Empirical research

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Empirical research is a way of gaining knowledge by means of direct observation or experience. It is used to answer empirical questions, which must be precisely defined and answerable with data (e.g., "Does listening to vocal music during learning a word list have an effect on later memory for these words?"). Usually, a researcher has a certain theory regarding the topic under investigation. Based on this theory some statements, or hypotheses, will be proposed (e.g., "Listening to vocal music has a negative effect on learning a word list."). From these hypotheses predictions about specific events are derived (e.g., "People who study a word list while listening to vocal music will remember fewer words on a later memory test than people who study a word list in silence."). These predictions can then be tested with a suitable experiment. Depending on the outcomes of the experiment, the theory on which the hypotheses and predictions were based will be supported or not.[1]



The term empirical was originally used to refer to certain ancient Greek practitioners of medicine who rejected adherence to the dogmatic doctrines of the day, preferring instead to rely on the observation of phenomena as perceived in experience. Later empiricism referred to a theory of knowledge in philosophy which adheres to the principle that knowledge arises from experience and evidence gathered specifically using the senses. In scientific use the term empirical refers to the gathering of data using only evidence that is observable by the senses or in some cases using calibrated scientific instruments. What early philosophers described as empiricist and empirical research have in common is the dependence on observable data to formulate and test theories and come to conclusions.


The researcher attempts to describe accurately the interaction between the instrument (or the human senses) and the entity being observed. If instrumentation is involved, the researcher is expected to calibrate his/her instrument by applying it to known standard objects and documenting the results before applying it to unknown objects. In other words, it describes the research that has not been taken place before and their results.

In practice, the accumulation of evidence for or against any particular theory involves planned research designs for the collection of empirical data, and academic rigor plays a large part of judging the merits of research design. Several typographies for such designs have been suggested, one of the most popular of which comes from Campbell and Stanley (1963). They are responsible for popularizing the widely cited distinction among pre-experimental, experimental, and quasi-experimental designs and are staunch advocates of the central role of randomized experiments in educational research.

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