The DOI matches its Crossref record.
Conceptual Revolutions
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“The history of science suggests that theory change often requires a series of empirical anomalies, which collectively appear to be better explained by an alternate theory (T.Kuhn, 1962;Thagard, 1992).”
From The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. (1993) · cites this paper as Thagard, 1992
In the citing paper
“He (Thagard, 1992) concludes that “for most revolutions, the explanatory breadth of the new theory--how much it explains--is the largest contributor to explanatory coherence” (p.248).”
From The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. (1993) · cites this paper as Thagard, 1992
Citations
Cited by
Sorted by citations
Items 101–200 of 998
Exploring the Characteristics and Diverse Sources of Students’ Mental Models of Acids and Bases
Lin, J., & Chiu, M. (2007) · International Journal of Science Education · doi:10.1080/09500690600855559 · Cited by 89
What do children learn from testimony?
Harris, P. L. (2002) · Cambridge University Press eBooks · doi:10.1017/cbo9780511613517.018 · Cited by 88
Coherent Knowledge Structures of Physics Represented as Concept Networks in Teacher Education
Koponen, I. T., & Pehkonen, M. (2009) · Science & Education · doi:10.1007/s11191-009-9200-z · Cited by 83
Methodological Triangulation in Nursing Research
Risjord, M., Moloney, M. F., & Dunbar, S. B. (2001) · Philosophy of the Social Sciences · doi:10.1177/004839310103100103 · Cited by 86
She, H. (2002) · International Journal of Science Education · doi:10.1080/09500690110098895 · Cited by 86
A pragmatic approach to the demarcation problem
Resnik, D. B. (2000) · Studies in History and Philosophy of Science Part A · doi:10.1016/s0039-3681(00)00004-2 · Cited by 90
Epistemic justification in the context of pursuit: a coherentist approach
Šešelja, D., & Straßer, C. (2014) · Synthese · doi:10.1007/s11229-014-0476-4 · Cited by 84
Explanatory Identities and Conceptual Change
Thagard, P. R. (2014) · Science & Education · doi:10.1007/s11191-014-9682-1 · Cited by 84
Self-citationUlcers and bacteria I: discovery and acceptance
Thagard, P. R. (1998) · Studies in History and Philosophy of Science Part C Studies in History and Philosophy of Biological and Biomedical Sciences · doi:10.1016/s1369-8486(98)00006-5 · Cited by 83
Self-citationEmotional Gestalts: Appraisal, Change, and the Dynamics of Affect
Thagard, P. R., & Nerb, J. (2002) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr0604_02 · Cited by 79
Self-citationChanging Minds About Climate Change: Belief Revision, Coherence, and Emotion
Thagard, P. R., & Findlay, S. D. (2010) · Springer eBooks · doi:10.1007/978-90-481-9609-8_14 · Cited by 81
Self-citationToward a computational hermeneutics
Mohr, J. W., Wagner-Pacifici, R. E., & Breiger, R. L. (2015) · Big Data & Society · doi:10.1177/2053951715613809 · Cited by 79
Model-Based and Manipulative Abduction in Science
Magnani, L. (2004) · Foundations of Science · doi:10.1023/b:foda.0000042841.18507.22 · Cited by 80
Eastwood, J. G., Jalaludin, B. B., & Kemp, L. (2014) · SpringerPlus · doi:10.1186/2193-1801-3-12 · Cited by 84
Taber, K. S. (2003) · Foundations of Chemistry · doi:10.1023/a:1021995612705 · Cited by 80
The Psychology of Judicial Decision Making
(2010) · doi:10.1093/acprof:oso/9780195367584.001.0001 · Cited by 87
From Adaptive Emotion to Dysfunction: An Attachment Perspective on Social Anxiety Disorder
Vertue, F. M. (2003) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr0702_170-191 · Cited by 85
The Price of Truth: How Money Affects the Norms of Science
