{"title":"“我们发现……”改变研究性写作中的认知定位模式。","authors":"Yanfang Yang, Xuan Guo","doi":"10.3389/fpsyg.2025.1634848","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Epistemic positioning refers to the writer's commitment to the truth of a proposition and assessment of its potential impact on readers. Despite its importance, little attention has been paid to how writers make epistemic judgments across disciplines over time.</p><p><strong>Methods: </strong>Drawing on Hyland and Zou's taxonomies of hedges and boosters, we analyzed 240 research articles from education, history, mechanical engineering, and physics, covering three periods (1960, 1990, and 2020).</p><p><strong>Results: </strong>Our findings show that epistemic positioning has significantly decreased across all four disciplines over time, with writers increasingly preferring less use of epistemic markers in pursuit of an objective, data-based, and scientific style.</p><p><strong>Discussion: </strong>These results suggest a disciplinary shift in research writing practices and have important implications for raising students' and novice academic writers' awareness of evolving knowledge discourses shaped by changing societies.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1634848"},"PeriodicalIF":2.9000,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12513368/pdf/","citationCount":"0","resultStr":"{\"title\":\"\\\"We find that…\\\" changing patterns of epistemic positioning in research writing.\",\"authors\":\"Yanfang Yang, Xuan Guo\",\"doi\":\"10.3389/fpsyg.2025.1634848\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>Epistemic positioning refers to the writer's commitment to the truth of a proposition and assessment of its potential impact on readers. Despite its importance, little attention has been paid to how writers make epistemic judgments across disciplines over time.</p><p><strong>Methods: </strong>Drawing on Hyland and Zou's taxonomies of hedges and boosters, we analyzed 240 research articles from education, history, mechanical engineering, and physics, covering three periods (1960, 1990, and 2020).</p><p><strong>Results: </strong>Our findings show that epistemic positioning has significantly decreased across all four disciplines over time, with writers increasingly preferring less use of epistemic markers in pursuit of an objective, data-based, and scientific style.</p><p><strong>Discussion: </strong>These results suggest a disciplinary shift in research writing practices and have important implications for raising students' and novice academic writers' awareness of evolving knowledge discourses shaped by changing societies.</p>\",\"PeriodicalId\":12525,\"journal\":{\"name\":\"Frontiers in Psychology\",\"volume\":\"16 \",\"pages\":\"1634848\"},\"PeriodicalIF\":2.9000,\"publicationDate\":\"2025-09-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12513368/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Frontiers in Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.3389/fpsyg.2025.1634848\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers in Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3389/fpsyg.2025.1634848","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
"We find that…" changing patterns of epistemic positioning in research writing.
Introduction: Epistemic positioning refers to the writer's commitment to the truth of a proposition and assessment of its potential impact on readers. Despite its importance, little attention has been paid to how writers make epistemic judgments across disciplines over time.
Methods: Drawing on Hyland and Zou's taxonomies of hedges and boosters, we analyzed 240 research articles from education, history, mechanical engineering, and physics, covering three periods (1960, 1990, and 2020).
Results: Our findings show that epistemic positioning has significantly decreased across all four disciplines over time, with writers increasingly preferring less use of epistemic markers in pursuit of an objective, data-based, and scientific style.
Discussion: These results suggest a disciplinary shift in research writing practices and have important implications for raising students' and novice academic writers' awareness of evolving knowledge discourses shaped by changing societies.
期刊介绍:
Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.