Please use this identifier to cite or link to this item: https://doi.org/10.1177/1745691611429355
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dc.titleMeta-analysis and the development of knowledge
dc.contributor.authorChan, M.E.
dc.contributor.authorArvey, R.D.
dc.date.accessioned2013-10-09T09:14:05Z
dc.date.available2013-10-09T09:14:05Z
dc.date.issued2012
dc.identifier.citationChan, M.E., Arvey, R.D. (2012). Meta-analysis and the development of knowledge. Perspectives on Psychological Science 7 (1) : 79-92. ScholarBank@NUS Repository. https://doi.org/10.1177/1745691611429355
dc.identifier.issn17456916
dc.identifier.urihttp://scholarbank.nus.edu.sg/handle/10635/44554
dc.description.abstractWith the widespread application of meta-analysis, it is important to examine the role of meta-analysis in the development of knowledge. Researchers have proposed that meta-analysis provides us with an overview of where the research field has been, summarizes and integrates extant research findings, and suggests directions for future research efforts. Some researchers further argue that meta-analysis can contribute to the accumulation of knowledge and the progress of science. In this article, these claims are examined from an epistemological perspective. Using Kuhn's (1962, 1970b) framework, the authors discuss how meta-analysis contributes to the progress of both normal science and extraordinary science and thus plays an important role in knowledge development in a field. © Association for Psychological Science 2012.
dc.description.urihttp://libproxy1.nus.edu.sg/login?url=http://dx.doi.org/10.1177/1745691611429355
dc.sourceScopus
dc.subjectepistemology
dc.subjectknowledge development
dc.subjectmeta-analysis
dc.subjectprogress of science
dc.typeArticle
dc.contributor.departmentMANAGEMENT AND ORGANISATION
dc.description.doi10.1177/1745691611429355
dc.description.sourcetitlePerspectives on Psychological Science
dc.description.volume7
dc.description.issue1
dc.description.page79-92
dc.identifier.isiut000298857700010
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