scholarly journals In Which Direction Does Happiness Predict Subsequent Social Interactions? A Commentary on Quoidbach et al. (2019)

2020 ◽  
Author(s):  
Timon Elmer
Keyword(s):  
Social Interactions ◽  
Control Variable ◽  
Open Science ◽  
Point Of View ◽  
Theoretical Point ◽  
Alternative Control ◽  
Control Variables ◽  
Raw Data ◽  
Science Practices ◽  
Psychological Science

The analyses of Quoidbach et al. (2019) indicate that unhappy individuals are more likely to subsequently interact with others. From a theoretical point of view, this finding is contrary to most existing psychological studies on this matter. Motivated by these theoretically surprising findings, this commentary reports re-analyses of the openly available data of Quoidbach et al.’s study (2019). These re-analyses indicate that a statistically problematic control variable is responsible for this counterintuitive finding. Models reporting raw associations and including alternative control variables suggest that unhappy individuals are less likely to subsequently interact.To support the transparency and the trustworthiness of psychological science, I encourage further open science practices and suggest that reports of raw data and stepwise model results are more frequently reported.

EFFECTS OF QUANTIZATION, DELAY AND INTERNAL RESISTANCES IN DIGITALLY ZAD-CONTROLLED BUCK CONVERTER

2012 ◽  
Vol 22 (10) ◽  
pp. 1250245 ◽  
Author(s):  
FREDY EDIMER HOYOS ◽  
DANIEL BURBANO ◽  
FABIOLA ANGULO ◽  
GERARD OLIVAR ◽  
NICOLAS TORO ◽  
...  
Keyword(s):  
Power Converters ◽  
Buck Converter ◽  
Point Of View ◽  
Control Technique ◽  
Switching Frequency ◽  
Theoretical Point ◽  
Ideal Model ◽  
Alternative Control ◽  
Digital Implementation ◽  
Steady State Stability

Zero Average Dynamics (ZAD) strategy has been reported in the last decade as an alternative control technique for power converters, and a lot of work has been devoted to analyze it. From a theoretical point of view, this technique has the advantage that it guarantees fixed switching frequency, low output error and robustness, however, no high correspondence between numerical and experimental results has been obtained. These differences are basically due to model assumptions; in particular, all elements in the circuit were modeled as ideal elements and simulations and conclusions about steady state stability and transitions to chaos have been carried out with this ideal model. Regarding the practical point of view and the digital implementation, we include in this paper internal resistances, quantization effects and 1-period delay to the model. This paper shows in an experimental and numerical way the effects of these elements to the model and their incidence in the results. Now, experimental and numerical analyses fully agree.

scholarly journals Quantity Over Quality? Reproducible Psychological Science from a Mixed Methods Perspective

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Hollen N. Reischer ◽  
Henry R. Cowan
Keyword(s):  
Qualitative Research ◽  
Mixed Methods ◽  
Open Science ◽  
Ethical Practice ◽  
Rapid Improvement ◽  
Good Science ◽  
Science Practices ◽  
Psychological Science ◽  
Quantitative And Qualitative Research ◽  
Study Designs

A robust dialogue about the (un)reliability of psychological science findings has emerged in recent years. In response, metascience researchers have developed innovative tools to increase rigor, transparency, and reproducibility, stimulating rapid improvement and adoption of open science practices. However, existing reproducibility guidelines are geared toward purely quantitative study designs. This leaves some ambiguity as to how such guidelines should be implemented in mixed methods (MM) studies, which combine quantitative and qualitative research. Drawing on extant literature, our own experiences, and feedback from 79 self-identified MM researchers, the current paper addresses two main questions: (a) how and to what extent do existing reproducibility guidelines apply to MM study designs; and (b) can existing reproducibility guidelines be improved by incorporating best practices from qualitative research and epistemology? In answer, we offer 10 key recommendations for use within and outside of MM research. Finally, we argue that good science and good ethical practice are mutually reinforcing and lead to meaningful, credible science.

scholarly journals Null and Void? Errors in Meta-analysis on Perceptual Disfluency and Recommendations to Improve Meta-analytical Reproducibility

2021 ◽  
Author(s):  
Sophia C. Weissgerber ◽  
Matthias Brunmair ◽  
Ralf Rummer
Keyword(s):  
Recall Performance ◽  
Meta Analysis ◽  
Methodological Approach ◽  
Open Science ◽  
Point Of View ◽  
Outcome Variable ◽  
Science Practices ◽  
Level 3 ◽  
Analytical Requirements ◽  
Level 2

