Abstract
On the Olympus of any science, the researcher stands at the pinnacle and the clinician at its base. From this lofty vantage point the researcher engages in “investigation or experimentation aimed at the discovery and interpretation of facts, revision of accepted theories or laws in the light of new facts, or practical application of such new or revised theories or laws [Webster’s, p. 730].” Indeed, when I began my career as a clinician, this definition, together with reports in the literature, led me to assume that all researchers started their investigations with elegant, unbiased designs, carried them through with single-mindedness of purpose, and finished with clear, unequivocal, meaningful results.
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References
Chess, S. Temperament and behavior disorders in mentally retarded children. Archives of General Psychiatry, 1970, 23, 122–130.
Chess, S., Korn, S., & Fernandez, P. Psychiatric disorders of children with congenital rubella. New York: Brunner/Mazel, 1971.
Chess, S., Sarlin, M. B., Mendez, A., & Thomas, A. Social class and child rearing practices. paper presented at the American Psychiatric Association Divisional Meeting, Nov. 17, 1967.
Pavlov, I. P. Bequest to the academic youth of Soviet Russia by Ivan Petrovich Pavlov (1936) (as quoted in Bartlett’s 14th edition, 1968 ).
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Thomas, A., Chess, S., & Birch, H. G. Temperament and behavior disorders in children. New York: New York University Press, 1968.
Webster’s Seventh New Collegiate Dictionary. Springfield, Mass.: Merriam, 1961.
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© 1975 Plenum Press, New York
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Chess, S. (1975). The Conception, Birth, and Childhood of a Behavioral Research The New York Longitudinal Study. In: Anthony, E.J. (eds) Explorations in Child Psychiatry. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-2127-9_12
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DOI: https://doi.org/10.1007/978-1-4684-2127-9_12
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