Good Scientific Practice in MEEG Research: Progress and Perspectives

Good Scientific Practice (GSP) refers to both explicit and implicit rules or guidelines that help scientists to produce work that is of the highest quality at any given time, and to efficiently share that work with the community for further scrutiny or utilization. For experimental research using magneto- and electroencephalography (MEEG), GSP includes specific standards and guidelines for technical competence, which are periodically updated whenever new findings come to light. However, GSP also needs to be periodically revisited in a broader light. At the LiveMEEG 2020 conference, a reflection on GSP was fostered that included explicitly documented guidelines and technical advances, but also emphasised intangible GSP: a general awareness of personal, organisational, and societal realities and how they can influence MEEG research. This article provides an extensive report on most of the LiveMEEG contributions and new literature, with the additional aim to synthesize ongoing cultural changes in GSP. It first covers GSP with respect to cognitive biases and logical fallacies, pre-registration as a tool to avoid those and other early pitfalls, and a number of resources to enable collaborative and reproducible research as a general approach to minimize misconceptions. Second, GSP with respect to data acquisition, analysis, reporting, and sharing is discussed, including new tools and frameworks to support collaborative work. Finally, GSP is considered in light of ethical implications of MEEG research and the resulting responsibility that scientists have to engage with societal challenges. Considering among other things the benefits of peer review and open access at all stages, the need to coordinate larger international projects, the complexity of MEEG subject matter, and today's prioritization of fairness, privacy, and the environment, we find that current GSP tends to favour collective and cooperative work, for both scientific and for societal reasons.

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Scientific Collaboration and Collective Knowledge

10.1093/oso/9780190680534.001.0001 ◽

2017 ◽

Cited By ~ 3

Keyword(s):

Particle Physics ◽

Scientific Practice ◽

Collaborative Work ◽

Scientific Research ◽

Climate Science ◽

Collective Knowledge ◽

Interdisciplinary Field ◽

Social Structure Of Science ◽

Contemporary Science ◽

The Social

Descartes once argued that, with sufficient effort and skill, a single scientist could uncover fundamental truths about our world. Contemporary science proves the limits of this claim. From synthesizing the human genome to predicting the effects of climate change, some current scientific research requires the collaboration of hundreds (if not thousands) of scientists with various specializations. Additionally, the majority of published scientific research is now coauthored, including more than 80% of articles in the natural sciences. Small collaborative teams have become the norm in science. This is the first volume to address critical philosophical questions about how collective scientific research could be organized differently and how it should be organized. For example, should scientists be required to share knowledge with competing research teams? How can universities and grant-giving institutions promote successful collaborations? When hundreds of researchers contribute to a discovery, how should credit be assigned—and can minorities expect a fair share? When collaborative work contains significant errors or fraudulent data, who deserves blame? In this collection of essays, leading philosophers of science address these critical questions, among others. Their work extends current philosophical research on the social structure of science and contributes to the growing, interdisciplinary field of social epistemology. The volume’s strength lies in the diversity of its authors’ methodologies. Employing detailed case studies of scientific practice, mathematical models of scientific communities, and rigorous conceptual analysis, contributors to this volume study scientific groups of all kinds, including small labs, peer-review boards, and large international collaborations like those in climate science and particle physics.

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Quality Assessment for the Sustainable Provision of Software Components and Digital Research Infrastructures for the Arts and Humanities

BIBLIOTHEK Forschung und Praxis ◽

10.1515/bfp-2017-0024 ◽

2017 ◽

Vol 41 (2) ◽

Author(s):

Stefan Buddenbohm ◽

Markus Matoni ◽

Stefan Schmunk ◽

Carsten Thiel

Keyword(s):

Quality Assessment ◽

Digital Humanities ◽

Scientific Practice ◽

Software Components ◽

Good Scientific Practice ◽

Arts And Humanities ◽

Research Publications ◽

The Arts ◽

Research Infrastructures ◽

Digital Research

AbstractInfrastructure for facilitating access to and reuse of research publications and data is well established nowadays. However, such is not the case for software. In spite of documentation and reusability of software being recognised as good scientific practice, and a growing demand for them, the infrastructure and services necessary for software are still in their infancy. This paper explores how quality assessment may be utilised for evaluating the infrastructure for software, and to ascertain the effort required to archive software and make it available for future use. The paper focuses specifically on digital humanities and related ESFRI projects.

