It will be pointed out that a key to making progress in language faculty science is to identify, utilize, and refine the effective experimental devices as we proceed from a simple to more and more involved experiments.

And the experimental devices include the assumptions and hypotheses that are used in designing our experiments. It goes without saying that we cannot expect to learn much about anything from the result of an experiment that is designed crucially based on assumptions and hypotheses that have been shown not to be valid. The book I am currently working on addresses how we CAN obtain confirmed predicted schematic asymmetries. But my JJL paper (Hoji 2010 "Hypothesis testing in generative grammar: Evaluation of predicted schematic asymmetries") and Hoji 2006 "Assessing Competing Analyses: Two Hypotheses about 'Scrambling' in Japanese," both of which are available here, discuss what experimental devices we should not use if we want to make progress in language faculty science (unless we can control the noise so as to be able to obtain a confirmed predicted schematic asymmetry based on such assumptions/hypotheses).

See the remarks in section 1.9 in [42415] in the Methodology board.