Figure 6 - uploaded by Kurt Gray
Content may be subject to copyright.
Source publication
Good science requires both reliable methods and rigorous theory. Theory allows us to build a unified structure of knowledge, to connect the dots of individual studies and reveal the bigger picture. Some have criticized the proliferation of pet " Theories, " but generic " theory " is essential to healthy science, because questions of theory are ulti...
Similar publications
There is good evidence that biological perceptual systems exploit the temporal continuity in the world: When asked to reproduce or rate sequentially presented stimuli (varying in almost any dimension), subjects typically err toward the previous stimulus, exhibiting socalled "serial dependence." At this stage it is unclear whether the serial depende...
Citations
... En primera instancia, cada aprendiz e instructor diligenció un cuestionario donde consignaba sus datos básicos y respuestas relacionadas con la evaluación de la formación. En la siguiente fase se usó la herramienta del design thinking denominada mapa de empatía (Gray et al., 2010;Gray, 2017;Kelley;Kelley, 2013;Osterwalder;Pigneur, 2010). El mapa de empatía es una técnica que permite ponernos en el lugar de nuestro público objetivo, con el fin de conocer sus dolores/necesidades/características, que hace posible realizar un mejor ajuste entre los servicios que se brindan y las necesidades o intereses de los clientes. ...
El objetivo del estudio es determinar la percepción acerca de la evaluación de la formación profesional, desde la perspectiva de los aprendices que se encuentran en etapa lectiva, de programas de tecnólogos y técnicos del Servicio Nacional de Aprendizaje (SENA), Centro Nacional de Asistencia Técnica a la Industria (ASTIN). Para ello, a partir de una muestra de 24 fichas o cohortes de los programas, en la que participaron 210 aprendices, se llevó a cabo un estudio exploratorio utilizando mapas de empatía para recoger la información y estadística descriptiva e inferencial para analizar los resultados. A partir del análisis de contenido de la información obtenida se generaron categorías de variables dependientes e independientes, las cuales se analizaron mediante una matriz de correlaciones. Los resultados obtenidos sugieren que la inteligencia emocional juega un papel determinante en los procesos de evaluación de la formación profesional, debido a su relación con el desempeño académico. Las implicaciones para la comunidad educativa están relacionadas con generar entornos donde se lleve a cabo una adecuada gestión de las emociones. La importancia del estudio radica en señalar que los aspectos emocionales pueden contribuir con un mayor aprendizaje en el contexto educativo de tecnólogos y técnicos de formación profesional.
... Once constructs have been defined with sufficient precision, propositions from different theories can be checked for cross-theoretical redundancy. Tools such as theory mapping (Gray, 2017) can be used to this end. However, chances for finding redundant propositions that can be merged may be higher for weak propositions and lower for strong propositions (see Table 1), creating a paradoxical situation: Increasing the precision of propositions may come at the cost of increased difficulty to integrate them across theories. ...
Theories in motivation science, and in psychological science more generally, are in a state of fragmentation that impedes development of a robust body of knowledge. Furthermore, fragmentation hinders communication among scientists, with practitioners, and with policymakers and the public. Theoretical integration is needed to overcome this situation. In this commentary, I first provide an overview of the integrative frameworks presented in this collection of articles. Based on this overview, I discuss if and when we should integrate theories. Several non-trivial conditions need to be met for integration, including convergence of phenomena, constructs, and theoretical propositions. Next, I address strategies for integration, including rules for merging constructs and ways to integrate propositions. I also discuss how the generation of integrative frameworks, if not successfully enacted, can paradoxically lead to further proliferation rather than a reduction of theories. In contrast, successful integration reduces redundancy and simplifies the conceptual space used to describe, explain, or predict a set of phenomena. Successful integration may require not only theoretical work but also empirical validation, strategic efforts in the scientific community, and change of institutional policies. In conclusion, I argue that within-discipline integration alone is not sufficient to overcome the current theoretical stagnation in the field. Attention to advances in neighboring disciplines, formalization of models of motivation, and theoretical differentiation to consider the specificity of constructs, populations, and contexts are needed as well.
... This is certainly a concern that we have voiced over the years (Alexander, 2006;Murphy et al., 2024). One of the root causes identified for this woeful state of affairs is the lack of adequate training that young scholars receive in theory development (Gray, 2017). We do not disagree with that observation, although our interpretation of the manner of training that is required varies from what is often described. ...
... As such, we contend that whatever insights those data may convey about human learning and performance must be revealed by theory and by experiences of the very phenomenon they represent. In this way, our position on training coincides with Gray's (2017) admonition that "the more we focus on methodological details, the less we notice the broader connections" (p. 731). ...
In 2006, after receiving the Division 15 Career Award, Alexander delivered a keynote address entitled “Evolution of a Learning Theory: A Case Study.” This presentation was a clarion call for greater respect for and attention to scientific speculation in educational psychology as a critical component in theory building. To build her case, Alexander drew on the writings of a provocative cosmologist, Joao Magueijo (2003), as an analogy to the processes and experiences that led to the Model of Domain Learning (1997, 2003)—her theory of academic development. Within the published text of her presentation, Alexander outlined the confluence of factors that instigate or inhibit scientific speculation and the conditions that transform such speculation into empirically supported theories. For this topical collection, the premises, factors, and conditions touched on in that keynote delivered 16 years ago will be revisited and re-examined in light of contemporary practices and prevailing orientations in educational psychology.