Resnik, D. B. (2007) · doi:10.1093/acprof:oso/9780195309782.001.0001 · Cited by 160
Strategies for Studying Causation in Complex Ecological-Political Systems
Homer-Dixon, T. F. (1996) · The Journal of Environment & Development · doi:10.1177/107049659600500202 · Cited by 79
Decision-makers’ underestimation of user innovation
Bradonjic, P., Franke, N., & Lüthje, C. (2019) · Research Policy · doi:10.1016/j.respol.2019.01.020 · Cited by 86
Shtulman, A. (2008) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/0278-7393.34.5.1123 · Cited by 76
In search of explanatory frameworks: an analysis of Richard Feynman's lecture 'Atoms in motion'
Treagust, D. F., & Harrison, A. G. (2000) · International Journal of Science Education · doi:10.1080/09500690050166733 · Cited by 77
The roots of scientific reasoning: infancy, modularity and the art of tracking
Carruthers, P. (2002) · Cambridge University Press eBooks · doi:10.1017/cbo9780511613517.005 · Cited by 77
Harry Potter and the sorcerer's scope: latent scope biases in explanatory reasoning
Khemlani, S., Sussman, A. B., & Oppenheimer, D. M. (2010) · Memory & Cognition · doi:10.3758/s13421-010-0028-1 · Cited by 69
What makes weird beliefs thrive? The epidemiology of pseudoscience
Boudry, M., Blancke, S., & Pigliucci, M. (2014) · Philosophical Psychology · doi:10.1080/09515089.2014.971946 · Cited by 72
The Embodied Nature of Implicit Theories: The Consistency of Ideas About the Nature of Matter
Pozo, J. I., & Crespo, M. Á. G. (2005) · Cognition and Instruction · doi:10.1207/s1532690xci2303_2 · Cited by 72
Penner, D. E. (2000) · Review of Research in Education · doi:10.3102/0091732x025001001 · Cited by 148
Conway, L. G., & Schaller, M. (2002) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr0602_04 · Cited by 70
An Adaptive Connectionist Model of Cognitive Dissonance
Overwalle, F. V., & Jordens, K. (2002) · Personality and Social Psychology Review · doi:10.1207/s15327957pspr0603_6 · Cited by 74
An Abductive Theory of Scientific Method
Haig, B. D. (2018) · Studies in applied philosophy, epistemology and rational ethics · doi:10.1007/978-3-030-01051-5_3 · Cited by 69
Aydınonat, N. E. (2007) · Journal of Economic Methodology · doi:10.1080/13501780701718680 · Cited by 70
Diakidoy, I. N., Vosniadou, S., & Hawks, J. D. (1997) · European Journal of Psychology of Education · doi:10.1007/bf03173083 · Cited by 68
The Contribution of the History of Physics in Physics Education: A Review
Seroglou, F., & Koumaras, P. (2001) · Science & Education · doi:10.1023/a:1008702000098 · Cited by 67
Jacobson, M. J. (2007) · Educational Technology Research and Development · doi:10.1007/s11423-007-9065-2 · Cited by 66
Potvin, P., Nenciovici, L., Malenfant-Robichaud, G., Thibault, F., Sy, O., Mahhou, M. A., Bernard, A., Allaire‐Duquette, G., Sarrasin, J. B., Foisy, L. B., et al. (2020) · Studies in Science Education · doi:10.1080/03057267.2020.1744796 · Cited by 71
Thagard, P. R. (2012) · Cambridge University Press eBooks · doi:10.1017/cbo9781139033916.005 · Cited by 66
Self-citationHarrison, A. G., & Treagust, D. F. (2001) · Instructional Science · doi:10.1023/a:1026456101444 · Cited by 67
Srisawasdi, N., & Panjaburee, P. (2015) · Journal of Computers in Education · doi:10.1007/s40692-015-0037-y · Cited by 70
Theory Construction Methodology: A practical framework for theory formation in psychologyPreprint
Borsboom, D., van der Maas, H. L. J., Dalege, J., Kievit, R., & Haig, B. D. (2020) · doi:10.31234/osf.io/w5tp8 · Cited by 63
It depends coaching – The most fundamental, simple and complex principle or a mere copout?
