An Impoverished Epistemology Holds Back Cognitive Science Research

Goldrick, Matthew

doi:10.1111/cogs.13199

Cited by 12 publications

(7 citation statements)

References 31 publications

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“…Relatedly, the tradeoff is also seen in what Goldrick (2022) described as two biases that have resulted in an “impoverished epistemology” in cognitive science: emphasizing data over theory and emphasizing quantitative over qualitative methods. The bias–variance tradeoff could bring a more nuanced understanding of why cognitive science has gravitated toward certain approaches over others; the emphasis on data is likely to result in higher variance and less bias, while the emphasis on quantitative methods is likely to reduce variance at the expense of bias.…”

Section: The Bias–variance Tradeoff In How Cognitive Scientists Theorizementioning

confidence: 99%

The Bias–Variance Tradeoff in Cognitive Science

Doroudi

Rastegar²

2023

Cognitive Science

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The bias–variance tradeoff is a theoretical concept that suggests machine learning algorithms are susceptible to two kinds of error, with some algorithms tending to suffer from one more than the other. In this letter, we claim that the bias–variance tradeoff is a general concept that can be applied to human cognition as well, and we discuss implications for research in cognitive science. In particular, we show how various strands of research in cognitive science can be interpreted in light of the bias–variance tradeoff, giving insight into individual differences in learning, the nature of cognitive processes, and debates in cognitive science research.

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Section: The Bias–variance Tradeoff In How Cognitive Scientists Theorizementioning

confidence: 99%

The Bias–Variance Tradeoff in Cognitive Science

Doroudi

Rastegar²

2023

Cognitive Science

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“…Here, qualitative methods, such as narrative analysis, can provide a valuable set of tools for exploring how people understand emotion (e.g., Doucerain et al, 2016;Kleres, 2011;Romano, 2014). This part of the research process-the "thick" or "deep" description of the phenomenon of interest (Beatty, 2019;Geertz, 1973)-is often taken up by disciplines such as anthropology (Goldrick, 2022). Psychology is missing this descriptive base.…”

Section: Implications For the Fieldmentioning

confidence: 99%

What We Can Learn About Emotion by Talking With the Hadza

Hoemann

Gendron

Crittenden

et al. 2023

Perspect Psychol Sci

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Emotions are often thought of as internal mental states centering on individuals’ subjective feelings and evaluations. This understanding is consistent with studies of emotion narratives, or the descriptions people give for experienced events that they regard as emotions. Yet these studies, and contemporary psychology more generally, often rely on observations of educated Europeans and European Americans, constraining psychological theory and methods. In this article, we present observations from an inductive, qualitative analysis of interviews conducted with the Hadza, a community of small-scale hunter-gatherers in Tanzania, and juxtapose them with a set of interviews conducted with Americans from North Carolina. Although North Carolina event descriptions largely conformed to the assumptions of eurocentric psychological theory, Hadza descriptions foregrounded action and bodily sensations, the physical environment, immediate needs, and the experiences of social others. These observations suggest that subjective feelings and internal mental states may not be the organizing principle of emotion the world around. Qualitative analysis of emotion narratives from outside of a U.S. (and western) cultural context has the potential to uncover additional diversity in meaning-making, offering a descriptive foundation on which to build a more robust and inclusive science of emotion.

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“…However, cognitive science is experiencing a shift, as it recognizes the need to broaden its theoretical frameworks and approaches in order to be of use to a majority of people (Goldrick, 2022; Miller-Cotto et al, 2021; Prather et al, 2022). As part of this shift, there has been a push to attend to context and intersectionality in studies of multilingualism (López et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Supporting Multilingualism in Immigrant Children: An Integrative Approach

Weisleder,

Reinoso,

Standley

et al. 2023

Policy Insights from the Behavioral and Brain Sciences

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Immigrant children are a growing and demographically important segment of the world's population. One key aspect of immigrant children's experience is navigating multiple languages, creating both opportunities, and challenges. However, the literature on bilingualism rarely centers the experiences of immigrant children. Focusing on immigrant children in the United States, this article brings together cognitive science research on bilingualism with the integrative risk and resilience model of adaptation in immigrant-origin children to elucidate how common contexts that immigrant children encounter can support or discourage multilingualism. Policy must consider immigrant children's intersecting identities—both as immigrants and as learners of minoritized, and often racialized, languages. A proposed framework can guide policies to support multilingualism in immigrant children, with downstream consequences for their health and development.

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An Impoverished Epistemology Holds Back Cognitive Science Research

Cited by 12 publications

References 31 publications

The Bias–Variance Tradeoff in Cognitive Science

The Bias–Variance Tradeoff in Cognitive Science

What We Can Learn About Emotion by Talking With the Hadza

Supporting Multilingualism in Immigrant Children: An Integrative Approach

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