Child Development

HYPERACTIVITY

See: ATTENTION DEFICIT HYPERACTIVITY DISOR-
DER

HYPOTHESIS

A hypothesis may be thought of as a well-informed
guess that is drawn from a theory or collection of
ideas. It provides the basis from which a reasoned
prediction about the relationship between two or
more factors is made (e.g., early attachment and the
child’s later educational attainment). The prediction
should define clearly the factors and the group of
people within which the relationship can be observed.
After planning how best to control for the effect of the
factors and assembling participants who reflect the

defined group, scientific testing can proceed. The

data gathered are then checked to see whether the hy-

pothesis is supported or not.

Supporting data, however, cannot be taken as

conclusive proof of the theory. Logically it is more

persuasive to predict no relationship between two fac-

tors and then find through testing that there is a rela-

tionship. This is called the null hypothesis and is the

theoretical basis for statistical examination of the data

to test whether the relationship between the factors is

greater than chance.

See also: METHODS OF STUDYING CHILDREN

Bibliography

Popper, Karl R. Conjectures and Refutations: The Growth of Scientific

Knowledge. London: Routledge and Kegan Paul, 1963.

Anthony Lee

HYPOTHESIS 195