Collins, D. J., Taylor, J. A., Ashford, M., & Collins, L. (2022) · Sports Coaching Review · doi:10.1080/21640629.2022.2154189 · Cited by 75
Conceptual change and anomalous data: A case study in the domain of natural sciences
Limón, M., & Carretero, M. M. (1997) · European Journal of Psychology of Education · doi:10.1007/bf03173085 · Cited by 67
How some college students represent their understandings of the nature of scientific theories
Dagher, Z. R., Brickhouse, N. W., Shipman, H. L., & Letts, W. J. (2004) · International Journal of Science Education · doi:10.1080/0950069032000138806 · Cited by 66
Oh, P. S. (2009) · International Journal of Science Education · doi:10.1080/09500690903104457 · Cited by 63
Methodological Issues in Science Education Research: A Perspective from the Philosophy of Science
Taber, K. S. (2013) · Springer eBooks · doi:10.1007/978-94-007-7654-8_57 · Cited by 64
Children's conceptions of air pressure: exploring the nature of conceptual change
Tytler, R. (1998) · International Journal of Science Education · doi:10.1080/0950069980200803 · Cited by 63
Chiu, M., Guo, C., & Treagust, D. F. (2007) · International Journal of Science Education · doi:10.1080/09500690601072774 · Cited by 62
Conceptual Change in Science and in the Learning of Science
Duschl, R. A., & Hamilton, R. J. (1998) · Springer eBooks · doi:10.1007/978-94-011-4940-2_61 · Cited by 67
Applying Interactive Open Learner Models to Learning Technical Terminology
Dimitrova, V. G., Self, J. A., & Brna, P. (2001) · Lecture notes in computer science · doi:10.1007/3-540-44566-8_15 · Cited by 62
Kuhn's mature philosophy of science and cognitive psychology
Andersen, H. M., Barker, P., & Chen, X. (1996) · Philosophical Psychology · doi:10.1080/09515089608573188 · Cited by 61
Schurz, G. (1999) · Synthese · doi:10.1023/a:1005214721929 · Cited by 60
Irving, S. E., Harris, L. R., & Peterson, E. R. (2011) · Asia Pacific Education Review · doi:10.1007/s12564-011-9145-1 · Cited by 63
Detecting Psychological Phenomena: Taking Bottom-Up Research Seriously
Haig, B. D. (2013) · The American Journal of Psychology · doi:10.5406/amerjpsyc.126.2.0135 · Cited by 67
Guiding collaborative revision of science explanations
Gerard, L., Kidron, A., & Linn, M. C. (2019) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-019-09298-y · Cited by 58
Del cambio de contenido al cambio representacional en el conocimiento conceptual
Pozo, J. I., & López, M. J. R. (2001) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1174/021037001317117367 · Cited by 55
Srisawasdi, N., & Kroothkeaw, S. (2014) · Journal of Computers in Education · doi:10.1007/s40692-014-0005-y · Cited by 58
Theories of Knowledge Organization—Theories of Knowledge
Hjørland, B. (2013) · KNOWLEDGE ORGANIZATION · doi:10.5771/0943-7444-2013-3-169 · Cited by 58
Learning in Science: A Comparison of Deep and Surface Approaches
Chin, C., & Brown, D. E. (2000) · Journal of Research in Science Teaching · doi:10.1002/(sici)1098-2736(200002)37:2 · Cited by 499
Thagard, P. R. (2019) · doi:10.1093/oso/9780190678722.001.0001 · Cited by 56
Self-citationHearing Voices and Other Matters of the Mind
McCauley, R. N., & Graham, G. (2020) · doi:10.1093/oso/9780190091149.001.0001 · Cited by 70
Paradigm change in evolutionary microbiology
O’Malley, M. A., & Boucher, Y. (2005) · Studies in History and Philosophy of Science Part C Studies in History and Philosophy of Biological and Biomedical Sciences · doi:10.1016/j.shpsc.2004.12.002 · Cited by 58
