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Two types of research

Research that is directed toward the solution of problems can be divided into two major classes: evaluative and developmental. An evaluative problem is one in which the alternative courses of action are completely specified in advance and the solution consists of selecting the "best" of these. A developmental problem is concerned with the search for (and perhaps construction or syntheses of) instruments which yield a course of action that is better than any available at the time.

In discussing the phases of research we shall consider each of the types of research that have been identified and explore their methodological differences and similarities. But the basis of these comparisons will be laid throughout by a detailed consideration of evaluative problem solving.

As it will be seen in some detail, applied research has the advantage of being able to formulate criteria of its own efficiency in terms of the objectives for which the problem is being investigated. Because of the lack of specific objectives, in pure research such criteria cannot be formulated as explicitly. Consequently, in pure research many implicit assumptions are made about the conditions under which its results will be applied. In applied research these assumptions are frequently found to be unrealistic. To elaborate a previous example, in pure research the seriousness of various errors can seldom be measured. In applied problems, however, there are few cases in which this condition holds. Hence different estimation procedures are required in applied science, and serious questions about the estimating procedures of pure science are raised. This fact is not generally appreciated; on the contrary, it is commonly believed that pure research tends to be methodologically superior to applied research. Hence, the general approach of this book may be contrary to the intuition and beliefs of many.

We shall first discuss the methodological aspects of each phase of research in an applied context, and then consider what can be learned from this representation that can be used in the pure research context.

КОММЕНТАРИЙ К ТЕКСТУ

into — составной предлог, состоящий из двух предлогов: in (внутри) + to (направление) = into — вовнутрь (into the box — в коробку, а не в коробке). Здесь to divide into — разделить на

evaluative — оценочный, определяющий количество

developmental [dɪ,veləp'mentl] — связанный с развитием, разработкой. Это производное от существительного development, полученное от глагола to develop — развивать(ся), разрабатывать (to develop the plot of a story — разработать сюжет рассказа), проявлять (to develop a film — проявить пленку; She has developed a tendency to be late — У нее появилась тенденция опаздывать);

development — развитие, эволюция, рост, проявление, улучшение, усовершенствование (механизмов), разработка;

developments — обстоятельства, события (to meet unexpected developments — столкнуться с непредвиденными обстоятельствами)

have been identified — (которые) уже были определены, идентифицированы (Present Perfect Passive, см. § 89)

throughout [θru(:)'aut] — составной предлог, состоящий из двух слов: through — через, сквозь, по (through the gate — через ворота, калитку) + out — вне, снаружи, наружу, вон — throughout — на всем протяжении, во всех отношениях (The dictionary was revised throughout — Словарь был пересмотрен с начала до конца)

in some 'detail — довольно подробно

Следует помнить, что нормы русского языка иногда требуют перевода английского существительного во мн. числе существительным в ед. числе и наоборот, например:

Liars need to have good Лгунам нужно иметь хорошую

memories. память.

We considered the problem in Мы рассмотрели эту проблему

detail. в подробностях.

is being investigated — (в данный момент) исследуется (Present Continuous Passive, см. § 91)

are ... found to be unrealistic — считаются нереальными