Replication-an important, uncommon, and misunderstood practice-is gaining appreciation in psychology. Achieving replicability is important for making research progress. If findings are not ...replicable, then prediction and theory development are stifled. If findings are replicable, then interrogation of their meaning and validity can advance knowledge. Assessing replicability can be productive for generating and testing hypotheses by actively confronting current understandings to identify weaknesses and spur innovation. For psychology, the 2010s might be characterized as a decade of active confrontation. Systematic and multi-site replication projects assessed current understandings and observed surprising failures to replicate many published findings. Replication efforts highlighted sociocultural challenges such as disincentives to conduct replications and a tendency to frame replication as a personal attack rather than a healthy scientific practice, and they raised awareness that replication contributes to self-correction. Nevertheless, innovation in doing and understanding replication and its cousins, reproducibility and robustness, has positioned psychology to improve research practices and accelerate progress.
Abstract
Two analytic traditions characterize fMRI language research. One relies on averaging activations across individuals. This approach has limitations: because of inter-individual variability in ...the locations of language areas, any given voxel/vertex in a common brain space is part of the language network in some individuals but in others, may belong to a distinct network. An alternative approach relies on identifying language areas in each individual using a functional ‘localizer’. Because of its greater sensitivity, functional resolution, and interpretability, functional localization is gaining popularity, but it is not always feasible, and cannot be applied retroactively to past studies. To bridge these disjoint approaches, we created a
probabilistic functional atlas
using fMRI data for an extensively validated language localizer in 806 individuals. This atlas enables estimating the probability that any given location in a common space belongs to the language network, and thus can help interpret group-level activation peaks and lesion locations, or select voxels/electrodes for analysis. More meaningful comparisons of findings across studies should increase robustness and replicability in language research.
How do children map linguistic representations onto the conceptual structures that they encode? In the present studies, we provided 3-4-year-old children with minimal-pair scene contrasts in order to ...determine the effect of particular event properties on novel verb learning. Specifically, we tested whether spatiotemporal cues to causation also inform children's interpretation of transitive verbs either with or without the causal/inchoative alternation (She broke the lamp/the lamp broke). In Experiment 1, we examined spatiotemporal continuity. Children saw scenes with puppets that approached a toy in a distinctive manner, and toys that lit up or played a sound. In the causal events, the puppet contacted the object, and activation was immediate. In the noncausal events, the puppet stopped short before reaching the object, and the effect occurred after a short pause (apparently spontaneously). Children expected novel verbs used in the inchoative transitive/intransitive alternation to refer to spatiotemporally intact causal interactions rather than to "gap" control scenes. In Experiment 2, we manipulated the temporal order of sub-events, holding spatial relationships constant, and provided evidence for only one verb frame (either transitive or intransitive). Children mapped transitive verbs to scenes where the agent's action closely preceded the activation of the toy over scenes in which the timing of the two events was switched, but did not do so when they heard an intransitive construction. These studies reveal that children's expectations about transitive verbs are at least partly driven by their nonlinguistic understanding of causal events: children expect transitive syntax to refer to scenes where the agent's action is a plausible cause of the outcome. These findings open a wide avenue for exploration into the relationship between children's linguistic knowledge and their nonlinguistic understanding of events.
Ovarian reserve (OR) testing with serum anti-Müllerian hormone (AMH) can provide information about a woman's fertility potential. The aim of this study was to assess interest and knowledge about OR ...testing and investigate the utility of measuring AMH in women of reproductive age deferring pregnancy.
Women ages 27-37 years currently delaying childbearing were invited to take a survey regarding attitudes and knowledge about OR testing before and after an AMH measurement with explanation of their results.
Of 121 women who took the pre-test survey, 96% believed OR testing was beneficial. The median AMH of the 97 women who underwent testing was 3.3 ng/mL (IQR 1.9-5.4 ng/mL). Nineteen percent of women had AMH <10th percentile for age and 3% had an undetectable AMH. Although 83% of these women were using hormonal contraception, none had known risk factors for diminished ovarian reserve. Seventy-eight percent of women with low AMH levels for age planned to seek fertility preservation or pregnancy, while those with AMH levels within established age normograms were reassured. On the post-test survey, 100% reported benefit in knowing their AMH level. Follow-up testing, 6-8 months after the initial measurement, showed stable AMH levels for most participants.
