In a recent work (Hesse 1974, pp. 6 - 7) she has defended the attempt to explicate a logic of science on the grounds that its function is three-fold: Such a logic (i) provides criteria for «good science» and is thereby normative as well as descriptive; (ii) as normative, it can show the aim of methodology and the adequacy of methodologies in terms of fulfilling that aim; and (iii) it has as its principal aim understanding, not
the suggestion of research techniques.
Not exact matches
Looking back, I can see a pattern in those times when I made a substantial contribution to a piece
of research: That contribution was often just a
suggestion that X's
technique might be usefully applied to Y's problem.
After a brief overview
of the
research pertaining to memory, attention, learning, retention, and test - taking, Willis devotes subsequent chapters to strategies to captivate and hold students» attention,
techniques that reduce the stresses that block information from entering the neural processing centers
of the brain, and
suggestions about how to maximize the positive emotional climate that maximize learning.