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Falsification and the Methodology of Scientific Research Programmes
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“Lakatos (1970) has distinguished between two types of propositions within a theory: hard core propositions and protective belt propositions.Hard core propositions cannot be altered without scrapping the entire theory, but protective belt propositions can be altered while preserving the key, central hypotheses.”
From The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. (1993) · cites this paper as Lakatos, 1970
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“Construction of these upper stages was initially guided by reviews of a broad range of work on reflective thinking and ego, social, and epistemological development (Broughton, 1975; Dewey, 1933, 1938; Harvey, Hunt, & Schroder, 1961; Lakatos, 1970; Loevinger, 1976; Popper, 1969).”
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BackgroundThe Good, the Bad, and the Ugly: The Many Faces of Constructivism
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BackgroundInfluentialExplanation: a mechanist alternative
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“The result looks much more like a research program (Lakatos, 1970) than like the classical account of theory testing.”
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“…not the end of inquiry, as the theory refined on the basis of deviant case analysis must be subject to subsequent testing against new evidence, whether in either largeN or small-N analysis, by applying the revised hypotheses to other cases or to unexamined aspects of the same case (Lakatos, 1970).”
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On the nature of self-monitoring: Matters of assessment, matters of validity.
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“…may believe that knowledge is most effectively advanced through attempts to retain as much of the initial core of the formulation as possible (cf. Lakatos, 1970), or one may believe that the scientific enterprise is served best by relentless attempts to provide radically different alternative…”
BackgroundA rational analysis of the selection task as optimal data selection.
Oaksford, M., & Chater, N. (1994) · Psychological Review · doi:10.1037/0033-295x.101.4.608 · Cited by 1,065
“This comparative aspect of hypothesis testing is central to much recent philosophy of science (Earman, 1992; Lakatos, 1970; Platt, 1964).”
BackgroundConclusion: epistemic communities, world order, and the creation of a reflective research program
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“If one considers the differences among the works of Popper (1959), Kuhn (1962), Lakatos (1970), Feyerabend (1975), Laudan (1977), and Giere (1988), it becomes quite clear that perceptions of NOS are as tentative, if not more so, than scientific knowledge itself.”
BackgroundUnpacking cosmopolitanism for the social sciences: a research agenda
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BackgroundThe Knower and the Known: The Nature of Knowledge in Research on Teaching
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“See Popper 1959; Kuhn 1962; and Lakatos 1970, 173-80.”
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Darden, L., & Maull, N. L. (1977) · Philosophy of Science · doi:10.1086/288723 · Cited by 484
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Expanding the lens of evidence-based practice in psychotherapy: A common factors perspective.
Laska, K. M., Gurman, A. S., & Wampold, B. E. (2014) · Psychotherapy · doi:10.1037/a0034332 · Cited by 443
“However, “the problem fever of science is raised by the proliferation of rival theories rather than by counterexamples or anomalies” (Lakatos, 1970, p. 121) and consequently the validity of the EST approach requires that it be examined vis-à-vis rival theories, the most prominent of which is CF.”
BackgroundChapter 1 Labor supply of men: A survey
Pencavel, J. (1986) · Handbook of labour economics · doi:10.1016/s1573-4463(86)01004-0 · Cited by 451
Theories of Knowledge Restructuring in Development
Vosniadou, S., & Brewer, W. F. (1987) · Review of Educational Research · doi:10.3102/00346543057001051 · Cited by 442
Chapter 1: The Knower and the Known: The Nature of Knowledge in Research on Teaching
Fenstermacher, G. D. (1994) · Review of Research in Education · doi:10.3102/0091732x020001003 · Cited by 1,155
Coyne, J. C., & Whiffen, V. E. (1995) · Psychological Bulletin · doi:10.1037/0033-2909.118.3.358 · Cited by 441
A Prospectus for Theory Construction in Marketing
Bagozzi, R. P. (1984) · Journal of Marketing · doi:10.1177/002224298404800102 · Cited by 430
Learning in Science — From Behaviourism Towards Social Constructivism and Beyond
Duit, R. H., & Treagust, D. F. (1998) · Springer eBooks · doi:10.1007/978-94-011-4940-2_1 · Cited by 432
Meehl, P. E. (1990) · Psychological Inquiry · doi:10.1207/s15327965pli0102_1 · Cited by 673
“When Popper (1935/1959, 1983) cited an episode (e.g., the quick demise of the Bohr–Kramers–Slater quantum theory) to defend his ideas about falsification, and Feyerabend (1970) or Lakatos (1970) cited Prout's hypothesis on the other side, what do these selected episodes prove?”
