scholarly journals There Is No Viable Path to Consensus Based on the Current Research Literature

2021 ◽  
Author(s):  
Katherine S. Corker
Keyword(s):  
Current Psychology ◽  
Meta Analysis ◽  
Research Literature ◽  
Psychology Research ◽  
Research Practices

This article is a comment on Leising et al., in press, Personality Science (https://psyarxiv.com/6btc3/). I argue that we cannot use meta-analysis, nor any other known procedure, to achieve consensus based on current psychology research practices.

Collective Fieldwork Interviews in the Classroom Without Walls

2013 ◽  
Vol 2 (4) ◽  
pp. 356-380
Author(s):  
Daniel Makagon
Keyword(s):  
Qualitative Research ◽  
Research Literature ◽  
Research Practices ◽  
Experiential Pedagogy ◽  
Temporal And Spatial ◽  
Learning Focused

This article uses a course that meets from 10 p.m. to 1 a.m. as a context to critically examine collective collaborative fieldwork as an experiential pedagogy that helps students better understand and practice qualitative fieldwork interviews. A collective interviewing experience can provide each student with practice and establish a situation for relatively sustained learning-focused dialogue and debate about interviewing ethics. With this context in mind, I critically examine how interviewing participants in a group scenario can help students understand spurned interview requests, the effects on researcher-participant relationships, and the alteration of temporal and spatial scenes in which interviews take shape as well as teach students about the important nuances of translation during interviews. Taken together, these four issues offer important ways to think about team-based fieldwork projects as an alternative to lone-ethnographer models of research practices that are foregrounded in qualitative research literature and in fieldwork-based courses.

Factors Related to Sight-Reading Accuracy

2013 ◽  
Vol 61 (4) ◽  
pp. 452-465 ◽  
Author(s):  
Jennifer Mishra
Keyword(s):  
Meta Analysis ◽  
Research Literature ◽  
Sight Reading ◽  
General Music ◽  
Music Aptitude ◽  
Sight Singing ◽  
Variable Effect ◽  
Technical Ability ◽  
Unpublished Thesis ◽  
Meta Analyses

The purpose of this meta-analysis was to determine the extent of the overall relationship between previously tested variables and sight-reading. An exhaustive survey of the available research literature was conducted resulting in 92 research studies that reported correlations between sight-reading and another variable. Variables ( n = 597) were grouped by construct (e.g., music aptitude, technical ability) and separate meta-analyses were conducted for each construct. Construct had a variable effect on sight-reading, with improvisational skills, ear-training ability, technical ability, and music knowledge correlating most closely with sight-reading, while attitude and personality were unrelated to sight-reading. Additionally, the study examined differences in effect size by type of publication (published study, unpublished thesis), the experience level of the sight-reader (elementary, secondary, college nonmusician, college musician), sight-reading mode (instrumental sight-reading, sight-singing), and type of sight-reading test. The few differences suggest future investigation of a developmental component to sight-reading is warranted. In general, music constructs that improve with practice correlated more strongly with sight-reading than did stable characteristics. These results support sight-reading being considered a music skill that improves with the musicality of the performer rather than a simple visuo-motor decoding process.

Sex differences in the involvement of skeletal and cardiac muscles in myopathic Ano5-/- mice.

2022 ◽  
Author(s):  
Steven Foltz ◽  
Fang Wu ◽  
Nasab Ghazal ◽  
Jennifer Kwong ◽  
H. Criss Hartzell ◽  
...  
Keyword(s):  
Skeletal Muscle ◽  
Sex Differences ◽  
Meta Analysis ◽  
Elevated Serum ◽  
Research Literature ◽  
Exercise Intolerance ◽  
Membrane Repair ◽  
Recessive Mutations ◽  
Skeletal Muscle Dysfunction ◽  
Cardiac Muscles

