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  • Cited by 21
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    This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Kožnjak, Boris 2017. Kuhn Meets Maslow: The Psychology Behind Scientific Revolutions. Journal for General Philosophy of Science, Vol. 48, Issue. 2, p. 257.


    Anderson, Barrett R. and Feist, Gregory J. 2017. Transformative science: a new index and the impact of non-funding, private funding, and public funding. Social Epistemology, Vol. 31, Issue. 2, p. 130.


    de Oliveira, Guilherme Sanches 2016. Model-Based Reasoning in Science and Technology. Vol. 27, Issue. , p. 79.

    Johnson, Blair T. Low, Robert E. and MacDonald, Hayley V. 2015. Panning for the gold in health research: Incorporating studies’ methodological quality in meta-analysis. Psychology & Health, Vol. 30, Issue. 1, p. 135.


    Hemlin, Sven 2009. Creative Knowledge Environments: An Interview Study with Group Members and Group Leaders of University and Industry R&D Groups in Biotechnology. Creativity and Innovation Management, Vol. 18, Issue. 4, p. 278.


    Simonton, Dean Keith 2009. Applying the Psychology of Science to the Science of Psychology: Can Psychologists Use Psychological Science to Enhance Psychology as a Science?. Perspectives on Psychological Science, Vol. 4, Issue. 1, p. 2.


    McKinley Runyan, William 2006. Psychobiography and the Psychology of Science: Understanding Relations Between the Life and Work of Individual Psychologists.. Review of General Psychology, Vol. 10, Issue. 2, p. 147.


    Feist, Gregory J. 2006. Why the Studies of Science Need a Psychology of Science.. Review of General Psychology, Vol. 10, Issue. 2, p. 183.


    Feist, Gregory J. 2006. The Past and Future of the Psychology of Science.. Review of General Psychology, Vol. 10, Issue. 2, p. 92.


    Romo, Manuela 2003. Teorías implícitas sobre creatividad artística: estudio de las síntesis de conocimiento. Estudios de Psicología, Vol. 24, Issue. 2, p. 223.


    Katzko, Michael W. 2002. The Construction of `Social Constructionism'. Theory & Psychology, Vol. 12, Issue. 5, p. 671.


    Darian, Steven 2000. The role of figurative language in introductory science texts. International Journal of Applied Linguistics, Vol. 10, Issue. 2, p. 163.


    MARKOVÁ, IVANA 1996. Towards an Epistemology of Social Representations. Journal for the Theory of Social Behaviour, Vol. 26, Issue. 2, p. 177.


    Hogenraad, Robert Kaminski, Dan and McKenzie, Dean 1995. Trails of social science: the visibility of scientific change in criminological journals. Social Science Information, Vol. 34, Issue. 4, p. 663.


    Kuhn, Deanna 1993. Science as argument: Implications for teaching and learning scientific thinking. Science Education, Vol. 77, Issue. 3, p. 319.


    Feist, Gregory J. 1993. A Structural Model of Scientific Eminence. Psychological Science, Vol. 4, Issue. 6, p. 366.


    Richards, James M. 1993. Career Development: A Ten-Year Longitudinal Study in Population Scientists. Journal of Career Assessment, Vol. 1, Issue. 2, p. 181.


    Shadish, William R. 1993. Critical multiplism: A research strategy and its attendant tactics. New Directions for Program Evaluation, Vol. 1993, Issue. 60, p. 13.


    Crookes, Graham 1992. Theory Format and SLA Theory. Studies in Second Language Acquisition, Vol. 14, Issue. 04, p. 425.


    Astley, Jeff Batho, G. R. Beattie, Nicholas Bowcott, Ernest Day, Christopher Dobson, J. L. Donn, Gari Ellis, James W. Fines, John French, M R. Halpin, David Mallinson, Vernon Mangan, J. A. Mathews, Peter V. Smith, Ralph A. and Tann, Sarah 1991. Reviews. British Journal of Educational Studies, Vol. 39, Issue. 4, p. 437.


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Book description

Originally published in 1989, this book offers a comprehensive overview of the work of scholars in several different disciplines contributing to the development of the psychology of science: the systematic elaboration and application of psychological concepts and methods to clarify the nature of the scientific enterprise. The psychology of science of course overlaps in important ways with the philosophy, history, and sociology of science, but its predominant and distinctive focus is on individuals and small groups employing concepts elucidated via experimental methods.

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