Single-Factor Fallacy
As editors and scholars, we have concerns with investigations that emphasize the contribution of one major factor to the development of a complex entity such as, for example, language or literacy. This phenomenon is known as the single-factor fallacy. Basically, this is asserting that there is on...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Institute for Human Rehabilitation
2025-04-01
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| Series: | Human Research in Rehabilitation |
| Subjects: | |
| Online Access: | https://human.ba/wpdm-package/full-text-309/?ind=1743591106295&filename=1743591106wpdm_Article-1.pdf&wpdmdl=2247&refresh=67ed3007a5fdf1743597575 |
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| Summary: | As editors and scholars, we have concerns with investigations that emphasize the
contribution of one major factor to the development of a complex entity such as, for example,
language or literacy. This phenomenon is known as the single-factor fallacy. Basically, this
is asserting that there is one all-encompassing factor that causes or influences academic
development even though there are certainly other factors that are critical contributors.
Endorsing one factor, whether explicitly or implicitly, leads to oversimplification and
overgeneralization as well as to other problems such as misleading conclusions and
confirmation and citation biases. The single-factor approach results in the promotion of
inappropriate educational decisions or implications regarding d/Deaf and hard of hearing
(d/Dhh) children and adolescents. We discuss ways to minimize or avoid the single-factor
fallacy. |
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| ISSN: | 2232-9935 2232-996X |