Limb-girdle muscular dystrophy R12 (LGMD-R12) is caused by recessive mutations in the Anoctamin-5 gene (ANO5, TMEM16E). Although ANO5 myopathy is not X-chromosome linked, we performed a meta-analysis of the research literature and found that three-quarters of LGMD-R12 patients are males. Females are less likely to present with moderate to severe skeletal muscle and/or cardiac pathology. Because these sex differences could be explained in several ways, we compared males and females in a mouse model of LGMD-R12. This model recapitulates the sex differences in human LGMD-R12. Only male Ano5-/- mice had elevated serum creatine kinase after exercise and exhibited defective membrane repair after laser injury. In contrast, by these measures, female Ano5-/- mice were indistinguishable from wild type. Despite these differences, both male and female Ano5-/- mice exhibited exercise intolerance. While exercise intolerance of male mice can be explained by skeletal muscle dysfunction, echocardiography revealed that Ano5-/- female mice had features of cardiomyopathy that may be responsible for their exercise intolerance. These findings heighten concerns that mutations of ANO5 in humans may be linked to cardiac disease.

scholarly journals Reproducible and Transparent Research Practices in Published Neurology Research

2019 ◽  
Author(s):  
Shelby Rauh ◽  
Trevor Torgerson ◽  
Austin L. Johnson ◽  
Jonathan Pollard ◽  
Daniel Tritz ◽  
...  
Keyword(s):  
Systematic Review ◽  
Conflict Of Interest ◽  
Data Extraction ◽  
Meta Analysis ◽  
Research Practices ◽  
Raw Data ◽  
Replication Studies ◽  
Study Materials ◽  
Funding Sources ◽  
Pubmed Search

AbstractBackgroundThe objective of this study was to evaluate the nature and extent of reproducible and transparent research practices in neurology research.MethodsThe NLM catalog was used to identify MEDLINE-indexed neurology journals. A PubMed search of these journals was conducted to retrieve publications over a 5-year period from 2014 to 2018. A random sample of publications was extracted. Two authors conducted data extraction in a blinded, duplicate fashion using a pilot-tested Google form. This form prompted data extractors to determine whether publications provided access to items such as study materials, raw data, analysis scripts, and protocols. In addition, we determined if the publication was included in a replication study or systematic review, was preregistered, had a conflict of interest declaration, specified funding sources, and was open access.ResultsOur search identified 223,932 publications meeting the inclusion criteria, from which 300 were randomly sampled. Only 290 articles were accessible, yielding 202 publications with empirical data for analysis. Our results indicate that 8.99% provided access to materials, 9.41% provided access to raw data, 0.50% provided access to the analysis scripts, 0.99% linked the protocol, and 3.47% were preregistered. A third of sampled publications lacked funding or conflict of interest statements. No publications from our sample were included in replication studies, but a fifth were cited in a systematic review or meta-analysis.ConclusionsCurrent research in the field of neurology does not consistently provide information needed for reproducibility. The implications of poor research reporting can both affect patient care and increase research waste. Collaborative intervention by authors, peer reviewers, journals, and funding sources is needed to mitigate this problem.

scholarly journals Using Information Theory to Develop Modern Educational Methodologies

2020 ◽  
pp. 202-207
Author(s):  
J. C. Olabe ◽  
◽  
X. Basogain ◽  
M. A. Olabe
Keyword(s):  
Information Theory ◽  
Current Psychology ◽  
Multiple Intelligences ◽  
Student Motivation ◽  
Scientific Method ◽  
Educational Environment ◽  
Project Based Learning ◽  
Psychology Research ◽  
Computational Process ◽  
Learning And Teaching

The field of research in educational methodologies has been offering during the last decade a series of innovative and promising new initiatives. These initiatives have tried to apply to the educational environment the fruits of current psychology research. Ideas such as student motivation, gaming, multiple intelligences, project-based learning, flipping the classroom, makerspaces, and others, abound in the field of educational methodologies. These new initiatives are evaluated with traditional procedures grouped under the umbrella of the scientific method. This paper first discusses the limitations of these evaluations. Second, it describes learning and teaching as a computational process. Finally, it proposes the use of principles of Information Theory as the foundation for the design of modern educational methodologies.

scholarly journals Workplace bullying and sleep – A systematic review and meta-analysis of the research literature

2020 ◽  
Vol 51 ◽  
pp. 101289 ◽  
Author(s):  
Morten B. Nielsen ◽  
Anette Harris ◽  
Ståle Pallesen ◽  
Ståle V. Einarsen
Keyword(s):  
Systematic Review ◽  
Workplace Bullying ◽  
Meta Analysis ◽  
Research Literature

