Perspectives on Science 15 (1):87-124 (2007)

Abstract
: The purpose of this paper and its sister paper (Farrell and Hooker, b) is to present, evaluate and elaborate a proposed new model for the process of scientific development: self-directed anticipative learning (SDAL). The vehicle for its evaluation is a new analysis of a well-known historical episode: the development of ape-language research. In this first paper we outline five prominent features of SDAL that will need to be realized in applying SDAL to science: 1) interactive exploration of possibility space; 2) self-directedness; 3) localization of success and error; 4) Synergistic increase in learning capacity; and 5) continuity of SDAL process across scientific change. In this paper we examine the first three features of SDAL in relation to the early history of ape-language research. We show that this history is readily explicated as a self-directed, ever-finer, delineation of possibility space that enables the localization of both success and error. Paper II examines the last two features against this history
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DOI 10.1162/posc.2007.15.1.87
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References found in this work BETA

Criticism and the Growth of Knowledge.Imre Lakatos & Alan Musgrave (eds.) - 1970 - Cambridge University Press.
Primate Cognition.Michael Tomasello & Josep Call - 1997 - Oxford University Press USA.
Primate Cognition.Amanda Seed & Michael Tomasello - 2010 - Topics in Cognitive Science 2 (3):407-419.
Criticism and the Growth of Knowledge.Imre Lakatos & Alan Musgrave - 1972 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 3 (1):158-162.
A Realistic Theory of Science.Clifford Alan Hooker - 1987 - State University of New York Press.

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Citations of this work BETA

On the Import of Constraints in Complex Dynamical Systems.Cliff Hooker - 2013 - Foundations of Science 18 (4):757-780.
Interaction and Bio-Cognitive Order.C. A. Hooker - 2009 - Synthese 166 (3):513-546.
Bio-Agency and the Problem of Action.J. C. Skewes & C. A. Hooker - 2009 - Biology and Philosophy 24 (3):283 - 300.

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