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  1. Conclusions and the future of the psychology of science.Michael E. Gorman & Gregory J. Feist - 2013 - In Gregory J. Feist & Michael E. Gorman (eds.), Handbook of the psychology of science. Springer Pub. Company, LLC.
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  2. The psychology of technological invention.Michael E. Gorman - 2013 - In Gregory J. Feist & Michael E. Gorman (eds.), Handbook of the psychology of science. Springer Pub. Company, LLC.
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  3. Introduction : another brick in the wall.Gregory J. Feist & Michael E. Gorman - 2013 - In Gregory J. Feist & Michael E. Gorman (eds.), Handbook of the psychology of science. Springer Pub. Company, LLC.
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  4.  20
    Acquisition of T-shaped expertise: an exploratory study.Shannon Nicole Conley, Rider W. Foley, Michael E. Gorman, Jessica Denham & Kevin Coleman - 2017 - Social Epistemology 31 (2):165-183.
    Disciplinary boundaries become increasingly unclear when grappling with “wicked problems,” which present a complex set of policy, cultural, technological, and scientific dimensions. “T-shaped” professionals, i.e. individuals with a depth and breadth of expertise, are being called upon to play a critical role in complex problem-solving. This paper unpacks the notion of the “T-shaped expert” and seeks to situate it within the broader academic literature on expertise, integration, and developmental learning. A component of this project includes an exploratory study, which is (...)
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    A. Jean Ayres and the development of sensory integration: a case study in the development and fragmentation of a scientific therapy network.Michael E. Gorman & Nora H. Kashani - 2017 - Social Epistemology 31 (2):107-129.
    Jean Ayres invented Sensory Integration for children experiencing learning and social difficulties because, according to Ayres, they could not adequately integrate information from multiple sensory modalities. She established a scientific basis for her identification of children with sensory integrative difficulties, using statistical techniques to identify symptoms and neuroscience to determine a cause. She was an unusually reflective practitioner who catalyzed a community of practice around SI without becoming a guru—indeed, she encouraged her students to come up with their own ideas (...)
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