Women are interested in OR testing. Most women will be reassured by knowing their AMH level, whereas those with a lower AMH can be counseled on fertility preservation options or may attempt pregnancy earlier.
How do we decide what to say to ensure our meanings will be understood? The Rational Speech Act model (RSA; Frank & Goodman,
) asserts that speakers plan what to say by comparing the informativity of ...words in a particular context. We present the first example of an RSA model of sentence-level (who-did-what-to-whom) meanings. In these contexts, the set of possible messages must be abstracted from entities in common ground (people and objects) to possible events (Jane eats the apple, Marco peels the banana), with each word contributing unique semantic content. How do speakers accomplish the transformation from context to compositional, informative messages? In a communication game, participants described transitive events (e.g., Jane pets the dog), with only two words, in contexts where two words either were or were not enough to uniquely identify an event. Adults chose utterances matching the predictions of the RSA even when there was no possible fully “successful” utterance. Thus we show that adults’ communicative behavior can be described by a model that accommodates informativity in context, beyond the set of possible entities in common ground. This study provides the first evidence that adults’ language production is affected, at the level of argument structure, by the graded informativity of possible utterances in context, and suggests that full-blown natural speech may result from speakers who model and adapt to the listener’s needs.
The purpose of this study was to evaluate impact of interdisciplinary executive rounding on Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) ratings. Interdisciplinary ...executive rounding is described in the literature yet has not been widely examined for effectiveness on patient outcomes. Integration of an electronic rounding application tool was used, and a unique database developed. Analyses were performed on the dataset to determine the impact of executive rounding on HCAHPS ratings. Mean scores for 8 HCAHPS items increased among the cohort that received executive rounding. Findings indicate interdisciplinary executive rounding is one tool for improving patient experience, yet does not significantly impact scores alone.
To understand how children develop adult argument structure, we must understand the nature of syntactic and semantic representations during development. The present studies compare the performance of ...children aged 2;6 on the two intransitive alternations in English: patient (Daddy is cooking the food/The food is cooking) and agent (Daddy is cooking). Children displayed abstract knowledge of both alternations, producing appropriate syntactic generalizations with novel verbs. These generalizations were adult-like in both flexibility and constraint. Rather than limiting their generalizations to lexicalized frames, children produced sentences with a variety of nouns and pronouns. They also avoided semantic overgeneralizations, producing intransitive sentences that respected the event restrictions and animacy cues. Some generated semantically appropriate agent intransitives when discourse pressure favored patient intransitives, indicating a stronger command of the first alternation. This was in line with frequency distributions in child-directed speech. These findings suggest that children have early access to representations that permit flexible argument structure generalization.
As more researchers make their data sets openly available, the potential of secondary data analysis to address new questions increases. However, the distinction between primary and secondary data ...analysis is unnecessarily confounded with the distinction between confirmatory and exploratory research. We propose a framework, akin to library-book checkout records, for logging access to data sets in order to support confirmatory analysis when appropriate. This system would support a standard form of preregistration for secondary data analysis, allowing authors to demonstrate that their plans were registered prior to data access. We discuss the critical elements of such a system, its strengths and limitations, and potential extensions.
The ideal of scientific progress is that we accumulate measurements and integrate these into theory, but recent discussion of replicability issues has cast doubt on whether psychological research ...conforms to this model. Developmental research—especially with infant participants—also has discipline‐specific replicability challenges, including small samples and limited measurement methods. Inspired by collaborative replication efforts in cognitive and social psychology, we describe a proposal for assessing and promoting replicability in infancy research: large‐scale, multi‐laboratory replication efforts aiming for a more precise understanding of key developmental phenomena. The ManyBabies project, our instantiation of this proposal, will not only help us estimate how robust and replicable these phenomena are, but also gain new theoretical insights into how they vary across ages, linguistic communities, and measurement methods. This project has the potential for a variety of positive outcomes, including less‐biased estimates of theoretically important effects, estimates of variability that can be used for later study planning, and a series of best‐practices blueprints for future infancy research.
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