AbstractIn the 2018 meta-analysis of Educational Psychology Review entitled “Null effects of perceptual disfluency on learning outcomes in a text-based educational context” by Xie, Zhou, and Liu, we identify some errors and inconsistencies in both the methodological approach and the reported results regarding coding and effect sizes. While from a technical point of view the meta-analysis aligns with current meta-analytical guidelines (e.g., PRISMA) and conforms to general meta-analytical requirements (e.g., considering publication bias), it exemplifies certain insufficient practices in the creation and review of meta-analysis. We criticize the lack of transparency and negligence of open-science practices in the generation and reporting of results, which complicate evaluation of the meta-analytical reproducibility, especially given the flexibility in subjective choices regarding the analytical approach and the flexibility in creating the database. Here we present a framework applicable to pre- and post-publication review on improving the Methods Reproducibility of meta-analysis. Based on considerations of the transparency and openness (TOP)-guidlines (Nosek et al. Science 348: 1422–1425, 2015), the Reproducibility Enhancement Principles (REP; Stodden et al. Science 354:1240–1241, 2016), and recommendations by Lakens et al. (BMC Psychology 4: Article 24, 2016), we outline Computational Reproducibility (Level 1), Computational Verification (Level 2), Analysis Reproducibility (Level 3), and Outcome Reproducibility (Level 4). Applying reproducibility checks to TRANSFER performance as the chosen outcome variable, we found Xie’s and colleagues’ results to be (rather) robust. Yet, regarding RECALL performance and the moderator analysis, the identified problems raise doubts about the credibility of the reported results.

scholarly journals Bridging Feminist Psychology and Open Science: Feminist Tools and Shared Values Inform Best Practices for Science Reform

2021 ◽  
pp. 036168432110265
Author(s):  
Jes L. Matsick ◽  
Mary Kruk ◽  
Flora Oswald ◽  
Lindsay Palmer
Keyword(s):  
Best Practices ◽  
Feminist Theory ◽  
Open Science ◽  
Feminist Psychology ◽  
Feminist Scholarship ◽  
Science Practices ◽  
Science Discourse ◽  
Psychological Science ◽  
Conducting Research ◽  
Science Movement

Feminist researchers have long embraced the challenging, dismantling, and reimagining of psychology, though their contributions to transforming psychological science remain largely overlooked in the mainstream open science movement. In this article, we reconcile feminist psychology and open science. We propose that feminist theory can be leveraged to address central questions of the open science movement, and the potential for methodological synergy is promising. We signal the availability of feminist scholarship that can augment aspects of open science discourse. We also review the most compelling strategies for open science that can be harnessed by academic feminist psychologists. Drawing upon best practices in feminist psychology and open science, we address the following: generalizability (what are the contextual boundaries of results?), representation (who is included in research?), reflexivity (how can researchers reflect on who they are?), collaboration (are collaborative goals met within feminist psychology?), and dissemination (how should we give science away?). Throughout each section, we recommend using feminist tools when engaging with open science, and we recommend some open science practices for conducting research with feminist goals.

scholarly journals Bridging Feminist Psychology and Open Science: Feminist Tools and Shared Values Inform Best Practices for Science Reform

2021 ◽  
Author(s):  
Jes Matsick ◽  
Mary Kruk ◽  
Flora Oswald ◽  
Lindsay Palmer
Keyword(s):  
Best Practices ◽  
Feminist Theory ◽  
Open Science ◽  
Feminist Psychology ◽  
Feminist Scholarship ◽  
Science Practices ◽  
Science Discourse ◽  
Psychological Science ◽  
Conducting Research ◽  
Science Movement

Feminist researchers have long embraced the challenging, dismantling, and reimagining of psychology, though their contributions to transforming psychological science remain largely overlooked in the mainstream open science movement. In this article, we reconcile feminist psychology and open science. We propose that feminist theory can be leveraged to address central questions of the open science movement, and the potential for methodological synergy is promising. We signal the availability of feminist scholarship that can augment aspects of open science discourse. We also review the most compelling strategies for open science that can be harnessed by academic feminist psychologists. Drawing upon best practices in feminist psychology and open science, we address the following: generalizability (what are the contextual boundaries of results?), representation (who is included in research?), reflexivity (how can researchers reflect on who they are?), collaboration (are collaborative goals met within feminist psychology?), and dissemination (how should we give science away?). Throughout each section, we recommend using feminist tools when engaging with open science, and we recommend some open science practices for conducting research with feminist goals.

scholarly journals Preregistration in the Context of Expertise Research: Benefits, Challenges, and Recommendations

2019 ◽  
Author(s):  
David Moreau
Keyword(s):  
Best Practices ◽  
Open Science ◽  
Small Sample ◽  
Expert Performance ◽  
Future Directions ◽  
Science Practices ◽  
Replication Studies ◽  
Psychological Science ◽  
Design Characteristics ◽  
Small Sample Sizes

A number of recent reforms in psychological science have centered around following best practices to improve the robustness and reliability of empirical findings. Among these, preregistration has become a fundamental component, on the rise in the last few years, yet it remains relatively uncommon in expertise research. In this paper, I point out the numerous benefits of preregistration, drawing on specific examples from the field of expertise. I then examine some of the challenges the field of psychology is currently facing to implement systematic preregistration, including many that are particularly exacerbated in expertise research. Specifically, I discuss widespread design characteristics such as small sample sizes, the lack of consistent definitions regarding what constitutes expert performance, and inherent difficulties in conducting replication studies with rare, elite populations. Finally, I make a number of recommendations to facilitate preregistration in expertise research, including tips to handle and report deviations from original plans, and discuss future directions toward more prevalent open science practices.

