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Individual psychological differences prevent the formation of general scientific theories of the mind
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INSUFFICIENT LEANING
refutedsupported
the weight of evidence
2 sources for · 0 against

The retrieved evidence partially highlights methodological tensions and divides between idiographic and nomothetic approaches in psychological research, but does not establish that individual differences entirely prevent general scientific theories.

Evidence for · 2
2009 · cited by 14
As there seems to be a recurrent feeling of crisis in psychology, its present state is analyzed in this article. The author believes that in addition to the traditional manifestations that have dogged psychology since it emerged as an independent science some new features of the crisis have emerged. Three fundamental "ruptures" are identified: the "horizontal" rupture between various schools and trends, the "vertical" rupture between natural science and humanitarian psychology, and the "diagonal" rupture between academic research and applied practice of psychology. These manifestations of the crisis of psychology have recently been compounded by the crisis of its rationalistic foundations. This situation is described in terms of the cognitive systems in psychology which include meta-theories, paradigms, sociodigms and metadigms. Cognitive Frames in Psychology: Demarcations and Ruptures | Integrative Psychological and Behavioral Science | Springer Nature Link Skip to main content Advertisement Cognitive Frames in Psychology: Demarcations and Ruptures Regular Article Published: 10 December 2008 Volume 43 , pages 89–103 ( 2009 ) Cite this article Save article View saved research Integrative Psychological and Behavioral Science Aims and scope Submit manuscript Abstract As there seems to be a recurrent feeling of crisis in psychology, its present state is analyzed in this article. This situation is described in terms of the cognitive systems in psychology which include meta-theories, paradigms, sociodigms and metadigms. This is a preview of subscription content, log in via an institution to check access. Access this article Log in via an institution Subscribe and save Springer+ from €37.37 /Month Starting from 10 chapters or articles per month Access and download chapters and articles from more than 300k books and 2,500 journals Cancel anytime View plans Buy Now Buy article PDF 39,95 € Price includes VAT (Indonesia) Instant access to the full article PDF. Institutional subscriptions Fig. 1 Similar content being viewed by others Decision-Making in Integrated Contexts: Epistemological, Methodological and Cognitive Choices—Towards New Requirements in Psychological Research? Chapter © 2023 Cognitive Psychology Chapter © 2026 The chronospatial revolution in psychology Article 02 June 2025 Explore related subjects Discover the latest articles, books and news in related subjects, suggested using machine learning. Cognitive Psychology Critical Psychology Gestalt Psychology History of Psychology Qualitative Psychology Trauma Psychology Indigenous and Cultural Psychology Perspectives Notes I emphasize the ad hoc nature of this “topography” which is here purely illustrative It is highly symptomatic that Thomas Kuhn described scientific schools as battle units of pre-paradigmatic science (Kuhn 1962 ) Perhaps these types of psychological study can be more usefully described as metaparadigms because the concept of “paradigm” clearly does not offer sufficient differentiating capacity to tell apart the main types of psychological research, and the complementary term “metaparadigm” is successfully used in sciences related to psychology, for example, sociology According to J. The annual incomes of sports or show-biz stars who make no contribution to scientific-technical or social progress are multiples of the size of the (1962). Scientists: Their Psychological World . New York: Basic Books. Google Scholar Gergen, K. J. (1994). Toward a postmodern psychology. In S. Kvale (Ed.), Psychology and postmodernism (pp. 17–30). London: Sage. Google Scholar Granet, M. (1961). The Tao. In T. Parsons, E. Shils, K. D. Naegele, & J. R. Pitts (Eds.), Theories of society (vol. Vol II, (pp. 1098–1101)). New York: Free. Google Scholar Huffman, K., Vernoy, M., & Vernoy, J. (1994). Psychology in action . New York: Wiley & Sons, Inc. Google Scholar James, W. (1890). The principles of psychology (vol. Vol. 1). Cambridge, MA: Harvard University Press. Google Scholar Franklin, C. W. (1982). Theoretical perspectives in social psychology . Boston: Little, Brown and Company. Google Scholar Huxley, L. (1902). Life and letters of Thomas Henry Huxley . London: Macmillan. Google Scholar Hjelle, G. A., & Ziegler, D. J. (1992). Personality theories: Basic assumptions, research, and applications . New York: McGraw Hill, Inc. Google Scholar Kellog, R., & Baron, R. S. (1975). Attribution theory, insomnia and the reverse placebo effect: reversal of storms and Nisbett findings. Journal of Personality and Social Psychology , 32 (2), 231–236. doi: 10.1037/0022-3514.32.2.231 . Article Google Scholar Kuhn, T. (1962). The structure of scientific revolutions . Chicago: University of Chicago Press. Article PubMed Google Scholar Ritchie-Calder, L. (1976). The next billion years start now. In G. Leinwand (Ed.), The future (pp. 206–214). New York: Pocket Books. Google Scholar Rosenzweig, M. R. (1992). What is psychological science. In M. R. Rosenzeig (Ed.), International psychological science: Progress, problems, and prospects . Washington: American psychological assosiation. Chapter Google Scholar Polkinhorne, D. E. (1994). Postmodern epistemology and practice. In S. Kvale (Ed.), Psychology and postmodernism (pp. 146–165). London: Sage. Google Scholar Sagan, C. (1977). The Dragons of Eden . New York: Ballantine Books. Google Scholar Sass, L. A. (1994). Copy shareable link to clipboard Provided by the Springer Nature SharedIt content-sharing initiative Keywords Permanent crisis of psychology Symptoms Ruptures Schools Theories Paradigms Sociodigms Metadigms Access this article Log in via an institution Subscribe and save Springer+ from €37.37 /Month Starting from 10 chapters or articles per month Access and download chapters and articles from more than 300k books and 2,500 journals Cancel anytime View plans Buy Now Buy article PDF 39,95 € Price includes VAT (Indonesia) Instant access to the full article PDF. Institutional subscriptions Advertisement
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rails:sufficiency:partial_only:for=0+2p:against=0+0p | v55:multi_partial_one_side:lean=lean_partial:for:one_sided

