The psychology of science is a branch of
the studies of science that includes
philosophy of science, history of
science, and sociology of science or
sociology of scientific knowledge. The
psychology of science is defined most
simply as the scientific study of
scientific thought or behavior. Some key
figures currently in the psychology of
science are William Brewer, Kevin
Dunbar, Gregory Feist, Michael Gorman,
David Klahr, Barbara Kosloswki, Deanna
Kuhn, Sofia Liberman, Dean Keith
Simonton, Will Shadish, Frank Sulloway,
Paul Thagard, Ryan Tweney, Ron Westrum,
and Wendy Parker.
The psychology of science applies
methods and theory from psychology to
the analysis of scientific thought and
behavior, each of which is defined both
narrowly and broadly. Narrowly defined,
"science" refers to thought and behavior
of professional scientists and
technologists. More broadly defined,
"science" refers to thought and behavior
of any one of any age engaged in theory
construction, learning scientific or
mathematical concepts, model building,
hypothesis testing, scientific
reasoning, problem finding or solving,
or creating or working on technology.
Indeed, mathematical, engineering, and
invention activities are included in
both the broader and narrower
definitions as well. The methods of
psychology that are applied to the study
of scientific thought and behavior range
from psychohistorical,
psychobiographical, observational,
descriptive, correlational, and
experimental techniques.
The psychology of science has
well-established literatures in most
every subfield of psychology, including
but not limited to: neuroscience,
development, cognition, personality,
motivation, social,
industrial/organizational, and clinical.
Feist's recent book The Psychology of
Science and the Origins of the
Scientific Mind reviews and integrates
much of this literature. How scientific
concepts are learned is a major topic
for the psychology of science education.
In 2006 the first scientific society for
the psychology of science was founded in
Zacatecas, Mexico, The International
Society for the Psychology of Science
and Technology. Members of ISPST are
psychologists and other scholars who
study any form of scientific or
technological thought or behavior,
either narrowly or broadly defined. One
goal of the society is to promote the
application of psychology to the study
of thought and behavior in science and
technology. Research on the psychology
of science and technology has the
potential to inform policy, education,
and business in selecting, recruiting,
training, teaching, and hiring
scientific and technological students
and personnel. Therefore, ISPST seeks
to:
Promote research aimed at furthering the
understanding of recruiting,
recognizing, and retaining scientific
talent.
Promote research aimed at furthering the
understanding of how students learn and
how non-scientists reason about
scientific concepts.
Foster interdisciplinary relationships
and research with educators, business
leaders, and scientists themselves.
See also 
Gaston Bachelard#Bachelard's psychology
of science
Psychology of art
References 
^ Feist, G.J.. The Psychology of Science
and the Origins of the Scientific Mind.
New Haven, CT: Yale University Press.
Suggested reading 
Campbell, D.T.. Epistemology and
methodology for social science. Chicago:
Chicago University Press. ISBN
0-226-09248-8
Dunbar, K.. Understanding the role of
cognition in science: The Science as
Category framework. In In P. Carruthers,
S. Stich, and M. Siegal. The cognitive
basis of science. Cambridge, UK:
Cambridge University Press. ISBN
0-521-81229-1
Feist, G.J.. The Psychology of Science
and the Origins of the Scientific Mind.
New Haven, CT: Yale University Press.
ISBN 0-300-11074-X
Feist, G.J., & Gorman, M.E.. Psychology
of science: Review and integration of a
nascent discipline. Review of General
Psychology, 2, 3-47.
Fuller, S.. Philosophy of science and
its discontents. New York: Guilford
Press.ISBN 0898620201
Giere, R.(1992). Cognitive models of
science. Minneapolis, MN: Minnesota
University Press.ISBN 0816619794
Gholson, B., Shadish, W.R., Neimeyer,
R.A., & Houts, A.C.. The psychology of
science: Contributions to metascience.
Cambridge: Cambridge University
Press.ISBN 0-521-35410-2
Gorman, M. E.. Simulating science:
Heuristics, mental models and
technoscientific thinking. Bloomington:
Indiana University Press. ISBN
0-253-32608-7
Klahr, D.. Exploring science: The
cognition and development of discovery
processes. Cambridge: MIT Press. ISBN
0-262-11248-5
Koslowski, B.. Theory and evidence: The
development of scientific reasoning.
Cambridge: MIT Press. ISBN 0-262-11209-4
Kuhn, D., E. Amsel, & M. O’Loughlin..
The development of scientific thinking
skills. Orlando FL: Academic. ISBN
0-12-428430-2
Liberman S. Sofía. y K. B. Wolf. Las
redes de Comunicación Científica.
Aportes de Investigación / 41. CRIM.
UNAM. 1990. ISBN 968-36-1519-8
Shadish, W., & Fuller, S.. The social
psychology of science. Guilford Press.
ISBN 0-89862-021-X
Maslow, A.. The Psychology of Science: A
Reconnaissance, New York: Harper & Row,
1966; Chapel Hill: Maurice Bassett,
2002.
Mitroff, I.. The subjective side of
science. Amsterdam: Elsevier.ISBN
0914105213
Simonton, D.K.. Scientific genius: A
psychology of science. Cambridge,
England: Cambridge University Press.
ISBN 0-521-35287-8
Simonton, D.K.. Creativity in science:
Chance, logic, genius, and Zeitgeist.
Cambridge, England: Cambridge University
Press. ISBN 0-521-35287-8
Sulloway, F. J.. Born to rebel: Birth
order, family dynamics, and creative
lives. New York: Pantheon. ISBN
0-679-75876-3
Thagard, P.. Conceptual revolutions.
Princeton, NJ: Princeton University
Press. ISBN 0-691-02490-1
Tweney, R. D.. A framework for the
cognitive psychology of science. In B.
Gholson Shadish Jr., W. R., Neimeyer, R.
A., & Houts, A. C., Psychology of
science: Contributions to metascience.
Cambridge: Cambridge University Press.
ISBN 0-521-35410-2
