A hypothesis (from Greek ''''; plural hypotheses) is a proposed explanation for a phenomenon. The term derives from the Greek, ''ὑποτιθέναι – hypotithenai'' meaning "to put under" or "to suppose". Scientists generally base scientific hypotheses on previous observations that cannot satisfactorily be explained with the available scientific theories. Even though the words "hypothesis" and "theory" are often used synonymously, a ''scientific hypothesis'' is not the same as a ''scientific theory''. For a hypothesis to be put forward as a scientific hypothesis, the scientific method requires that one can test it. A working hypothesis is a provisionally accepted hypothesis proposed for further research.

In a related but distinguishable usage, the term hypothesis is used in formal logic for the antecedent of a proposition; thus in the proposition "If ''P'', then ''Q''", ''P'' denotes the hypothesis (or antecedent); ''Q'' can be called a consequent. ''P'' is the assumption in a (possibly counterfactual) ''What If'' question.

The adjective hypothetical, meaning "having the nature of a hypothesis", or "being assumed to exist as an immediate consequence of a hypothesis", can refer to any of these meanings of the term "hypothesis".

Uses

In its ancient usage, hypothesis also refers to a summary of the plot of a classical drama.

In Plato's ''Meno'' (86e–87b), Socrates dissects virtue with a method used by mathematicians, that of "investigating from a hypothesis." In this sense, 'hypothesis' refers to a clever idea or to a convenient mathematical approach that simplifies cumbersome calculations. Cardinal Bellarmine gave a famous example of this usage in the warning issued to Galileo in the early 17th century: that he must not treat the motion of the Earth as a reality, but merely as a hypothesis.

In common usage in the 21st century, a ''hypothesis'' refers to a provisional idea whose merit requires evaluation. For proper evaluation, the framer of a hypothesis needs to define specifics in operational terms. A hypothesis requires more work by the researcher in order to either confirm or disprove it. In due course, a confirmed hypothesis may become part of a theory or occasionally may grow to become a theory itself. Normally, scientific hypotheses have the form of a mathematical model. Sometimes, but not always, one can also formulate them as existential statements, stating that some particular instance of the phenomenon under examination has some characteristic and causal explanations, which have the general form of universal statements, stating that every instance of the phenomenon has a particular characteristic.

Any useful hypothesis will enable predictions by reasoning (including deductive reasoning). It might predict the outcome of an experiment in a laboratory setting or the observation of a phenomenon in nature. The prediction may also invoke statistics and only talk about probabilities. Karl Popper, following others, has argued that a hypothesis must be falsifiable, and that one cannot regard a proposition or theory as scientific if it does not admit the possibility of being shown false. Other philosophers of science have rejected the criterion of falsifiability or supplemented it with other criteria, such as verifiability (e.g., verificationism) or coherence (e.g., confirmation holism). The scientific method involves experimentation on the basis of hypotheses to answer questions and explore observations.

In framing a hypothesis, the investigator must not currently know the outcome of a test or that it remains reasonably under continuing investigation. Only in such cases does the experiment, test or study potentially increase the probability of showing the truth of a hypothesis. If the researcher already knows the outcome, it counts as a "consequence" — and the researcher should have already considered this while formulating the hypothesis. If one cannot assess the predictions by observation or by experience, the hypothesis classes as not yet useful, and must wait for others who might come afterward to make possible the needed observations. For example, a new technology or theory might make the necessary experiments feasible.

Scientific hypothesis

People refer to a trial solution to a problem as a hypothesis — often called an "educated guess" — because it provides a suggested solution based on the evidence. Experimenters may test and reject several hypotheses before solving the problem. According to Schick and Vaughn, researchers weighing up alternative hypotheses may take into consideration:

Testability (compare falsifiability as discussed above)

Simplicity (as in the application of "Occam's razor", discouraging the postulation of excessive numbers of entities)

Scope – the apparent application of the hypothesis to multiple cases of phenomena

Fruitfulness – the prospect that a hypothesis may explain further phenomena in the future

Conservatism – the degree of "fit" with existing recognized knowledge-systems.

Working hypothesis

A 'working hypothesis' is a hypothesis that is provisionally accepted as a basis for further research in the hope that a tenable theory will be produced, even if the hypothesis ultimately fails. Like all hypotheses, a working hypothesis is constructed as a statement of expectations, which can be linked to the exploratory research purpose in empirical investigation and are often used as a conceptual framework in qualitative research.

In recent years, philosophers of science have tried to integrate the various approaches to evaluating hypotheses, and the scientific method in general, to form a more complete system that integrates the individual concerns of each approach. Notably, Imre Lakatos and Paul Feyerabend, colleague and student, respectively, of Popper, have produced novel attempts at such a synthesis.

Hypotheses, concepts and measurement

Concepts, as abstract units of meaning, play a key role in the development and testing of hypotheses. Concepts are the basic components of hypotheses. Most formal hypotheses connect concepts by specifying the expected relationships between concepts. For example, a simple relational hypothesis such as "education increases income" specifies a positive relationship between the concepts "education" and "income." This abstract or conceptual hypothesis cannot be tested. First, it must be operationalized or situated in the real world by rules of interpretation. Consider again the simple hypothesis "Education increases Income." To test the hypothesis the abstract meaning of education and income must be derived or operationalized. The concepts should be measured. Education could be measured by "years of school completed" or "highest degree completed" etc. Income could be measured by "hourly rate of pay" or "yearly salary" etc.

When a set of hypotheses are grouped together they become a type of conceptual framework. When a conceptual framework is complex and incorporates causality or explanation it is generally referred to as a theory. According to noted philosopher of science Carl Gustav Hempel "An adequate empirical interpretation turns a theoretical system into a testable theory: The hypothesis whose constituent terms have been interpreted become capable of test by reference to observable phenomena. Frequently the interpreted hypothesis will be derivative hypotheses of the theory; but their confirmation or disconfirmation by empirical data will then immediately strengthen or weaken also the primitive hypotheses from which they were derived."

Hempel provides a useful metaphor that describes the relationship between a conceptual framework and the framework as it is observed and perhaps tested (interpreted framework). "The whole system floats, as it were, above the plane of observation and is anchored to it by rules of interpretation. These might be viewed as strings which are not part of the network but link certain points of the latter with specific places in the plane of observation. By virtue of those interpretative connections, the network can function as a scientific theory" Hypotheses with concepts anchored in the plane of observation are ready to be tested. In "actual scientific practice the process of framing a theoretical structure and of interpreting it are not always sharply separated, since the intended interpretation usually guides the construction of the theoretician." It is, however, "possible and indeed desirable, for the purposes of logical clarification, to separate the two steps conceptually."

It is important to mention that the above procedure is actually dependent on the number of the participants (units or sample size) that is included in the study. For instance, the sample size may be too small to reject a null hypothesis and, therefore, is recommended to specify the sample size from the beginning. It is advisable to define a small, medium and large effect size for each of a number of the important statistical tests which are used to test the hypotheses.

See also

Axiom

Case study

Conceptual framework

Confirmation holism

Conjecture

Ecological fallacy

Empiricism

Hypothesis Theory, a research area in Cognitive Psychology

Learning

Logic

Logical Positivism

Operationalization

''Philosophiae Naturalis Principia Mathematica'' for Newton's position on hypotheses

Reductionism

Research design

Scientific method

Sociology of scientific knowledge

Theorem

Theory

Thought experiment

Working hypothesis

References

Category:Scientific method Category:Mental structures Category:Philosophy of science Category:Greek words and phrases

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