Applying self-directed anticipative learning to science I: Agency, error, and the interactive exploration of possibility space in early ape-langugae research

Perspectives on Science 15 (1):87-124 (2007)
: 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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References found in this work BETA
C. A. Hooker (1987). A Realistic Theory of Science. State University of New York Press.

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Citations of this work BETA
Cliff Hooker (2013). Georg Simmel and Naturalist Interactivist Epistemology of Science. Studies in History and Philosophy of Science Part A 44 (3):311-317.

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