BackgroundTheorizing engagement: the potential of a critical dialogic approach
Bebbington, J., Brown, J. A., Frame, B., & Thomson, I. (2007) · Accounting Auditing & Accountability Journal · doi:10.1108/09513570710748544 · Cited by 440
News Framing as a Multiparadigmatic Research Program: A Response to Entman
D’Angelo, P. (2002) · Journal of Communication · doi:10.1093/joc/52.4.870 · Cited by 420
A Material Theory of Induction
Norton, J. D. (2003) · Philosophy of Science · doi:10.1086/378858 · Cited by 409
The meaning of representation in animal memory
Roitblat, H. L. (1982) · Behavioral and Brain Sciences · doi:10.1017/s0140525x00012486 · Cited by 406
Contrasting approaches to a theory of learning
Johnston, T. D. (1981) · Behavioral and Brain Sciences · doi:10.1017/s0140525x00007950 · Cited by 400
“…neutrality of methodology (i.e. that "facts" exist to be "collected" by a convenient methodology, like collecting pebbles on a beach), this view has been -almost universally abandoned, with good reason, by modern philosophers of science (see Kuhn 1962; Hanson 1969; Medawar 1969; Lakatos 1970).”
BackgroundLaird, J. E., Lebiere, C., & Rosenbloom, P. S. (2017) · AI Magazine · doi:10.1609/aimag.v38i4.2744 · Cited by 392
Explanatory Typologies in Qualitative Studies of International Politics
Elman, C. (2005) · International Organization · doi:10.1017/s0020818305050101 · Cited by 405
Sinatra, G. M., Kienhues, D., & Hofer, B. K. (2014) · Educational Psychologist · doi:10.1080/00461520.2014.916216 · Cited by 422
“The tentativeness of science is one of the foundations of scientific inquiry, and scientists generally focus their work on the edge of uncertainty (Lakatos, 1970).”
BackgroundThe Generative Learning Model and its Implications for Science Education
Osborne, R. J., & Wittrock, M. C. (1985) · Studies in Science Education · doi:10.1080/03057268508559923 · Cited by 380
"Sobjectivism": Toward a Constructivist Methodology
Pouliot, V. (2007) · International Studies Quarterly · doi:10.1111/j.1468-2478.2007.00455.x · Cited by 400
Learning progressions and teaching sequences: a review and analysis
Duschl, R. A., Seungho, M., & Sezen‐Barrie, A. (2011) · Studies in Science Education · doi:10.1080/03057267.2011.604476 · Cited by 409
Oxidative phosphorylation: regulation and role in cellular and tissue metabolism
Wilson, D. F. (2017) · The Journal of Physiology · doi:10.1113/jp273839 · Cited by 377
“As emphasized by Imre Lakatos (1970, 1978), in biology the collection and interpretation of experimental data involves large numbers of assumptions/hypotheses, many of which are not stated or are presented as facts.”
BackgroundProspect Theory and International Relations: Theoretical Applications and Analytical Problems
Levy, J. S. (1992) · Political Psychology · doi:10.2307/3791682 · Cited by 374
Tetlock, P. E. (2000) · Administrative Science Quarterly · doi:10.2307/2667073 · Cited by 366
The psychology of being "right": The problem of accuracy in social perception and cognition.
Kruglanski, A. W. (1989) · Psychological Bulletin · doi:10.1037/0033-2909.106.3.395 · Cited by 502
Metadata
- Authors
- Lakatos, I.
- Venue
- Criticism and the Growth of Knowledge
- Publisher
- Cambridge University Press
- Published
- 1970-09-02
- Pages
- 91-196
- OpenAlex
- W256019955
- Cited by
- 4,649
- References
- 153
- Citations by year
- 2026: 106 · 2025: 134 · 2024: 148 · 2023: 112 · 2022: 125 · 2021: 116 · 2020: 155 · 2019: 152 · 2018: 116 · 2017: 195 · 2016: 119 · 2015: 108 · 2014: 114 · 2013: 131 · 2012: 129
- FWCI
- 84.37
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Cambridge University Press eBooks (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Logic and Philosophy of Science
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Philosophy of Biology and Scientific Explanation
- Social Sciences › Education › Academic integrity and plagiarism
- Keywords
- falsification, scientific research programs, methodology of science, Karl Popper, philosophy of science
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