practices in which we participate in our lives in general (e.g., all the practices in the given culture in which reading plays a role).
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