El aprendizaje como contexto determinante de la psicología científicametodología biológica versus metodología psicológica
ISSN: 0211-0040
Ano de publicación: 2019
Volume: 40
Número: 2
Páxinas: 27-41
Tipo: Artigo
Outras publicacións en: Revista de historia de la psicología
Resumo
The goal of this article is to argue that learning constitutes the determining context of scientific psychology. First, the philosophical tradition of British associationist empiricism is discussed and it is emphasized that this philosophical tradition did not focus on the study of associations by physicalspatial contiguity but on associations by temporal contiguity. It is proposed that the distinct and irreducible nature of scientific psychology, with respect to biology, resides in the distinct and irreducible character of the specific methodology of experimental work that arises in the construction of the area of learning. This is a methodology that operates by establishing non physical-contiguous links, but from a distance links between the experimental variables of the field. In other words, to bring to the scientific and experimental work practice those types of associations that were already perceived by the associationist and empiricist philosophy: not the physical-contiguous associations but associations by temporal relationship
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