Integrating the content and process of capability development: Lessons from theoretical and methodological developments

AbstractThe literature on capability development has focussed on either the content or process of capability development. Such a partial explanation of the capability development phenomenon has created some flaws in the literature. This paper argues that integrating the content and process of capability development is the way ahead in theorising in this field. Analysis of the methodological development in parallel to theory development reveals the critical role of microprocesses in such integration. To develop an integrative view of capability development we propose a conceptualisation of capability development processes through internal and external strategic fit and emphasise the role of knowledge and innovation processes. We also argue that a critical realism approach is of high relevance to researching such an integrative view.

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Anatomy of a Psychological Theory: Integrating Construct-Validation and Computational-Modeling Methods to Advance Theorizing

Perspectives on Psychological Science ◽

10.1177/1745691620966794 ◽

2021 ◽

pp. 174569162096679

Author(s):

Ivan Grahek ◽

Mark Schaller ◽

Jennifer L. Tackett

Keyword(s):

Computational Modeling ◽

Construct Validation ◽

Theory Development ◽

Psychological Theory ◽

Modeling Methods ◽

Psychological Theories ◽

Development Processes ◽

Convergence And Divergence

Discussions about the replicability of psychological studies have primarily focused on improving research methods and practices, with less attention paid to the role of well-specified theories in facilitating the production of reliable empirical results. The field is currently in need of clearly articulated steps to theory specification and development, particularly regarding frameworks that may generalize across different fields of psychology. Here we focus on two approaches to theory specification and development that are typically associated with distinct research traditions: computational modeling and construct validation. We outline the points of convergence and divergence between them to illuminate the anatomy of a scientific theory in psychology—what a well-specified theory should contain and how it should be interrogated and revised through iterative theory-development processes. We propose how these two approaches can be used in complementary ways to increase the quality of explanations and the precision of predictions offered by psychological theories.

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Anatomy of a Psychological Theory: Integrating Construct Validation and Computational Modeling Methods to Advance Theorizing

10.31234/osf.io/kx5hj ◽

2021 ◽

Author(s):

Ivan Grahek ◽

Mark Schaller ◽

Jennifer L Tackett

Keyword(s):

Computational Modeling ◽

Construct Validation ◽

Theory Development ◽

Psychological Theory ◽

Modeling Methods ◽

Psychological Theories ◽

Development Processes ◽

Convergence And Divergence

Discussions about replicability of psychological studies have primarily focused on improving research methods and practices, with less attention paid to the role of well-specified theories in facilitating the production of reliable empirical results. The field is currently in need of clearly articulated steps to theory specification and development, particularly regarding frameworks that may generalize across different fields of psychology. Here we focus on two approaches to theory specification and development which are typically associated with distinct research traditions: computational modeling and construct validation. We outline the points of convergence and divergence between them to illuminate the anatomy of a scientific theory in psychology - what a well specified theory should contain and how it should be interrogated and revised through iterative theory development processes. We propose how these two approaches can be used in complementary ways to increase the quality of explanations and the precision of predictions offered by psychological theories.

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Context sensitivity and economic-geographic (re)theorising

Cambridge Journal of Regions Economy and Society ◽

10.1093/cjres/rsaa021 ◽

2020 ◽

Vol 13 (3) ◽

pp. 475-490 ◽

Cited By ~ 1

Author(s):

Huiwen Gong ◽

Robert Hassink

Keyword(s):

Economic Geography ◽

Development Process ◽

Critical Realism ◽

Theory Development ◽

Knowledge Bases ◽

Local Context ◽

Critical Realist ◽

Continuous Application ◽

Development Perspective

Abstract Drawing upon critical realism and the literature on theorising in social sciences, this article contributes to the understanding of theorising in economic geography by highlighting the role of context throughout the theory development process. By critically reviewing two key concepts in economic geography—related variety and knowledge bases—from a critical realist theory development perspective, scholars’ sensitivity to local context through the whole theorising process is examined. We argue that the particular strength of economic geography with regard to advancing theory lies in the continuous application of concepts and theories (that is, generalities) within new contexts (that is, confrontation with new particularities).

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The Role of the SLP in Autism Spectrum Disorder Screening and Assessment

Perspectives on Language Learning and Education ◽

10.1044/lle15.2.50 ◽

2008 ◽

Vol 15 (2) ◽

pp. 50-59 ◽

Cited By ~ 1

Author(s):

Amy Philofsky

Keyword(s):

Language Development ◽

Critical Role ◽

Children With Autism ◽

Autism Spectrum ◽

Children With Asd ◽

Prevalence Estimates ◽

Notable Increase ◽

Screening Assessment ◽

Critical Components

AbstractRecent prevalence estimates for autism have been alarming as a function of the notable increase. Speech-language pathologists play a critical role in screening, assessment and intervention for children with autism. This article reviews signs that may be indicative of autism at different stages of language development, and discusses the importance of several psychometric properties—sensitivity and specificity—in utilizing screening measures for children with autism. Critical components of assessment for children with autism are reviewed. This article concludes with examples of intervention targets for children with ASD at various levels of language development.

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