Understanding Scientific Reasoning / Edition 5 by Ronald N. Giere, John Bickle, Robert Mauldin
理解科学推理
译者: 张成岗 / 邱惠丽
作者: （美）吉尔
ISBN: 9787030280237
页数: 339
定价: 56
出版社: 科学出版社
装帧: 平装
出版年: 2010-7-1
简介 · · · · · ·
目录 · · · · · ·
丛书序前言
致谢
第1章 为什么理解科学推理？
1．1 为什么学习科学推理？
1．2 一些初级的例子
1．3 如何学习科学推理
第1部分 理论假设
第2章 理解和评价理论假设
2．1 双螺旋结构：一则案例的学习
2．2 理解科学中的事件
2．3 模型和理论
2．4 来自真实世界的数据
2．5 由模型得出的预测
2．6 科学事件的组成部分
2．7 评价理论假设
2．8 评价理论假设的一套程序
2．9 程序为什么会起作用
2．10 程序是如何发生作用的：三个实例
2．11 判决性实验
2．12 模型开发
练习
第3章 历史事件
3．1 金星的状态
3．2 牛顿和哈雷彗星
3．3 燃素说的衰落
3．4 达尔文与进化论
3．5 孟德尔的遗传学
3．6 地质学革命
练习
第4章 边缘科学
4．1 弗洛伊德心理学
4．2 占星术
4．3 外星人到访
4．4 轮回转世
4．5 超感觉
4．6 举证责任
练习
第2部分 统计和因果假设
第5章 统计模型和概率
5．1 为什么统计和概率模型是重要的
5．2 统计研究的基本要素
5．3 比例和分布
5．4 简单的相关性
5．5 相关性的对称性
5．6 相关性强度
5．7 概率模型
5．8 轻率的法官
5．9 抽样
5．10 大数量抽样
5．11 不等概率抽样
附录
练习
第6章 评估统计假设
6．1 估算
6．2 估算分布和相关性
6．3 统计显著性
6．4 调查抽样
6．5 评估统计假设
6．6 评价统计假设的程序
6．7 抽样调查存在的问题
附件
练习
第7章 因果模型
7．1 相关性与因果性
7．2 个体因果模型
7．3 抽样总体因果模型
7．4 因果因子的效率
7．5 总结：因果性怎样不同于相关性
练习
第8章 评价因果模型
8．1 糖精与癌症
8．2 随机实验设计
8．3 双盲研究
8．4 精神分裂与遗传
8．5 前瞻性设计
8．6 精神分裂病因学和DTNBP1基因
8．7 回溯性设计
8．8 因果假设的统计证据
8．9 小结
练习
第3部分 知识、价值和决策
第9章 决策制定模型
9．1 选项
9．2 世界的状态
9．3 结果
9．4 赋值
9．5 科学知识与决策战略
9．6 确定性决策制定
9．7 完全不确定性决策制定
9．8 风险决策制定
9．9 现代效用理论
9．10 小结
练习
第10章 评估决策
10．1 评估决策的一种程序
10．2 涉及低概率的决策
10．3 涉及适中概率的决策
10．4 确定性政策制定
练习
译后记
Overview -
Understanding Scientific Reasoning
Product Details
- Pub. Date: July 2005
- Publisher: Cengage Learning
- Sales Rank: 181,541
- ISBN-13: 9780155063266
- ISBN: 015506326X
- Edition Description: 5TH
Synopsis
This textbook develops techniques for understanding and evaluating theoretical hypotheses of the sort typically found in the physical sciences as well as the statistical and causal hypotheses used in the social and biomedical sciences, and explains how scientific knowledge can be combined with individual or social values to reach personal and public policy decisions. The fifth edition updates the scientific case studies. Annotation ©2005 Book News, Inc., Portland, OR
Booknews
Directed towards first and second year college students, this volume introduces aspects of the philosophy of science and aims to help readers acquire the cognitive skills useful for understanding and evaluating scientific material as found in textbooks and other sources. While the bulk of the ten chapters explore techniques for the evaluation of theoretical, statistical, and causal hypotheses, the final two discuss how to use scientific hypotheses to reach personal or public policy decisions. Annotation c. by Book News, Inc., Portland, Or.
More Reviews and RecommendationsBiography
Ronald N. Giere (Ph.D., Cornell University) is Professor of Philosophy at the University of Minnesota and a former Director of the Center for Philosophy of Science at the University of Minnesota. In addition to many papers in the philosophy of science, he is the author of UNDERSTANDING SCIENTIFIC REASONING (4th ed 1997); EXPLAINING SCIENCE: A COGNITIVE APPROACH (1988); and SCIENCE WITHOUT LAWS (1999). He has also edited several volumes of papers in the philosophy of science, including, most recently, 'Cognitive Models of Science' (1992) and 'Origins of Logical Empiricism' (1996). Professor Giere is a Fellow of The American Association for the Advancement of Science, a long-time member of the editorial board of the journal ¿Philosophy of Science,¿ and a past president of the Philosophy of Science Association. His current research focuses on scientific cognition as a form of distributed cognition and on the perspectival nature of scientific knowledge.
John Bickle (Ph.D., University of California, Irvine) works in philosophy of neuroscience, philosophy of science, and cellular mechanisms of cognition and consciousness. He is noted for his "new wave reductionism" presented in his 1998 MIT Press book, PSYCHONEURAL REDUCTION: THE NEW WAVE. His most recent book, PHILOSOPHY AND NEUROSCIENCE: A RUTHLESSLY REDUCTIVE ACCOUNT, published in June 2003 by Kluwer Academic Publishers, brings recent research from molecular and cellular cognition to the attention of cognitive scientists and philosophers of mind and science. Bickle is Professor and Head of the Department of Philosophy and Professor in the Neuroscience Graduate Program at the University of Cincinnati. He isthe founding editor of BRAIN AND MIND: A TRANSCIPLINARY JOURNAL OF NEUROSCIENCE AND NEUROPHILOSOPHY and founding editor of the STUDIES IN BRAIN AND MIND BOOK SERIES.
Robert Mauldin (Ph.D., University of Tennessee), serves as Professor of Chemistry and Director of General Education at Shawnee State University in Portsmouth, Ohio. Professor Mauldin has a Ph.D. in analytical chemistry with an emphasis on the study of atmospheric chemistry using supercritical fluid extraction and gas chromatography-mass spectrometry. In addition to undergraduate work in chemistry at the University of Tennessee at Martin, his educational background includes a minor in philosophy. He has a record of scholarly activity in the research areas of environmental chemistry, scientific reasoning, and general education. He currently serves as president of the Association for General and Liberal Studies (AGLS), a national organization that is dedicated to promoting the centrality of general and liberal education in the undergraduate experience. As a co-author for this edition, Mauldin is able to draw on nine years of experience with using this textbook in a general education science course focused on scientific reasoning.
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