Neglect of the foreign invisible: Historiography and the navigation of conflicting sensibilities.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This essay is intended first as a contribution to historiography, and only second as a contribution to the history of developmental psychology. It is therefore a discussion--primarily--of the doing of the history of psychology, rather than of its content. Briefly put: American psychology, including its associated approaches to the history of psychology, is not adequately equipped to benefit fully from the contributions of foreign scholars. To make the resulting argument clear, two archive-driven microhistories are reviewed, contrasted, augmented with new archival research, and synthesized: Yeh Hsueh's (2004) examination of the nomination process at Harvard University that led to the awarding of an honorary doctorate to Jean Piaget in 1936, and Marc Ratcliff and Paloma Borella's (2013) examination-just recently published in French-of a similar process that resulted in Piaget's hiring at Geneva in 1929 and his eventual promotion in 1940. Comparing the authors' different approaches to similar content then affords this article's larger argument: we need to broaden our sensibilities so we can see high-quality foreign contributions for what they are. Several interesting insights result if we do. Among them: although Piaget's theory is today mistakenly criticized for being asocial, and this serves as justification for countering his early works with Vygotsky's posthumous critique, it emerges from these archival studies that Piaget may have in fact chosen to present himself and his work as nonsociological (when this was not the case) for reasons unrelated to his intellectual project. Such examples then broaden the discussion of "neglect of the foreign invisible" to include suppression--even censorship (by self or other)--which in turn reflects the primary problem afforded by internationalization: by what standards are we to judge the contributions of "foreigners" into "our" discipline?
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.006 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it