Experts' Views on Using History and Philosophy of Science in the Practice of Physics Instruction
Galili, I., & Hazan, A. (2001) · Science & Education · doi:10.1023/a:1011209131446 · Cited by 56
Explanatory Coherence and the Induction of Properties
Sloman, S. A. (1997) · Thinking & Reasoning · doi:10.1080/135467897394374 · Cited by 55
Shum, S. B., Uren, V. S., Li, G., et al. (2006) · International Journal of Intelligent Systems · doi:10.1002/int.20188 · Cited by 55
Theory development and a science of rehabilitation
Siegert, R. J., McPherson, K. M., & Dean, S. G. (2005) · Disability and Rehabilitation · doi:10.1080/09638280500288401 · Cited by 55
Thagard, P. R. (2019) · doi:10.1093/oso/9780190678715.001.0001 · Cited by 56
Self-citationErduran, S. (2007) · Foundations of Chemistry · doi:10.1007/s10698-007-9036-z · Cited by 54
Constructive Research and Info-computational Knowledge Generation
Dodig-Crnković, G. (2010) · Studies in computational intelligence · doi:10.1007/978-3-642-15223-8_20 · Cited by 68
Kuhn's theory of scientific revolutions and cognitive psychology
Chen, X., Andersen, H. M., & Barker, P. (1998) · Philosophical Psychology · doi:10.1080/09515089808573246 · Cited by 54
Cultural factors in the origin and remediation of alternative conceptions in physics
Thijs, G. D., & van den Berg, E. (1995) · Science & Education · doi:10.1007/bf00487756 · Cited by 54
Leiser, D. (2001) · New Ideas in Psychology · doi:10.1016/s0732-118x(01)00007-1 · Cited by 56
Is understanding explanatory or objectual?
Khalifa, K. (2011) · Synthese · doi:10.1007/s11229-011-9886-8 · Cited by 53
Meehl, P. E. (2002) · Psychological Reports · doi:10.2466/pr0.2002.91.2.339 · Cited by 53
SORENSEN, R. A. (2009) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780195145397.003.0014 · Cited by 55
The Most Important Idea in the World: An Introduction
Vittersø, J. (2016) · International handbooks of quality-of-life · doi:10.1007/978-3-319-42445-3_1 · Cited by 69
Teaching & Learning the Scientific Method
McPherson, G. R. (2001) · The American Biology Teacher · doi:10.2307/4451093 · Cited by 53
Epistemic Mediators and Model-Based Discovery in Science
Magnani, L. (2002) · Springer eBooks · doi:10.1007/978-1-4615-0605-8_18 · Cited by 53
Epistemic Decolonization as Overcoming the Hermeneutical Injustice of Eurocentrism
Posholi, L. (2020) · Philosophical Papers · doi:10.1080/05568641.2020.1779604 · Cited by 52
She, H. (2004) · Research in Science Education · doi:10.1007/s11165-004-3888-1 · Cited by 52
Creative Intuition: How Eureka Results from Three Neural Mechanisms
Thagard, P. R. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139136419.016 · Cited by 48
Self-citationNear Misses in the Breakthrough Discovery Process
Chai, S. (2017) · Organization Science · doi:10.1287/orsc.2017.1134 · Cited by 49
Samuels, R., & Stich, S. P. (2009) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780195145397.003.0015 · Cited by 50
Kuipers, T. A. F. (2002) · Synthese · doi:10.1023/a:1016188509393 · Cited by 52
Berti, A. E., Toneatti, L., & Rosati, V. (2010) · Journal of the Learning Sciences · doi:10.1080/10508406.2010.508027 · Cited by 48
History of Science and Instructional Design: The Case of Electromagnetism
Seroglou, F., Koumaras, P., & Tselfes, V. (1998) · Science & Education · doi:10.1023/a:1008649319416 · Cited by 49
