Relations Between Method and Theory in Developmental Research: A partial-isomorphism view

Abstract

This chapter argues that the linkage in developmental psychology between methods and theory (conceived of as broadly defined viewpoints and frameworks) is one of ‘partial-isomorphism’, that is, of imperfect correlation. The chapter begins with a general examination and critique of current views of the issue of the relation between theory and method, introducing two specific examples, one from an earlier period of the history of developmental psychology, the other from more current work in the field. The relationship between theory and method is then analyzed more specifically, with reference to two prototypical areas of developmental concern: the stage issue, and the continuity/stability issue. It is argued that a relationship of ‘partial isomorphism’ not only does fullest justice to the way in which developmental investigators conduct their research, but also that this construal of the theory-method relation is most apt to advance scientific progress in our field. The flexible, loose sort of linkage between theory and method stressed in this chapter will serve as a counterforce to sterile pursuit of methodology for its own sake, divorced from and uninformed by theory, such as would be encouraged if methodology were to be considered as completely independent of theory. At the same time the conception likewise avoids the excesses of theorizing without regard to methodological approach, or of subordinating method entirely to theory, which is apt to ensure the preservation of the theory in isolation from rival ones, and thus lead eventually to its dying on the vine. The final section of the paper is devoted to some specific methodological issues arising in developmental research that are implied in a concept of development, though they are to a considerable extent independent of particular theoretical positions concerning developmental processes.