2.  Topics due today.  Thought papers and discussion grades  Method and proposal sign ups  Job talks coming up

3.  How do inductive and deductive research fit together?  Explain metaphysics, positivism, determinism, post-positivism, critical realism, constructivism, and evolutionary epistemology. What do these approaches have to do with how science is conducted and interpreted?  What is Kuhn?

4.  What is Kuhn’s view of how science progresses?  Is science cumulative?  What is a paradigm? Why are they useful?  When is a field a science?  What is pre-paradigm period like?  What is normal science?  What is a “good scientist”? How does that affect the types of questions we ask?

5.  How do paradigms change? Who changes them?  What is “extraordinary science”?  What is a scientific revolutio,n and how is it similar to a political one?  What does a paradigm affect?  How do paradigm changes affect what we already “know”?

6.  What is the role of a student?  How do textbooks play a role?  What is a scientific community? How does it differ from other types of communities?  How does peer-review relate to Kuhn’s ideas?

7.  What does Kuhn think of psychology?  What are examples from psych of his 3 types of research: facts that the PD has shown to be important; facts that can be compared with predictions from PD; research applying PD to new areas  What is the difference between a paradigm and a theory?  Do methods affect paradigms?

8.  Do we have a paradigm? What is it?  A PD has  1) symbolic generalizations (rules);  2) metaphysical paradigms (shared commitment to beliefs);  3) values;  4) exemplars (concrete problems with solutions)

9.  Do we have accepted measures or ways of looking at things?  What are our shared ideas that affect how we see things?  Do they differ by area of psychology?  Conceptual, theoretical, instrumental, and methodological commitments  How do our paradigms affect what we study? How we study it?  Do we have taboo topics?

10.  What do our textbooks tell us about our paradigm(s)? Have those changed over time?  What are some myths our textbooks have promulgated?  Did we have a pre-paradigm phase, or are we still in it?  What is an example of a paradigm change? Of a crisis?

11.  How do theories and paradigms constrain psychology? How are they good?  How does this relate to cross-cultural or interdisciplinary research?

12.  How do Kuhn’s ideas relate to HARKing?  How do Kuhn’s ideas relate to graduate training? Should we be doing it differently? How does our way of doing it differ (if it does) from other sciences?  Should we be doing normal or extraordinary science? What are psych examples?

13.  Is psychology a science? (a field is a science when PD guides the whole group’s research)  Why are we so defensive about that?  Why do we care? Does anyone else?

14.  Is there a truth?  Is science moving closer to it?  What is the “alternative” to science?  Does science have to be theory driven? Paradigm-driven?

15.  We emphasize specialization over breadth  There is no objective truth in psych  Kashdan & Steger (2004) add  Examine things that we know  Refuse to throw out old theories  Example of categorical thinking in psychopathology