Psychology of the Scientist: XXXVI. Critical Moments in Research Work: A Study of Research Workers in the Behavioural Sciences

Abstract

Biographical and ancedotal information (1, 2, 3, 4, 7 ) contains frequent report of events considered crucial for the course of the scientists' research. Such events are referred to as and are defined as isolated or recurrent incidents and periods experienced by the researcher as crucial for the progress and results of his research 6 The pilot studies ( 5 ) , among other things, had shown that most of the subjects found it difficult, at least on the spur of the moment, to recall moments that had been most decisive for their research and there was great variation in what was considered critical. This naturally affected the methods and the general aims of the present study: to develop techniques commensurate to the study of research processes and to identify such critical moments as might be common to different disciplines. The present questionnaire and the follow-up interview were restricted to those moments which the researchers experienced as having had direct relevance for the course, development, and results of their work. The subjects were requested to describe two most decisive moments or periods and to structure their responses to indicate when the incident transpired, what happened, effects on subsequent research, specific reason for the decisive nature of the incident, and the instigating factors. Responses were obtained from 28 behavioural scientists, 23 males and 5 females, aged between 23 and 49 yr. with a minimum of 1.5 to 2 yr. research experience. Ten of the subjects were post-PhDs and the rest were pre-PhDs. From their responses moments were broadly classified according to their positive and negative contents into two major categories, motivational and cognitive, with further sub-divisions, e.g., interpersonal situations, research ideas, and time. One of the aims of the study was to compare the results with a previous study of natural scientists ( 5 ) in which partly different data collection techniques were used. The present results point to a considerable consistency in the characteristics of the critical moments among researchers from the two disciplines. These refer especially to the positive momenrs and concern, e.g., the importance of situations pertaining to identification and selection of problems, informal communications, and the emergence of new ideas. In both studies there was also a high frequency of negative moments dealing with, e.g., research supervision and research motivation. The differences between the groups of researchers mostly referred to negative moments, e.g., the natural scientists more often than the behavioural reported moments pertaining to time and to difficulties connected with materials and apparatuses. It was also noted, ( a ) most critical moments occurred during the initial stages of the educational and research process, ( b ) precursors of the critical new ideas were negative experiences and direct informal contacts. The study also reported upon and discussed different approaches for collection and processing of data.

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