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What Is This Thing Called Science

In this book, William Bechtel outlines a new and original program for the philosophy of cognitive science using an original concept of mechanism as its core idea. Bechtel’s concept of mechanism is intended to allow for a naturalized science of the mind that is continuous with the other sciences. Bechtel is a philosopher of science that is interested in how science is actually made and therefore the book is full of examples taken from several researches made in cognitive science. In this book review, I will focus on the philosophical parts of the book and a few illustrative examples. The book is divided into seven chapters. In chapter 1, Bechtel introduces his notion of mechanism. In chapter 2 and 3, Bechtel looks at two mental mechanistic explanations in cognitive science: memory and vision. In chapter 4, Bechtel suggests how a mechanistic explanation of the mental avoids some of the pitfalls of the mind-brain problem. In chapter 5 and 6, Bechtel proposes a mechanistic account of the mental that explains mental representation. In the final chapter, chapter 7, Bechtel argues that this mechanistic view of the mental does not dehumanize people, but instead that our humanity derives from us being a very specific kind of mechanism that is different from all others. There are two main ideas in the book that are intimately related and that have several philosophical consequences. One is Bechtel’s view of what a mechanism is, another is his defence of the scientific practice of reconstructing the phenomenon. In fact, Bechtel’s book is itself an essay on reconstructing the concept of mechanism. I will start with the concept of reconstructing the phenomenon and then introduce Bechtel’s concept of mechanism. Bechtel says that in scientific research we do not always have a clear view of what is the phenomenon about to be studied when we start. Scientists start studying certain mechanisms and might change their mind about what they do throughout their research. Bechtel says:

Mental Mechanisms: Philosophical Perspectives on Cognitive Neuroscience

Handbook of Psychological Assessment, 4th ed.

The realist review/synthesis has become an increasingly prominent methodological approach to evidence synthesis that can inform policy and practice. While there are publication standards and guidelines for the conduct of realist reviews, published reviews often provide minimal detail regarding how they have conducted some methodological steps. This includes selecting and appraising evidence sources, which are often considered for their ‘relevance, richness and rigour.’ In contrast to other review approaches, for example, narrative reviews and meta‐analyses, the inclusion criteria and appraisal of evidence within realist reviews depend less on the study's methodological quality and more on its contribution to our understanding of generative causation, uncovered through the process of retroductive theorising. This research brief aims to discuss the current challenges and practices for appraising documents' relevance, richness and rigour and to provide pragmatic suggestions for how realist reviewers can put this into practice.

https://onlinelibrary.wiley.com/doi/pdfdirect/10.1002/jrsm.1630

Applying and reporting relevance, richness and rigour in realist evidence appraisals: Advancing key concepts in realist reviews

In this paper we argue that it is time to adopt a broader classification strategy in forensic and correctional contexts based on the goals associated with offending behaviour. First, we briefly dis...

The classification of offending and crime related problems: a functional perspective

In this article, we examine how symptoms are conceptualized in theories of psychopathology. We identify five questions that need to be asked about symptoms, including what kind of constructs they a...

Symptom Descriptions in Psychopathology: How Well Are They Working for Us?:

From symptoms of psychopathology to the explanation of clinical phenomena

In the field of psychopathology there is still a lack of consensus on how mental disorders, such as depression, should be classified and explained. Many of our current classifications suffer from disorder heterogeneity and are conceptually vague. While some researchers have argued that mental disorders are better explained from a biological perspective, others have made the case for pluralistic and integrative explanations. Using depression as an extended example, we explore the challenges in classifying and explaining psychopathology. We begin by evaluating the current approaches to classification, including frameworks for what we consider a mental disorder. This is followed by a detailed summary of current explanatory perspectives in psychiatry. The relationship between classification and explanation presents unique theoretical challenges in understanding mental disorders. We suggest that by adjusting our focus from understanding syndromes to clinical phenomena we can advance our understanding of mental disorders.

The Classification and Explanation of Depression

In our original article (this issue, p. 323), we argued that focusing research on individual symptoms of psychopathology might provide valuable information about their underlying nature and result ...

Symptoms as Black Boxes: Time to Look Inside the Box:

Clinical reasoning is one of the central components of psychological assessment. The identification of a client's psychological difficulties and the subsequent depiction of their onset, development, and interrelationships enables clinicians to plan treatment in a systematic and effective manner. In an article (Ward, Vertue, & Haig, 1999), we outlined the abductive theory of method (ATOM) and argued that it offered a useful framework for highlighting and integrating the major phases of psychological assessment. These phases involve detecting clinical phenomena, postulating psychological mechanisms, developing a case formulation, and evaluating a case formulation. In this article we present a revised version of the adaptation of ATOM and elaborate on the related clinical dimensions of assessment.

/pdf/the-abductive-theory-of-method-scientific-inquiry-and-1okvvehj7v.pdf

The Abductive Theory of Method: Scientific Inquiry and Clinical Practice

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