Abstract
I address two questions that underlie most of the articles in this special issue: 1) What do different levels of explanation in psychology reveal? And 2) how do the dynamics of science affect what can be learned? I suggest that understanding hypothesis testing and generation in the abstract can provide a useful framework for understanding how cognitive modelling and neuroscience may interact. I further suggest that the preference for simple explanations and the dynamics of hypothesis testing may play out in different ways within the two fields, and that their overlap may prove most useful in the realm of hypothesis generation.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