... En primera instancia, cada aprendiz e instructor diligenció un cuestionario donde consignaba sus datos básicos y respuestas relacionadas con la evaluación de la formación. En la siguiente fase se usó la herramienta del design thinking denominada mapa de empatía (Gray et al., 2010;Gray, 2017;Kelley;Kelley, 2013;Osterwalder;Pigneur, 2010). El mapa de empatía es una técnica que permite ponernos en el lugar de nuestro público objetivo, con el fin de conocer sus dolores/necesidades/características, que hace posible realizar un mejor ajuste entre los servicios que se brindan y las necesidades o intereses de los clientes. ...
Cómo citar: Valencia-González, Maritza; Solís-Molina, Miguel; Horta-González, Yuli (2024). Percepción de la evaluación de la formación profesional integral: una mirada desde la inteligencia emocional. Informador Técnico, 88(1), 1-38. https://doi.org/10.23850/22565035.6007 Resumen El objetivo del estudio es determinar la percepción acerca de la evaluación de la formación profesional, desde la perspectiva de los aprendices que se encuentran en etapa lectiva, de programas de tecnólogos y técnicos del Servicio Nacional de Aprendizaje (SENA), Centro Nacional de Asistencia Técnica a la Industria (ASTIN). Para ello, a partir de una muestra de 24 fichas o cohortes de los programas, en la que participaron 210 aprendices, se llevó a cabo un estudio exploratorio utilizando mapas de empatía para recoger la información y estadística descriptiva e inferencial para analizar los resultados. A partir del análisis de contenido de la información obtenida se generaron categorías de variables dependientes e independientes, las cuales se analizaron mediante una matriz de correlaciones. Los resultados obtenidos sugieren que la inteligencia emocional juega un papel determinante en los procesos de evaluación de la formación profesional, debido a su relación con el desempeño académico. Las implicaciones para la comunidad educativa están relacionadas con generar entornos donde se lleve a cabo una adecuada gestión de las emociones. La importancia del estudio radica en señalar que los aspectos emocionales pueden contribuir con un mayor aprendizaje en el contexto educativo de tecnólogos y técnicos de formación profesional. Palabras clave: formación profesional integral; gestión de las emociones; inteligencia emocional. Abstract The purpose of this study is to register the perception of vocational training evaluation from the perspective of apprentices who are in the learning stage of technical and technological programs in the National
... To do so, we need to have a well-specified theory about when, why, how, and in what contexts the phenomenon in question will affect and be affected by other phenomena (Borsboom et al., 2004). A robust theoretical grounding, then, is key to validity (Gray, 2017). Some scholars have likened constructing a theory to erecting a building using uneven bricks, whereby each brick is a study or a fact. ...
... Some scholars have likened constructing a theory to erecting a building using uneven bricks, whereby each brick is a study or a fact. Gray (2017) uses another metaphor for theory to remind us that it is not enough to focus on research methods alone: "The quest for reliable research methodsfor making good bricksis certainly noble, but the mere collection of reliable studies does not make for good science. We must remember that we scientists are not only brickmakers but also architects; we need to turn our attention back to buildingto theory" (p. ...
... In such situations, accurate descriptive empirical work can be a crucial foundation before theoretical explanations are attempted (Barrett, 2020;Rozin, 2001;van Rooij & Baggio, 2021). We note that there are many books, articles, and courses that teach us how to conduct empirical research in the social and behavioral sciences, but the same is much less true for theoretical research and theory construction (Gray, 2017;despite some exceptions, Fried, 2020). A useful exception is Borsboom et al.'s (2020) course about building theory with practical suggestions for developing an interdisciplinary understanding of the phenomena of interest. ...
We present an overview of the role, benefits, and drawbacks of theory in scientific research, particularly in the social and behavioral sciences. We discuss what theory is and what it is not. We also focus on some key elements of theory, such as its ability to explain phenomena at multiple parallel levels of analysis. Evolutionary theory is offered as an example that illustrates the importance of conceptual integration across different disciplines. We further describe the key characteristics of good theories, such as parsimony, depth, breadth, and coherence (both internal and external), and we encourage the use of “coherence stress-tests” to help refine theory. We then discuss 4 advantages and 10 disadvantages of using theory in social and behavioral science research. Finally, we suggest conceptual tools and provide a list of recommendations for theory-driven research. We hope this chapter will help in the complex pursuit of improving research practices in the social and behavioral sciences.