Test Frequency, Stakes, and Feedback in Student Achievement: A Meta-Analysis

2019 ◽  
Vol 43 (3-4) ◽  
pp. 111-151 ◽  
Author(s):  
Richard P. Phelps
Keyword(s):  
Student Achievement ◽  
Early Childhood ◽  
Effect Size ◽  
English Language ◽  
Variance Estimation ◽  
Meta Analysis ◽  
The United States ◽  
Research Literature ◽  
Effect Sizes ◽  
Test Frequency

Background: Test frequency, stakes associated with educational tests, and feedback from test results have been identified in the research literature as relevant factors in student achievement. Objectives: Summarize the separate and joint contribution to student achievement of these three treatments and their interactions via multivariable meta-analytic techniques using a database of English-language studies spanning a century (1910–2010), comprising 149 studies and 509 effect size estimates. Research design: Analysis employed robust variance estimation. Considered as potential moderators were hundreds of study features comprising various test designs and test administration, demographic, and source document characteristics. Subjects: Subjects were students at all levels, from early childhood to adult, mostly from the United States but also eight other countries. Results: We find a summary effect size of 0.84 for the three treatments collectively. Further analysis suggests benefits accrue to the incremental addition of combinations of testing and feedback or stakes and feedback. Moderator analysis shows higher effect sizes associated with the following study characteristics: more recent year of publication, summative (rather than formative) testing, constructed (rather than selected) item response formats, alignment of subject matter between pre- and posttests, and recognition/recall (rather than core subjects, art, or physical education). Conversely, lower effect sizes are associated with postsecondary students (rather than early childhood–upper secondary), special education population, larger study population, random assignment (rather than another sampling method), use of shadow test as outcome measure, designation of individuals (rather than groups) as units of analysis, and academic (rather than corporate or government) research.

scholarly journals Duration of palliative care before death in international routine practice: a systematic review and meta-analysis

BMC Medicine ◽  
2020 ◽  
Vol 18 (1) ◽  
Author(s):  
Roberta I. Jordan ◽  
Matthew J. Allsop ◽  
Yousuf ElMokhallalati ◽  
Catriona E. Jackson ◽  
Helen L. Edwards ◽  
...  
Keyword(s):  
Systematic Review ◽  
Palliative Care ◽  
English Language ◽  
Meta Analysis ◽  
Service Evaluation ◽  
Research Literature ◽  
Cochrane Library ◽  
Routine Practice ◽  
Middle Income ◽  
Palliative Care Services

Abstract Background Early provision of palliative care, at least 3–4 months before death, can improve patient quality of life and reduce burdensome treatments and financial costs. However, there is wide variation in the duration of palliative care received before death reported across the research literature. This study aims to determine the duration of time from initiation of palliative care to death for adults receiving palliative care across the international literature. Methods We conducted a systematic review and meta-analysis that was registered with PROSPERO (CRD42018094718). Six databases were searched for articles published between Jan 1, 2013, and Dec 31, 2018: MEDLINE, Embase, CINAHL, Global Health, Web of Science and The Cochrane Library, as well undertaking citation list searches. Following PRISMA guidelines, articles were screened using inclusion (any study design reporting duration from initiation to death in adults palliative care services) and exclusion (paediatric/non-English language studies, trials influencing the timing of palliative care) criteria. Quality appraisal was completed using Hawker’s criteria and the main outcome was the duration of palliative care (median/mean days from initiation to death). Results One hundred sixty-nine studies from 23 countries were included, involving 11,996,479 patients. Prior to death, the median duration from initiation of palliative care to death was 18.9 days (IQR 0.1), weighted by the number of participants. Significant differences between duration were found by disease type (15 days for cancer vs 6 days for non-cancer conditions), service type (19 days for specialist palliative care unit, 20 days for community/home care, and 6 days for general hospital ward) and development index of countries (18.91 days for very high development vs 34 days for all other levels of development). Forty-three per cent of studies were rated as ‘good’ quality. Limitations include a preponderance of data from high-income countries, with unclear implications for low- and middle-income countries. Conclusions Duration of palliative care is much shorter than the 3–4 months of input by a multidisciplinary team necessary in order for the full benefits of palliative care to be realised. Furthermore, the findings highlight inequity in access across patient, service and country characteristics. We welcome more consistent terminology and methodology in the assessment of duration of palliative care from all countries, alongside increased reporting from less-developed settings, to inform benchmarking, service evaluation and quality improvement.

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