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The 3Rs and Good Scientific Practice

Animal Ethics in Animal Research ◽

10.1017/9781108354882.004 ◽

2017 ◽

pp. 41-67

Author(s):

Helena Rocklinsberg ◽

Mickey Gjerris ◽

Anna Olsson

Keyword(s):

Scientific Practice ◽

Good Scientific Practice

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Medical Students’ Acquaintance with Core Concepts, Institutions and Guidelines on Good Scientific Practice: A Pre- and Post-questionnaire Survey

Science and Engineering Ethics ◽

10.1007/s11948-020-00215-3 ◽

2020 ◽

Vol 26 (3) ◽

pp. 1827-1845

Author(s):

Katharina Fuerholzer ◽

Maximilian Schochow ◽

Richard Peter ◽

Florian Steger

Keyword(s):

Medical Students ◽

Questionnaire Survey ◽

Scientific Practice ◽

Good Scientific Practice ◽

Core Concepts

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Enhancing Individuals' Cognition, Intelligence and Sharing Digital/Web-Based Knowledge Using Virtual Reality and Information Visualization Techniques and Tools within K-12 Education and its Impact on

Cognitive and Emotional Processes in Web-Based Education ◽

10.4018/978-1-60566-392-0.ch014 ◽

2011 ◽

pp. 245-319 ◽

Cited By ~ 1

Author(s):

Jorge Ferreira Franco ◽

Irene Karaguilla Ficheman ◽

Marcelo Knörich Zuffo ◽

Valkiria Venâncio

Keyword(s):

Virtual Reality ◽

Information Visualization ◽

Collaborative Work ◽

Large Body ◽

Independent Learning ◽

Cultural Changes ◽

Web Based ◽

Learning And Teaching ◽

K 12 ◽

Visualization Techniques

This chapter addresses an ongoing work strategy for developing and sharing knowledge related to digital/ Web-based technology and multimedia tools, information visualization, computer graphics, desktop virtual reality techniques in combination with art/education. It includes a large body of research about advanced and contemporary technologies and their use for stimulating individuals’ education. These interactive processes of researching, developing and sharing knowledge have been carried out through interdisciplinary and collaborative learning and teaching experiences in the context of k-12 education in a primary public school and its surrounding community. The learning and direct manipulation of advanced and contemporary technologies have improved individuals’ technical skills, stimulated cooperative and collaborative work and innovations in the way of developing school’s curriculum content as well as supported ones’ independent learning. Furthermore, there have been changes on individuals’ mental models, behavior and cultural changes related to reflecting about diverse possibilities of using information and communication technology within collaborative formal and informal sustainable lifelong learning and teaching actions.

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Teaching Good Scientific Practice and Curricular Development in Germany

Integrity in the Global Research Arena ◽

10.1142/9789814632393_0030 ◽

2015 ◽

pp. 243-249 ◽

Cited By ~ 1

Author(s):

Helga Nolte ◽

Michael Gommel ◽

Gerlinde Sponholz

Keyword(s):

Scientific Practice ◽

Curricular Development ◽

Good Scientific Practice

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Exploring unexplained variation

Theory & Psychology ◽

10.1177/0959354312445653 ◽

2012 ◽

Vol 23 (1) ◽

pp. 81-97 ◽

Cited By ~ 2

Author(s):

Michael E. Doherty ◽

Kenneth M. Shemberg ◽

Richard B. Anderson ◽

Ryan D. Tweney

Keyword(s):

Individual Differences ◽

Scientific Practice ◽

Scientific Integrity ◽

Scientific Psychology ◽

Research Results ◽

Compelling Argument ◽

Good Scientific Practice ◽

Many Sources ◽

Richard Feynman ◽

Unexplained Variation

In a 1974 commencement address, Richard Feynman described scientific integrity as a kind of utter honesty, a kind of leaning over backwards to tell the whole truth. We argue that investigators could tell more of the truth and increase the value of their papers by highlighting and discussing unexplained variation, a major source of which is individual differences. An argument that unexplained individual differences must have many sources is presented, and means of representing that variation are illustrated. We believe that such a change in reporting of research results is likely to advance the progress of scientific psychology, but perhaps the most compelling argument for what we propose is simply that telling the whole story as fully as possible is good scientific practice. The Appendix provides two examples of what we are urging, taken from recent psychological literature.

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