Science is broken; let’s fix it. This has been my mantra for some years now, and today we are launching an initiative aimed squarely at one of science’s biggest problems. The problem is called publication bias or the file-drawer problem and it’s resulted in what some have called a replicability crisis.
Scientists of all sorts increasingly recognize the existence of systemic problems in science, and that as a consequence of these problems we cannot trust the results we read in journal articles. One of the biggest problems is the file-drawer problem. Indeed, it is mostly as a consequence of the file-drawer problem that in many areas most published findings are false. Consider cancer preclinical bench research, just as an example.
Below are research presentations I’m involved in for Vision Sciences Society in May. If you’re attending VSS, don’t forget about the Publishing, Open Access, and Open Science satellite which will be Friday at 11am.
I’ve started blogging at PsychFileDrawer. One of our first posts is addressed to the Association for Research in Personality newsletter: Regarding your article entitled “Personality Psychology Has a Serious Problem (And so Do Many Other Areas of Psychology)”, We agree wholeheartedly with your diagnosis of a major problem in publication practices in psychology.
How many of these laws do you know? The top 15, listed below, are based on psychology journal articles 1900-1999, as calculated by Teigen (2002): LAW (REFERENCE)
Our Evidence Charting project has received a commendation as a a Undergraduate Learning, Teaching, and Assessment Resource Commendation.
The Derrington, Krauskopf and Lennie (1984) color space is based on the Macleod-Boynton (1979) chromaticity diagram.
We discovered that when an array of colored discs was spun so fast that attention could no longer keep up with it, people could no longer perceive which colors were adjacent. Together with an additional attentional cueing experiment, this phenomenon suggests that a shift of attention is required to mentally link adjacent elements and apprehend their spatial relationship. The experiments are described in: Holcombe, A., Linares, D., &
A new version of my 100-minute interactive neural network lesson is available. The lesson webpages guide university-level students through learning and directed play with a connectionist simulator. The outcome is that students gain a sense of how neuron-like processing units can mediate adaptive behavior and memory.
If you don’t understand the title of this post, you almost certainly will regret reading further. We’re doing an experiment in which one target is presented along with m distracters.