Keywords: Top-down Approach, Theory Building, Conceptual Integration, Levels of Analysis, Parsimony, Interdisciplinarity, Evolutionary Theory
... While adding depth of knowledge to particular areas is beneficial to advancing the field, it is equally advantageous to identify commonalities across research ideas and findings at a broader, conceptual level. Indeed, Lewin (1951, p. 169) promulgated the notion that "there is nothing as practical as a good theory," yet social psychologists have historically focused on amassing a large body of empirical evidence in support of mid-level theories, with relatively less training or emphasis on generating broad theories of human behavior (Gray, 2017;Kruglanski, 2001;Proulx & Morey, 2021). Without overarching theoretical frameworks, researchers run the risk of devising new names for old concepts, Social evaluative threat across individual, relational, and collective selves fragmenting the field, and having less visibility or influence in the general cultural dialogue (Kruglanski, 2001). ...
... CSWs reflect the degree to which individuals base their self-worth in domains that they believe they must succeed in to feel like a person of worth and value (Crocker & Wolfe, 2001). Individuals differ in their CSWs, from wanting others' approval, to being academically competent, financially successful, or following one's moral and ethical standards (Crocker & Park, 2012;Crocker, Luhtanen, & Sommers, 2004;Knee, Canevello, Bush, & Cook, 2008;Park, Sanchez, & Brynildsen, 2011, 2017. CSWs are thought to develop in childhood through events that signal safety or threat. ...
Social psychologists have long been interested in studying the effects of threat on physiology, affect, cognition, and behavior. However, researchers have traditionally examined threat at the level of individuals, relationships, or groups, rather than studying commonalities that exist across these levels. In this chapter, we propose that social evaluative threat – the real, imagined, or potential experience of being negatively evaluated – can occur at the level of the individual self, as a relational partner, or as a group member. Individual, relational, and collective selves are not always distinct entities, but are flexible and can overlap with one another. Across these levels, individuals differ in the degree to which they perceive and respond to social evaluative threat, depending on their psychological distance from the threat and expectations and motivation to detect threat. When people perceive a threat to any of these levels, they respond by engaging in behaviors reflecting approach or avoidance motivation. Overall, our model encourages researchers to assess key moderators of threat, examine threats at different levels of the self, and consider how experiences of threat at one level may impact other levels. By highlighting the flexibility of the self, researchers can test interventions that change threat cues in the environment, attenuate perceptions of threat, or help people cope with threat.
... This is a website that introduces theory mapping, a technique for creating visual representations of scientific theory. Theory mapping is introduced and explained in detail in an excellent article by Gray (2017). The website includes a theory map of self-control by Wilhelm Hofmann (https://www.theorymaps.org/maps). ...
... At present, there remain two key shortcomings in this exciting area of research. First, researchers need to begin agreeing on terms and definitions of 'socialness' so that we are better able to compare theories and evaluate evidence in support of them [109]. Second, there is very little research on the behavioural consequences of socialness and behavioural relevance is, of course, a gold standard for psychological theory. ...
Abstract concepts, like justice and friendship, are central features of our daily lives. Traditionally, abstract concepts are distinguished from other concepts in that they cannot be directly experienced through the senses. As such, they pose a challenge for strongly embodied models of semantic representation that assume a central role for sensorimotor information. There is growing recognition, however, that it is possible for meaning to be ‘grounded’ via cognitive systems, including those involved in processing language and emotion. In this article, we focus on the specific proposal that social significance is a key feature in the representation of some concepts. We begin by reviewing recent evidence in favour of this proposal from the fields of psycholinguistics and neuroimaging. We then discuss the limited extent to which there is consensus about the definition of ‘socialness’ and propose essential next steps for research in this domain. Taking one such step, we describe preliminary data from an unprecedented large-scale rating study that can help determine how socialness is distinct from other facets of word meaning. We provide a backdrop of contemporary theories regarding semantic representation and social cognition and highlight important predictions for both brain and behaviour.
This article is part of the theme issue ‘Concepts in interaction: social engagement and inner experiences’.
... More systematically, students might be guided to work on a small research project in which they need to identify a theoretically grounded research question, formulate hypotheses, operationalize the research question, run a short experiment, analyze the data, and relate the results to the previously formed hypotheses. For the derivation of a theoretical basis, one promising approach is "theory mapping" (e.g., Gray, 2017). Theory mapping involves drawing out links between constructs using different elements such as associations, moderations, and fundamental elements. ...
... This theme points to a second major gap we identified in our results. The field lacks theory-driven, programmatic work on IH (Gray, 2017). In fact, many studies were still focused on situating IH measures within a broader nomological network. ...
Research on intellectual humility has accumulated rapidly. In this content analysis, we review existing published empirical work. We conducted searches using Google Scholar, ProQuest, and PsycInfo and found 59 articles with 134 samples. Most studies have focused on convenience samples and used similar measurement approaches – self-reports of intellectual humility. Nonetheless, some teams are beginning to move towards methods that can test causal implications of evolving theory, such as experimental methods or longitudinal studies. Furthermore, although most studies have focused on measurement issues, some scholars are beginning to venture out into applied work on intellectual humility. At least initially, researchers are gravitating towards areas where cultural ideology and commitment-related biases might put pressure on individuals to prioritize loyalty over truth seeking. Implications for future research are discussed.
