Promise versus reality in relation to the unitary orienting reflex: A case study examining the role of theory in psychophysiology

We commonly teach beginning science students that theory generates hypotheses which direct our research, framing our experimental observations; and that in turn, these supply the data which support or contradict theory, allowing its self-correction and further development. These propositions are explored here in the context of psychophysiology, concentrating on examples in relation to the Orienting Reflex (OR). It is demonstrated that the realist approach generally portrayed in our teaching about theory and theory testing is not the dominant ethos in this field. Indeed, we pay little more than lip-service to the ideal we teach about. One outcome described here is that the promise offered us by the OR in the 1960s has not been realised. It is argued that this failure may be symptomatic of much of science, suggesting that we need to consciously work to raise the perceived value of theory. The ideation element of theoretical activity can be fostered, and it is argued that we need to do so explicitly at a number of levels in the education of our students, beginning in the early coursework stages and continuing in their research training and development.