Increasing Participation in Psychological Science by Using Course-Based Research Projects: Testing Theory, Using Open-Science Practices, and Professionally Presenting Research

2021 ◽  
pp. 009862832110242
Author(s):  
Scott D. Frankowski
Keyword(s):  
Undergraduate Research ◽  
Open Science ◽  
Independent Study ◽  
Future Research ◽  
Research Projects ◽  
Research Experiences ◽  
Science Practices ◽  
Psychological Science ◽  
Undergraduate Research Experiences ◽  
Testing Theory

Introduction: Undergraduate research experiences prepare students for graduate training or employment. Statement of problem: At many teaching-intensive universities, there is a greater demand for research experiences than there are independent study opportunities. Students from typically underrepresented backgrounds may also be unaware of a department’s undergraduate research pipeline of independent study, honor’s theses, and internal research funding. Literature review: Course-based research contributes to diversity and inclusivity in access to undergraduate research experiences, especially at teaching-intensive universities. Course-based research is often integrated into methods courses, but not content courses. Teaching implications: I present practical ways to integrate research projects into courses. I stress the importance of testing theory, teaching open-science practices, and providing opportunities for students to present professionally. I also provide examples of implementing group research projects in content courses. Conclusion: Implementing course-based research projects, especially at teaching-intensive universities, can expand access to psychological science by providing valuable research opportunities for many students. Instructors can also benefit by intertwining their teaching, mentoring, and research goals. Future research should focus on experimentally testing learning outcomes.

scholarly journals Publishing Complexity in the Digital Humanities

2021 ◽  
Author(s):  
Christian Wachter
Keyword(s):  
Digital Humanities ◽  
Collaborative Writing ◽  
Digital Publishing ◽  
Open Science ◽  
Point Of View ◽  
Sense Making ◽  
Complex Nature ◽  
Theoretical Point ◽  
The Right ◽  
Better Than

When we talk about characteristics of Digital Humanities (DH), digital publishing certainly is a prominent domain to mention. Open access papers and books, blogging, collaborative writing, and digital editions have become deeply rooted in the DH, reflecting a self-confident culture of Open Science. The rational constitution of our writings, however, has received far less attention: How can we design digital publications that mirror epistemological implications of DH methods and the composition of our arguments and narratives better than current publishing formats? In this paper, I argue that the DH need formats that exceed traditional texts and their rather linear design. Digital publishing that provides (meta) data or remarks on applied methods as mere supplements would not be enough, too. Those elements are integral parts of a scholarly demonstration and they should be presented as such. They must be visible as constituents of our sense-making. We need media that depict the complex nature of data-driven research. Interlinked and multimodal digital publishing seems to lead in the right direction. I elaborate on this matter from a theoretical point of view by building on research on hypertext. I will also point to first successful attempts of implementation. Refining these approaches promises to facilitate the presentation of intricate sense-making in the DH.

scholarly journals Collaborative active learning: bioimpedance and anthropometry in higher education

2018 ◽  
Vol 42 (4) ◽  
pp. 605-609 ◽  
Author(s):  
Rafael Bravo ◽  
Lierni Ugartemendia ◽  
Javier Cubero ◽  
Cihangir Uguz ◽  
Ana B. Rodríguez
Keyword(s):  
Body Composition ◽  
Social Interactions ◽  
Bioelectrical Impedance ◽  
Impedance Analysis ◽  
Health Sciences ◽  
Overweight And Obesity ◽  
Point Of View ◽  
Theoretical Point ◽  
Collaborative Interactions ◽  
Constructivist Perspective

Research in the health sciences devotes much attention to overweight and obesity and, consequently, to body composition. In recent years, traditional body measures have been questioned as efficient variables in health sciences due to the fact that they cannot give information about body fat mass. Our aim is to teach how to analyze body composition through anthropometry and bioelectrical impedance analysis to our “Physiology of Vegetative and Reproductive Functions” students, who are studying for their degree in Biology. We proposed project-oriented-learning to promote collaborative interactions among students. Fifty-two students voluntarily formed five groups; they worked with the concepts of basal metabolic rate and body composition from a theoretical point of view and later transformed these concepts into a practical perspective by preparing a manuscript in groups with objectives proposed by our teaching team. In this research, we show a collaborative educational scenario for university students in which students are tutored from a constructivist perspective to promote social interactions, resulting in new knowledge acquisition.

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