More for · 1
2023 · cited by 2
This paper situates talent identification research in sport science within the broader context of developmental science, offering a conceptual framework informed by two (meta-)theoretical worldviews: the Cartesian-split-mechanistic and processual-relational worldviews. Although these worldviews are not explicitly named in the field of talent identification research, we demonstrate their implicit adoption through theoretical and methodological discourse. After comparing applications, benefits, and limitations of each worldview, we briefly discuss whether their bodies of knowledge are incompatible, competitive, or complementary. We suggest each worldview provides complementary insights with a penchant for generating nomothetic and group-specific and type-specific and idiographic knowledge, respectively. Choosing a broad approach recognizes that, in addition to motor characteristics, certain psychological characteristics and specific environmental conditions must be present to enable individuals to realize their potential. Conversely, a dynamic approach recognizes that relying on a single sport-specific performance measurement provides an insufficient understanding of individualized developmental trajectories and inadequate predictions of adult performance potential. This categorical determinism stretches from metaphysical and epistemological levels "downward" through scientific theories, to the manner in which we analyze, interpret, and make inferences from empirical evidence. (Reese & Overton, 1970 , p. 117) At the highest place in the nested hierarchy is the meta-theoretical level of worldviews (see Figure 2 ). A worldview “presents a vision of the nature of the world and the nature of how we know that world” (Overton, 2013 , p. 26). Indeed, if humans are seen as homogenous, it seems logical to mostly consider individual differences as just noise (Salvatore & Valsiner, 2011 ). In variable-oriented quantitative methods, interest lies in population differences based on mean differences, or knowing populations through (curvi-)linear variable associations, such as variable A influences variable B (Overton & Lerner, 2014 ; Richters, 2021 ). Accordingly, population- respective variable-oriented methodologies (see General Linear Model [GLM]; Field, 2018 ), such as analysis of variance (ANOVA), multivariable analysis of covariance, correlation, or regression analysis, are favored. Specificity problem: Infidelity to primary focus of talent research (nomothetic versus idiographic; aggregate versus individual) As noted in the introduction, talent identification focuses on differential human development, seeking to understand what makes us heterogenous , unique and different from one another rather than on general human development (seeking what makes us homogenous ). Such focus underscores the imperative to furnish practitioners with idiographic-, person-oriented answers, referable to individuals . Thus, to adequately serve its objective of exploring individual differences, talent identification research should shift the focus from a quest for nomothetic knowledge to a quest for idiographic knowledge, and consequently, from prediction models for the aggregate to prediction models for the person. This resonates with Kluckhohn and Murray’s claim ( 1948 ), made over 70 years ago: Because “all people are like all other people, all people are like some other people, and each person is like no other person” (as cited in Lerner, 2007 , p. In short, network-oriented approaches focus on the developmental system and its “complex underlying structure of interdependent relations” (Hiver et al., 2021 , p. 4). Person-oriented methodologies On the methodological level, the specificity principle requires centering research around individuals (difference between types of persons), not populations or variables (Bergman & Andersson, 2010 ; Bergman & Lundh, 2015 ; Lundh, 2019 ). Person-oriented approaches use qualitative methods such as structural narrative analysis (B. To understand the talent phenomenon, this worldview deconstructs the general structure of talent into particular pieces with predictive validity, searches for problematic pieces (Cumming et al., 2012 ), and applies the same general laws, such as weighting, to every particular individual (e.g., Sieghartsleitner et al., 2019 ). Nevertheless, at some point in the analysis, researchers typically recognize the limited scope of a truly nomothetic focus and underline the need to refine its level of granularity. For instance, Höner et al. Consequently, a standpoint “specialized” in the analysis of the person is required as a complement. Mapping the road 2: Bottom-up to the type-specificity, but not farther Inversely, the processual-relational worldview starts the developmental analysis from the bottom-up—from the particular to the general—by keeping idiographic focus as long as However, researchers in the human sciences, including talent research, typically acknowledge that science cannot be reduced to the sole description of the uniqueness of an individual functioning as a totality (Magnusson, 1988 ). Thus, researchers aim to discover what is general or common in addition to what is particular, unique, or idiographic—implying some kind of generalization, such as aiming for group-specific statements. In this context, group-specificity is achieved by identifying similar types or patterns of individuals functioning across persons. In doing so, coaches construct a truly dialectical, holistic, and developmental picture in their minds, one that transcends the mere sum of its parts and informs their decision to select the individual or not. To conclude, we return to the paper's title: mechanistic or relational worldview for talent identification research in sport science? After thorough theoretical and applied considerations, our answer is both : Talent identification requires both mechanistic and relational knowledge at different steps of the process.
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  1. Mechanistic or Relational Worldview for Talent Identification Research in Sport Science? Both-But With a Preference!peer-reviewedno side taken
  2. Cognitive frames in psychology: demarcations and ruptures.peer-reviewedno side taken
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first checked06 Aug 2026
judged → CONTESTED · 4606 Aug 2026
held for human review08 Aug 2026
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