Psychology of science

The psychology of science is a branch of the studies of science defined most simply as the scientific study of scientific thought or behavior. The field first gained popularity in the 1960s, with Abraham Maslow publishing an influential text on the subject (Maslow, 1966), but this popularity faded, only re-emerging in the 1980s (e.g., Simonton, 1988). Other studies of science include philosophy of science, history of science, and sociology of science or sociology of scientific knowledge.

The psychology of science applies methods and theory from psychology to the analysis of scientific thought and behavior, each of which is defined both narrowly and broadly. Narrowly defined, "science" refers to thought and behavior of professional scientists and technologists. More broadly defined, "science" refers to thought and behavior of anyone (present or past) of any age engaged in problem finding and problem solving, scientific theory construction, learning scientific or mathematical concepts, scientific modelling, testing plausible rival hypotheses, or other scientific reasoning. The methods of psychology that are applied to the study of scientific thought and behavior include psychohistorical, psychobiographical, observational, descriptive, correlational, and experimental techniques (e.g., Gholson et al., 1989; Giere, 1992; Kowlowski, 1996; Magnani et al., 1999; Carruthers et al., 2002; Feist, 2006; Proctor & Capaldi, 2012; Feist & Gorman, 2013).

The psychology of science includes research in many subfields of psychology, such as but not limited to neuroscientific, developmental, educational, cognitive, personality, social, and clinical (Feist, 2011). Gregory Feist's 2006 book The Psychology of Science and the Origins of the Scientific Mind (Feist, 2006), and the 2013 edited book Handbook of the Psychology of Science (Feist & Gorman, 2013) review and integrate much of this literature.

See also[edit]

Bibliography[edit]

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