Theory based explanation of case law domains
Bench-Capon, T. J. M., & Sartor, G. (2001) · International Conference on Artificial Intelligence and Law · doi:10.1145/383535.383537 · Cited by 49
Children's ideas about the solar system and the chaos in learning science
Sharp, J. G., & Kuerbis, P. J. (2005) · Science Education · doi:10.1002/sce.20126 · Cited by 50
Evaluating Explanations in Law, Science, and Everyday Life
Thagard, P. R. (2006) · Current Directions in Psychological Science · doi:10.1111/j.0963-7214.2006.00424.x · Cited by 48
Self-citationNarrative, Religion and Science
Prickett, S. (2002) · Cambridge University Press eBooks · doi:10.1017/cbo9780511613456 · Cited by 47
Pursuit of explanation within a computer‐supported classroom
Hakkarainen, K. (2004) · International Journal of Science Education · doi:10.1080/1468181032000354 · Cited by 47
Masón, L. (2000) · European Journal of Psychology of Education · doi:10.1007/bf03173183 · Cited by 47
Exploring Conceptual Integration in Student Thinking: Evidence from a case study
Taber, K. S. (2008) · International Journal of Science Education · doi:10.1080/09500690701589404 · Cited by 47
Model-Based Creative Abduction
Magnani, L. (1999) · Springer eBooks · doi:10.1007/978-1-4615-4813-3_14 · Cited by 46
From symptoms to causes: Diversity effects in diagnostic reasoning
Kim, N. S., & Keil, F. C. (2003) · Memory & Cognition · doi:10.3758/bf03196090 · Cited by 46
Causal maps and Bayes nets: a cognitive and computational account of theory-formation
Alison Gopnik, C., & Glymour, C. (2002) · Cambridge University Press eBooks · doi:10.1017/cbo9780511613517.007 · Cited by 45
Park, J. (2001) · International Journal of Science Education · doi:10.1080/09500690110049097 · Cited by 46
Mamlok‐Naaman, R., Ben‐Zvi, R., Hofstein, A., et al. (2005) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-005-0696-7 · Cited by 45
The CTQ Flowdown as a Conceptual Model of Project Objectives
Koning, H. D., & de Mast, J. (2007) · Quality Management Journal · doi:10.1080/10686967.2007.11918023 · Cited by 45
Simonton, D. K. (2006) · Review of General Psychology · doi:10.1037/1089-2680.10.2.98 · Cited by 45
DSLM Instructional Approach to Conceptual Change Involving Thermal Expansion
She, H. (2003) · Research in Science & Technological Education · doi:10.1080/02635140308345 · Cited by 44
Metadata
- Authors
- Thagard, P.
- Corresponding author
- Thagard, Paul
- ORCID
- Thagard, Paul
- Venue
- Princeton University Press eBooks
- Publisher
- Princeton University Press
- Published
- 1992-12-31
- OpenAlex
- W4235165656
- Cited by
- 1,066
- References
- 0
- Citations by year
- 2026: 42 · 2025: 41 · 2024: 17 · 2023: 30 · 2022: 29 · 2021: 30 · 2020: 35 · 2019: 65 · 2018: 30 · 2017: 42 · 2016: 24 · 2015: 24 · 2014: 26 · 2013: 39 · 2012: 31
- FWCI
- 51.79
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Princeton University Press eBooks (publishedVersion)
- Project Muse (Johns Hopkins University) (submittedVersion)
- CERN Document Server (European Organization for Nuclear Research) (submittedVersion)
- Topics
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Philosophy of Biology and Scientific Explanation
- 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 › Diverse Historical and Scientific Studies
- Keywords
- conceptual revolutions, conceptual change, scientific revolution, philosophy of science
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review