Individual Differences as a Crucible in Theory Construction

My proposal is that we should formulate our nomothetic theories in a way that will allow an immediate individual-differences test. I am proposing this because, among other benefits, I believe this approach will make individual differences a crucible in theory construction. The argument I advance is applicable to theory construction in all areas of experimental psychology, but my illustrations come largely from the areas of learning and memory. I feel impelled initially to reconstruct as best I can the reasons that led me to compose an article dealing with theory construction. It has resulted from a professional uneasiness that has grown over the past few years. These pinpricks of uneasiness seemed to say that our profession needed to open a discussion of theory construction in psychology, a discussion led by psychologists, for psychologists. When the uneasy feelings were articulated in this manner, I was able to identify three developments that had been responsible for the pinpricks. And then a fourth development took place which led me to presume I might have something to say that could just possibly initiate the discussion. The first source of uneasiness was quite an unlikely one, namely, the undergraduate student. On occasion, a perceptive one will ask me, "How do you get a theory?" How does one answer this question? I found myself answering with a few pieces of trivia of the kind that any experienced teacher has ready for such mpments. My lack of