Experimental Methodology and Theory-Building in Mathematical Psychology

Abstract

An inquiry is made into the directions that theory-building in psychology might be taking with respect to the new trend in experimental methodology generated by mathematical models, concept-learning studies, and studies in individual differences. The implications of nomological theories, informal theories, and modeling activities with respect to this trend are analyzed in general, and an integrative description is developed. Particular attention is given to the problems presented by the use of isomorphism as the implicit justification for this methodology. This paper attempts to outline some basic issues in theory-building which seem in need of clarification.

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